Posted: May 25th, 2023

Case Study: A 4-Year-Old Boy from China

Due Date: 11:59 pm EST Sunday of Unit 4
Points: 25
Overview
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’s abilities and needs,
challenges for the family, and the teacher’s 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.
Instructions
Step 1: Carefully review the unit Readings and Resources and the case study materials
paying special attention to the concept of “good ideas” to support the child and his
family.
Step 2: Write a 1-2 page paper that addresses the following areas:
• In your own words, summarize the key issues concerning the child and family and
the strategies used by the teacher.
• Connect the strategies used by the teacher to at least two (2) of the following ECE
resources:
1) one ideal or principle from the NAEYC Code of Ethics.
2) one key element from the NAEYC Early Childhood Professional Preparation
Standard 2: Building Family and Community Relationships
a. Key Elements
• 2a. Knowing about and understanding diverse family and
community characteristics.
• 2b. Supporting and engaging families and communities through
respectful, reciprocal relationships.
• 2c. Involving families and communities in young children’s
development and learning.
CHS236 – Home, School, and
Community
Unit 4 Assignment: Family Case Study
3) one theory (Bronfenbrenner’s Bioecological theory, Vygotsky’s sociocultural
theory, or family systems theory).
4) one Strengthening Families Protective Factor, and/or
5) a Help Me Grow System core component.
• Write the complete title of each resource (ethical ideal or principle, standard key
element, theory, protective factor, and/or Help Me Grow component) that you
connect to the teacher strategies.
• Use key terms (e.g., ideals, principles, and ethical responsibility) that demonstrate
your comprehension of ECE concepts and terminology.
Requirements
• Submit a Word document in APA 7 format (with Title Page and Reference Page).
• Minimum one to two (1-2) pages in length, excluding Title and Reference pages.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
Assessment Rubric for Unit 4 Assignment
Criteria
Exemplary Proficient Needs
Improvement
Deficient
7 Points 6 Points 4 – 5 Points 0 – 3 Points
Summarizes
issues
concerning
case study
family and
child and the
strategies
used by the
teacher
6d.
Integrating
knowledgeab
le, reflective,
and critical
perspectives
on early
education.
Using own
words, explicitly
describes the
issues
concerning the
child and family
and the
strategies used
by the teacher.
Using own words,
substantively
describes the key
issues concerning
the child and
family and the
strategies used
by the teacher.
Using mostly own
words, clearly
describes the key
issues concerning
the child and
family and the
strategies used
by the teacher.
Vague or
significantly
incomplete
description of
the key issues
concerning the
child and family
and the
strategies used
by the teacher.
Relies primarily
on lengthy
quotes from the
case.
9 Points 7 – 8 Points 5 – 6 Points 0 – 5 Points
Supporting
ECE
Using complete
titles, key terms
Using mostly
complete titles,
Using partial
titles, limited key
Missing titles
and key terms
Resources,
ECE
Concepts
and
Terminology
6b. Knowing
about and
upholding
ethical
standards
and other
early
childhood
professional
guidelines
and explicit
details,
identifies two
supporting ECE
resources from
given list.
Explains how
each connects
to the strategies
used by the
teacher.
Substantial and
appropriate
utilization of of
ECE concepts
and terminology
conveys
excellent
comprehension
of ECE
professionalism.
some key terms
and thorough
details, identifies
two supporting
ECE resources
from given list.
Explains how
each connect
strategies used
by the teacher.
Thorough and
appropriate
utilization of ECE
concepts and
terminology
conveys strong
comprehension of
ECE
professionalism.
terms and/or clear
details, identifies
supporting ECE
resources from
given list.
Explains
connection to the
strategies used
by the teacher.
Minimal utilization
of ECE concepts
and terminology
conveys limited
comprehension of
ECE
professionalism.
and/or vaguely
written
identification of
supporting ECE
resources.
Fails to explain
connection to
the strategies
used by the
teacher. Little to
no use of ECE
concepts and
terminology
conveys
comprehension
of ECE
professionalism
may be lacking.
3 Points 2 Points 1 Points 0 Points
Grammar,
Spelling,
Sentence
Structure
Standard SS3
Student is
proficient in
reading and
writing.
Grammar,
spelling and
sentence
structure of
discussions are
highly polished;
no grammar or
spelling errors.
Grammar,
spelling and
sentence
structure of
discussions are
good. Maximum
of one grammar
or spelling error.
Grammar,
spelling and
sentence
structure of
discussions are
adequate.
Maximum of two
grammar and/or
spelling errors.
Grammar,
spelling and
sentence
structure of
discussions are
inadequate.
There are three
or more errors.
3 Points 2 Points 1 Points 0 Points
Presentation
Length
Fully meets
minimum length
requirement.
Mostly meets
minimum length
requirement.
Somewhat meets
minimum length
requirement.
Significantly
missed
minimum length
requirement.
3 Points 2 Points 1 Points 0 Points
APA Format
including
APA Title and
Reference
Pages
APA compliant. Few errors in
APA.
Significant errors
in APA.
APA not
followed. 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’s abilities and needs, challenges for the family, and the teacher’s 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

___________________________
Case Study: A 4-Year-Old Boy from China

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.

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:

Providing the boy with a bilingual Helpant who can translate for him and his parents.
Using visual aids and gestures to communicate with the boy.
Providing the boy with opportunities to play with other children who speak Chinese.
Working with the boy’s parents to develop a plan to support his language development.
Ms. 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.

Issues

The key issues concerning the child and family in this case study include:

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.
The 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.
The 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.
Strategies Used by the Teacher

Ms. Smith is using a variety of strategies to support the child and his family. These strategies include:

Providing the child with a bilingual Helpant who can translate for him and his parents.
Using visual aids and gestures to communicate with the child.
Providing the child with opportunities to play with other children who speak Chinese.
Working with the child’s parents to develop a plan to support his language development.
These 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.

Connections to ECE Resources

The strategies used by Ms. Smith are consistent with a number of ECE resources, including:

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.
The 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.
Bronfenbrenner’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.
Conclusion

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.

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