Responding to Diverse Needs – Case Study

Rangina has been in Abebis class for seven months  now. Ranginas family immigrated from Afghanistan  right before she was born. She started coming to the  child care center when she was 1 year old. The transition was difficult at first, but Rangina quickly settled  into a routine. Nap time was a particular challenge as  Rangina cried herself to sleep nearly every afternoon.  After many conversations between Abebi and Ranginas  father, they decided that his wife would tape record  her nightly singing and playing of the Waj instrument.  When Abebi played this during nap time, the music  and singing were so soothing that they helped not  only Rangina to fall asleep but also some of the other  children.  This particular morning, Rangina came dressed in  a new embroidered kuchi-style dress with a matching  chador (head scarf). Her mother explained that they  were observing Eid al-Fitr, which celebrates the first  day after the Ramadan fast. Rangina was clearly excited  about her new clothing. Abebi commented, Your new  dress must be soft. Can I feel it? Rangina exclaimed,  Yes! and hugged her. Then, Rangina danced to  another area of the classroom. Abebi noticed that she  danced from one area to another during the first half  of free choice time, and she seemed to have trouble  finding experiences to engage her. For example, she  declined to paint at the easel or draw with markers,  some of her favorite things to do. When Abebi asked  about these decisions, she would only say No dirty.  Abebi moved to her eye level and asked if she was  afraid to get her new clothes messy. When Rangina  replied yes, Abebi found other attractive, nonmessy  art materials for her to use. When it was story time,  Rangina began to run around the room. Abebi decided  that a game of follow the leader might be best, and she  invited Rangina to be the first leader.  

1. From the case study, what do you think is the most  important tool Abebi used with Rangina? Why?  

2. How did Abebis relationship with Ranginas parents help her to be more responsive to Rangina?  

3. How does interactional synchrony apply to this case study?

Swim, Terri Jo. Infants, Toddlers, and Caregivers: Caregiving and Responsive Curriculum Development (p. 96). Cengage Learning. Kindle Edition.