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Education
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Early Childhood Education Case study: Education Coursework

Coursework Instructions:

Prompt:
Step #1: Read the Case Study below on Chearyun
Case Study: Chearyun
Chearyun is a 4 year old girl. Her primary language is Korean. Her older brother, Gi, is in the third grade. Her father works as an engineer. Mom was a dentist but gave up her profession when she moved to America. The family moved from Korea for the fathers work exactly 1 year ago. The only one who has any knowledge of the English language in the family is the father, who has limited English skills. However, enough receptive English to build on and to support some basic communication needs.
Chearyun attends a part-time play-based preschool. When her parents drop her off she waves and is heard softly speaking to parents. She has no issues with separation. She quickly enters the playground climbing structure to play but it does not appear that she has a specific playmate but does follow along with others in climbing and sliding in a particular direction. She moves to the outside writing center and she draws shapes of people, trees, flowers and animals. She has strong gross/fine motor skills and she is taller than her peers, eats with chopsticks, smiles at others, and appears aware of her surroundings. She does not shy away but uses pointing, pulling or nodding yes or no to convey a want or need. She appears to follow along with the group transitions easily. She hugs her teachers and stays engaged the majority of her time in the preschool. She does not use expressive language. She does not talk.
On occasion, she has outbursts with loud crying and it usually results in finding out that there was some injustice or injury caused by a peer (i.e. different peer takes toys, pushes, or makes faces). It is difficult to console her and she will usually sob long and hard, resulting in a call to the parents to pick her up early due to emotional distress.
During group times Chaeryun looks at the teacher but often drifts and begins to play quietly on the rug with a little hand toy (pony). She works well in the class and does not take toys or disrupt the play of others. She loves to paint, draw, do puzzles, water play or anything you put in front of her she appears curious and takes initiative.
Step #2: Now, respond to the following six questions.
Question #1: If childhood educators are to build our curriculums around children’s interest how do you do that when children do not speak the language? How do we identify interests?
Question #2: In the case of Chaeryun how would you address the language barrier to teach literacy and language?
Question #3: How do you identify what is intrinsic about this child and what her interests are… Is she so different?
Question #4: What role does social interactions play in Chaeryun’s learning a new language?
Question #5: Do we regard the cultural context?
Question #6: Do children regard the cultural context when they are playing, even if they speak different languages? Explain.
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Assignment Guidelines:
• Should be around 2 pages, for example since you have 6 questions to answer you could answer the first three questions in one page and then answer the last three questions in the second page.
• Should be around 550 words
• Consider writing a paragraph for each question you answer and make sure to at least have a minimum of 5 sentences for each paragraph
• Must be in APA Format 7
• Must have at least 1 citation from an educational source such as an educational article that you find on the internet
• Must have a reference page
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* This an article I found but I don't know if it could be helpful for you to use it as a citation and reference for this assignment. The link is below:
Bodrova, E., & Leong, D. J. (2003). Building language and literacy through play. Scholastic Early Childhood Today, 18(2), 34-8. Retrieved from https://www(dot)scholastic(dot)com/teachers/articles/teaching-content/building-language-literacy-through-play/
* Here is another thing that I found it's titled “Language Acquisition: An Overview” by Kristina Robertson and Karen Ford. The link is below:
https://www(dot)colorincolorado(dot)org/article/language-acquisition-overview

Coursework Sample Content Preview:

Early Childhood Education Case study
Student’s Name
Institutional Affiliation
Early Childhood Education Case study
Question 1:if childhood educators are to build our curriculum around children’s interests, how to do you when a child does not speak the language? How do to identify interest?
Although it is challenging and takes time to teach children a new language or foreign language, it is easier for them to learn faster than adults. Unlike an adult, school-going children have active brain and language development that ensures gaining speaking skills at ease. Children will often learn to speak, even like native speakers, when their parents do not speak the learned language. Children who do not speak need a consistent learning environment that will encourage them to learn the art of speaking. There is a need to create a background marked by singing, reading, and frequent communication between children themselves and their teacher. A rich language environment is essential to children’s early learning. It can substantially impact first language, vocabulary, reading, math skills, and children’s social-emotional development. The more the conversations or use of words, the better the child will learn the art of speaking with improved pronunciation and the gra[s of a more extensive vocabulary.
Speaking among children can be significantly improved if speaking is associated with the child’s interest. It is critical to identify the children's interests, which allows creating different conversations around such areas. The instructors can observe what the child enjoys engaging in or play. In the given case study, Chearyun, when observed at school, appears that she loves playing by climbing structures and loves drawing trees, people, shapes, and animals. However, she seems to be less engaged with other children.Chearyun can learn the language better if the conversation is created around her areas of interest, such as drawing shapes and climbing structures. The language vocabulary can be built by engaging in rich content conversation characterized by increased exposure to broader word usage. It is critical for the instructor to fine-tune children's interests and experiences and discuss them by adjusting communication exchange to suit children’s areas of interest, such as different playing forms. It must be noted that children gain better learning skills in a more social environment.
It would be prudent to ensure Chaeryun feels more comfortable staying, playing, and engaging with other children because this would create enhanced learning opportunities. The language learning instructor needs to make an environment where children and an instructor take turns while communicating. The instructor need shows interest in what the children are doing while listening to what these children say and allow adequate time for responses from children. The core learning practices include commenting on what a child or children are doing, asking children about what they are engaging in, motivating comparisons in conversations, and expanding children’s vocabulary and language skills by adding more words and reinstating what children say using the improved linguistic skill.
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