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.
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