Scenario: Mei - Just Arrived From Southern China
Posted: Mon Apr 27, 2015 2:50 pm
SCENARIO:
Mei (4 years old) has recently started at your service. Mei lives with her mother, father and grandmother.
Mei’s family arrived to Australia from southern China 3 months ago. Mei’s mum, dad and grandmother speak Cantonese and have limited understanding and use limited expressive English. Mei speaks Cantonese at home.
Mei watches children play, stands close by and laughs at appropriate times. She responds to her name and requires assistance to follow directions in English. Another child, Jordy, in the room has commented “she is dumb, she can’t even talk” and laughs at her when she doesn’t respond when spoken to. This makes Mei withdraw from the group and sit alone in the corner.
The educators are becoming concerned that Mei has made no attempt to communicate with them verbally and want to support her to feel a sense of belonging. The educators want to support Mei’s well-being as a result of Jordy’s behaviours.
QUESTIONS:
1. Identify two reasons why it is important for Mei to maintain her first home language?
2. Identify a minimum of 3 educator practices you could implement and outline how they will support Mei and her family in maintaining their home language in the early childhood setting and the home environment?
3. Identify a minimum of 3 resources you could use and outline how they will be used to support Mei and her family in maintaining their home language in early childhood setting and the home environment?
4. Provide an example of one thing you would say and one action you would take in relation to Jordy to deal with his behaviour towards Mei, ensuring that both children’s well-being is respected.
5. Provide an example of one thing you would say and one action you would take in relation to Mei to deal with Jordy’s behaviour towards her, ensuring that both children’s well-being is respected.
Mei (4 years old) has recently started at your service. Mei lives with her mother, father and grandmother.
Mei’s family arrived to Australia from southern China 3 months ago. Mei’s mum, dad and grandmother speak Cantonese and have limited understanding and use limited expressive English. Mei speaks Cantonese at home.
Mei watches children play, stands close by and laughs at appropriate times. She responds to her name and requires assistance to follow directions in English. Another child, Jordy, in the room has commented “she is dumb, she can’t even talk” and laughs at her when she doesn’t respond when spoken to. This makes Mei withdraw from the group and sit alone in the corner.
The educators are becoming concerned that Mei has made no attempt to communicate with them verbally and want to support her to feel a sense of belonging. The educators want to support Mei’s well-being as a result of Jordy’s behaviours.
QUESTIONS:
1. Identify two reasons why it is important for Mei to maintain her first home language?
2. Identify a minimum of 3 educator practices you could implement and outline how they will support Mei and her family in maintaining their home language in the early childhood setting and the home environment?
3. Identify a minimum of 3 resources you could use and outline how they will be used to support Mei and her family in maintaining their home language in early childhood setting and the home environment?
4. Provide an example of one thing you would say and one action you would take in relation to Jordy to deal with his behaviour towards Mei, ensuring that both children’s well-being is respected.
5. Provide an example of one thing you would say and one action you would take in relation to Mei to deal with Jordy’s behaviour towards her, ensuring that both children’s well-being is respected.
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