Due Date: 11:59 pm EST Sunday of Unit 4
\nPoints: 25
\nOverview
\nFor this assignment, you will analyze a family case study that focuses on a 4-year-old
\nboy from China who does not speak English and behaves developmentally more like a
\n2-year-old. After learning about the relationships between the child, his parents,
\ngrandparents and teachers, you will reflect on the issues, the child\u2019s abilities and needs,
\nchallenges for the family, and the teacher\u2019s ethical conduct and strategies. You will
\nmake explicit connections to theory, early childhood professional standards for building
\nfamily and community relationships, protective factors for families and children and\/or
\nother course resources.
\nInstructions
\nStep 1: Carefully review the unit Readings and Resources and the case study materials
\npaying special attention to the concept of \u201cgood ideas\u201d to support the child and his
\nfamily.
\nStep 2: Write a 1-2 page paper that addresses the following areas:
\n\u2022 In your own words, summarize the key issues concerning the child and family and
\nthe strategies used by the teacher.
\n\u2022 Connect the strategies used by the teacher to at least two (2) of the following ECE
\nresources:
\n1) one ideal or principle from the NAEYC Code of Ethics.
\n2) one key element from the NAEYC Early Childhood Professional Preparation
\nStandard 2: Building Family and Community Relationships
\na. Key Elements
\n\u2022 2a. Knowing about and understanding diverse family and
\ncommunity characteristics.
\n\u2022 2b. Supporting and engaging families and communities through
\nrespectful, reciprocal relationships.
\n\u2022 2c. Involving families and communities in young children\u2019s
\ndevelopment and learning.
\nCHS236 \u2013 Home, School, and
\nCommunity
\nUnit 4 Assignment: Family Case Study
\n3) one theory (Bronfenbrenner\u2019s Bioecological theory, Vygotsky\u2019s sociocultural
\ntheory, or family systems theory).
\n4) one Strengthening Families Protective Factor, and\/or
\n5) a Help Me Grow System core component.
\n\u2022 Write the complete title of each resource (ethical ideal or principle, standard key
\nelement, theory, protective factor, and\/or Help Me Grow component) that you
\nconnect to the teacher strategies.
\n\u2022 Use key terms (e.g., ideals, principles, and ethical responsibility) that demonstrate
\nyour comprehension of ECE concepts and terminology.
\nRequirements
\n\u2022 Submit a Word document in APA 7 format (with Title Page and Reference Page).
\n\u2022 Minimum one to two (1-2) pages in length, excluding Title and Reference pages.
\nBe sure to read the criteria below by which your work will be evaluated before
\nyou write and again after you write.
\nAssessment Rubric for Unit 4 Assignment
\nCriteria
\nExemplary Proficient Needs
\nImprovement
\nDeficient
\n7 Points 6 Points 4 \u2013 5 Points 0 \u2013 3 Points
\nSummarizes
\nissues
\nconcerning
\ncase study
\nfamily and
\nchild and the
\nstrategies
\nused by the
\nteacher
\n6d.
\nIntegrating
\nknowledgeab
\nle, reflective,
\nand critical
\nperspectives
\non early
\neducation.
\nUsing own
\nwords, explicitly
\ndescribes the
\nissues
\nconcerning the
\nchild and family
\nand the
\nstrategies used
\nby the teacher.
\nUsing own words,
\nsubstantively
\ndescribes the key
\nissues concerning
\nthe child and
\nfamily and the
\nstrategies used
\nby the teacher.
\nUsing mostly own
\nwords, clearly
\ndescribes the key
\nissues concerning
\nthe child and
\nfamily and the
\nstrategies used
\nby the teacher.
\nVague or
\nsignificantly
\nincomplete
\ndescription of
\nthe key issues
\nconcerning the
\nchild and family
\nand the
\nstrategies used
\nby the teacher.
\nRelies primarily
\non lengthy
\nquotes from the
\ncase.
\n9 Points 7 \u2013 8 Points 5 \u2013 6 Points 0 \u2013 5 Points
\nSupporting
\nECE
\nUsing complete
\ntitles, key terms
\nUsing mostly
\ncomplete titles,
\nUsing partial
\ntitles, limited key
\nMissing titles
\nand key terms
\nResources,
\nECE
\nConcepts
\nand
\nTerminology
\n6b. Knowing
\nabout and
\nupholding
\nethical
\nstandards
\nand other
\nearly
\nchildhood
\nprofessional
\nguidelines
\nand explicit
\ndetails,
\nidentifies two
\nsupporting ECE
\nresources from
\ngiven list.
\nExplains how
\neach connects
\nto the strategies
\nused by the
\nteacher.
\nSubstantial and
\nappropriate
\nutilization of of
\nECE concepts
\nand terminology
\nconveys
\nexcellent
\ncomprehension
\nof ECE
\nprofessionalism.
\nsome key terms
\nand thorough
\ndetails, identifies
\ntwo supporting
\nECE resources
\nfrom given list.
\nExplains how
\neach connect
\nstrategies used
\nby the teacher.
\nThorough and
\nappropriate
\nutilization of ECE
\nconcepts and
\nterminology
\nconveys strong
\ncomprehension of
\nECE
\nprofessionalism.
\nterms and\/or clear
\ndetails, identifies
\nsupporting ECE
\nresources from
\ngiven list.
\nExplains
\nconnection to the
\nstrategies used
\nby the teacher.
\nMinimal utilization
\nof ECE concepts
\nand terminology
\nconveys limited
\ncomprehension of
\nECE
\nprofessionalism.
\nand\/or vaguely
\nwritten
\nidentification of
\nsupporting ECE
\nresources.
\nFails to explain
\nconnection to
\nthe strategies
\nused by the
\nteacher. Little to
\nno use of ECE
\nconcepts and
\nterminology
\nconveys
\ncomprehension
\nof ECE
\nprofessionalism
\nmay be lacking.
\n3 Points 2 Points 1 Points 0 Points
\nGrammar,
\nSpelling,
\nSentence
\nStructure
\nStandard SS3
\nStudent is
\nproficient in
\nreading and
\nwriting.
\nGrammar,
\nspelling and
\nsentence
\nstructure of
\ndiscussions are
\nhighly polished;
\nno grammar or
\nspelling errors.
\nGrammar,
\nspelling and
\nsentence
\nstructure of
\ndiscussions are
\ngood. Maximum
\nof one grammar
\nor spelling error.
\nGrammar,
\nspelling and
\nsentence
\nstructure of
\ndiscussions are
\nadequate.
\nMaximum of two
\ngrammar and\/or
\nspelling errors.
\nGrammar,
\nspelling and
\nsentence
\nstructure of
\ndiscussions are
\ninadequate.
\nThere are three
\nor more errors.
\n3 Points 2 Points 1 Points 0 Points
\nPresentation
\nLength
\nFully meets
\nminimum length
\nrequirement.
\nMostly meets
\nminimum length
\nrequirement.
\nSomewhat meets
\nminimum length
\nrequirement.
\nSignificantly
\nmissed
\nminimum length
\nrequirement.
\n3 Points 2 Points 1 Points 0 Points
\nAPA Format
\nincluding
\nAPA Title and
\nReference
\nPages
\nAPA compliant. Few errors in
\nAPA.
\nSignificant errors
\nin APA.
\nAPA not
\nfollowed. For this assignment, you will analyze a family case study that focuses on a 4-year-old boy from China who does not speak English and behaves developmentally more like a 2-year-old. After learning about the relationships between the child, his parents, grandparents and teachers, you will reflect on the issues, the child\u2019s abilities and needs, challenges for the family, and the teacher\u2019s ethical conduct and strategies. You will make explicit connections to theory, early childhood professional standards for building family and community relationships, protective factors for families and children and\/or other course resources<\/p>\n
___________________________
\nCase Study: A 4-Year-Old Boy from China<\/p>\n
The case study describes a 4-year-old boy from China who does not speak English and behaves developmentally more like a 2-year-old. The boy’s parents are both immigrants from China and do not speak English well. They are concerned about their son’s development and are not sure how to help him.<\/p>\n
The boy’s teacher, Ms. Smith, is aware of the boy’s challenges and is working to support him. She has been using a variety of strategies, including:<\/p>\n
Providing the boy with a bilingual Helpant who can translate for him and his parents.
\nUsing visual aids and gestures to communicate with the boy.
\nProviding the boy with opportunities to play with other children who speak Chinese.
\nWorking with the boy’s parents to develop a plan to support his language development.
\nMs. Smith is committed to helping the boy succeed. She is aware of the challenges he faces, but she is also confident that he can overcome them. She is working with the boy, his parents, and the bilingual Helpant to create a supportive environment where the boy can learn and grow.<\/p>\n
Issues<\/p>\n
The key issues concerning the child and family in this case study include:<\/p>\n
The child’s language barrier. The child does not speak English, which makes it difficult for him to communicate with his teachers, classmates, and other children in his community.
\nThe family’s cultural background. The child’s parents are immigrants from China, and they may have different expectations for their child’s education than American parents.
\nThe child’s developmental delay. The child is behaving developmentally more like a 2-year-old than a 4-year-old. This could be due to a number of factors, including his language barrier and his cultural background.
\nStrategies Used by the Teacher<\/p>\n
Ms. Smith is using a variety of strategies to support the child and his family. These strategies include:<\/p>\n
Providing the child with a bilingual Helpant who can translate for him and his parents.
\nUsing visual aids and gestures to communicate with the child.
\nProviding the child with opportunities to play with other children who speak Chinese.
\nWorking with the child’s parents to develop a plan to support his language development.
\nThese strategies are all designed to help the child overcome the challenges he faces. The bilingual Helpant can help the child communicate with his teachers and classmates, and the visual aids and gestures can help him understand what is being said. The opportunities to play with other children who speak Chinese can help him develop his language skills, and the plan developed with his parents can help ensure that he is receiving the support he needs.<\/p>\n
Connections to ECE Resources<\/p>\n
The strategies used by Ms. Smith are consistent with a number of ECE resources, including:<\/p>\n
The NAEYC Code of Ethics. The NAEYC Code of Ethics states that early childhood professionals should “appreciate and support the diversity of families and children.” Ms. Smith is doing this by providing the child with a bilingual Helpant and by working with the child’s parents to develop a plan to support his language development.
\nThe NAEYC Early Childhood Professional Preparation Standards. The NAEYC Early Childhood Professional Preparation Standards state that early childhood professionals should “know about and understand diverse family and community characteristics.” Ms. Smith is doing this by learning about the child’s cultural background and by working with his parents to understand their expectations for his education.
\nBronfenbrenner’s Bioecological Theory. Bronfenbrenner’s Bioecological Theory states that a child’s development is influenced by a variety of factors, including the child’s family, community, and culture. Ms. Smith is taking into account all of these factors when she develops strategies to support the child.
\nConclusion<\/p>\n
Ms. Smith is doing a great job of supporting the child and his family. She is using a variety of strategies that are consistent with ECE resources. She is committed to helping the child succeed, and she is confident that he can overcome the challenges he faces.<\/p>\n","protected":false},"excerpt":{"rendered":"
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