Child Development Social and Emotional Well-being Report Analysis

This report addresses the social and emotional well-being of children, particularly in the context of cultural adaptation and immigration. It examines the needs of both the child and the family, highlighting the challenges faced by a child who has recently moved from Korea to Canada. The report emphasizes the child's need for parental support, English language acquisition, interaction with peers, and adaptation to a new culture. It then explores the support offered by childcare facilities, schools, and the community, including strategies such as encouraging interaction with peers, offering parental updates, and promoting cultural integration. The report stresses the importance of community involvement in fostering cultural understanding and providing resources to help the child and family adjust to their new environment, while also referencing relevant academic sources.

CHILD DEVELOPMENT SOCIAL AND EMOTIONAL WELL BEING 1
Child development social and emotional well being
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CHILD DEVELOPMENT SOCIAL AND EMOTIONAL WELL BEING 2
The family’s and child's needs.
The family and the child have various needs in common, as discussed in the case Scenario.
Having migrated from Korea to Canada, the Dylan needs to parental. It is for this reason that his
parents sent him to child care known as Cindy's day home. Besides, the child needs learning
English, which is the official language in Canada. Dylan needs of learning English a language
that he had never come across, and he is used to speaking Koran language, which was his
original language. The child also needs to interact with other children (Ladson-Billings, 2014).
When Cindy sends them to the basement, the child plays alone with his Korean toys. However, it
is observable that the child experiences anger, frustration, and loneliness. The child also needs to
learn the new Canadian culture, and this is evident during mealtime as Dylan refuses to eat the
Kraft Dinner, which is a popular meal in this country. The family also needs to spend time with
their child and teach him some Basic English. However, they can't since they are ever committed
in their places of work. It is for this reason that they request Cindy to stay longer with the child
during drop-off.
Support offered to the child and the family by the child care facility, school, and the
community.
The facility has a significant role to play in supporting the child to adapt to the new language.
Cindy, as the head of the child care facility, should, in a special way, engage Dylan, creating
additional time as requested by the parents trying to assist the child in learning English (Durden
et al .,2015). Besides, Cindy should encourage the other children to play with Dylan, and this can
happen when Cindy participates in the child's play together with the rest of the children. By
doing so, this can eliminate loneliness, anger, and frustration from the child.

CHILD DEVELOPMENT SOCIAL AND EMOTIONAL WELL BEING 3
The child day home should offer support to the family by encouraging the child's parents on the
constant effort they are offering tom the child. Besides, Cindy should offer a continuous update
to the child's parents and encourage them on the tireless effort she is putting towards ensuring the
child adapt to the new environment (Ball, 2010).
The community can play a great role in instilling the new cultural practices to this child of a
different cultural origin. The community should engage the child's parents to allow the child to
participate in various cultural activities. In these cultural activities, the child will be able to learn
about the new culture dressing, its practices, language, and feeding habits. The society should
also condemn various practices of discrimination which may be accorded to this child, and the
community should accept this child and the family in general regardless of their origin. In the
event where it's the parent's works in the community resource centers, the community should
offer the parent’s time to spend with their child. The child should be offered a lot of parental
support for him to cope with these changes brought about by immigration (Gonzalez-Mena,
2009). .

CHILD DEVELOPMENT SOCIAL AND EMOTIONAL WELL BEING 4
References
Ball, J. (2010). Enhancing learning of children from diverse language backgrounds: Mother
tongue-based bilingual or multilingual education in early childhood and early primary
school years. Victoria, Canada: Early Childhood Development Intercultural Partnerships,
University of Victoria.
Durden, T. R., Escalante, E., & Blitch, K. (2015). Start with us! Culturally relevant pedagogy in
the preschool classroom. Early Childhood Education Journal, 43(3), 223-232.
Gonzalez-Mena, J. (2009). Child, family, and community: Family-centered early care and
education. Upper Saddle River, NJ: Merrill Pearson. Early Childhood Education
Journal, 84(1), 74-84.
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: aka the remix. Harvard
Educational Review, 84(1), 74-84.