Instructions: Read the following case study and then answer the questions that follow it on your blog. Your response should demonstrate critical thinking and thorough understanding of the subject matter, using proper terminology.
Case:
Ms. Knowles and Ms. Brophy co-teach a prekindergarten class for 4- and 5-year-olds. To some degree their class works on basic foundations of literacy and mathematics--identifying alphabet letters and their sounds, counting small sets of objects, and so on. But they are well aware that to be truly successful in elementary school, children must know how to work and play effectively with their peers. Accordingly, many of the class's daily activities are designed to nurture social development.
The two teachers use a variety of strategies for helping their young students acquire social skills and make friends. They suggest that outgoing and socially self-confident children ask more reserved children to join a play activity. They teach shy children how to ask "Can I play?" or to suggest ways in which they might contribute to an activity ("You already have a mommy, a daddy, and a baby. Can I be the big sister?") They encourage children to watch for clues in one another's body language ("Look at Ivan's face. How do you think he feels about what you've just done?"). They sometimes bring two or three unengaged children together to work jointly on a project or puzzle. At story time, they read stories exploring the qualities that make for good friendships and the kinds of behaviors that are apt to alienate others. And they suggest that parents occasionally invite their children's classmates for lunch or a short play date.
Often the topic of friends comes up at "circle time," a part of each day when everyone gathers on the floor at the front of the room to discuss issues of general concern. In one circle time session, the teachers read a letter they say they received from their friend Mr. Stone, who lives in California. (In fact, there is no Mr. Stone. The teachers have written the letter themselves to facilitate a discussion about making friends.) "My daughter Susie doesn't have any friends," Mr. Stone allegedly writes. "Do you have any suggestions about how she could make friends?" The children offer a variety of suggestions for Susie Stone: "She could be nice to people." "She could find somebody who likes to play with Care Bears like she does." "Other kids could ask her if she wants to play with them."
Clearly, then, some of the children are acquiring social competencies that will serve them well in the elementary school years. Others lag behind, however. One child who still has much to learn is a handsome young 4-year-old named Liam. The son of two high-achieving college professors, Liam has a good start in academic skills; for instance, he can already read simple storybooks and solve addition problems involving one-digit numbers. But he has little knowledge about how to interact effectively with his peers. Rather than politely ask if he can join an ongoing activity, he is apt to bully his way into the situation, perhaps giving orders, snatching a desired toy, or making threats ("If you don't play with me, you can't come to my birthday party!"). Liam is noticeably larger than his classmates--as Ms. Brophy says, "he's a physical presence wherever he is"--and so he often gets his way. But his overly assertive behaviors are hardly conducive to forging lasting friendships.
Everyone is well aware of Liam's friendless status--his teachers, his parents, and certainly Liam himself. One morning in November, Ms. Knowles takes Liam aside. "I've noticed that you're having a hard time making new friends this year," she gently tells him. "I know the other kids want to be your friend. Do you want to be their friend as well?" When Liam nods, she asks, "Would it be OK if we talk with the other kids about the problem? Maybe we can all figure out a way to fix it." Liam agrees to her suggestion.
At circle time later in the day, Ms. Knowles says to the children, "You know, everyone in this classroom has something that he or she is working on. For example, I'm trying to grow carrots in my garden. I have to plant them just so, I have to water them two or three times a week, and I have to make sure I keep weeds from growing up around them. Deirdre is learning how to tie her shoes, aren't you, Deirdre?" Deirdre nods. "What are some other things you children are working on?" The children volunteer a variety of works in progress--counting to 100, braiding hair, riding bicycles without training wheels, and so on. Then Ms. Knowles continues, "Well, Liam is working on how to make friends. Friendships are so important, aren't they, boys and girls? Do you have any ideas about how to help him make friends?"
"Don't be a bully," one child suggests. "Ask instead of barging in," says another. "Don't push yourself into line when it's time to go outside," adds a third. The children offer their suggestions with kindness and compassion, and everyone leaves circle time with a sense that something has been accomplished.
Liam's behavior slowly improves after that. He still has moments when he intentionally outruns a classmate to be first in line or thoughtlessly grabs a toy that someone else is using. But when a teacher asks him to choose someone to join him in a short two-person activity, the partner he selects usually goes with him without complaint. And a boy named Miles--a sweet, quiet child who admires Liam's athletic skills--sometimes seeks out his company.
Questions:
1. The second paragraph lists a number of strategies that Ms. Knowles and Ms. Brophy have tried to teach social skills. Which one do you think might be most effective and why? I feel that the most effective strategy being used for teaching social skills is having the more out-going and confidant students ask the shy and self-confidant students to play with them. This is a good example of prosocial behavior which in turn increases morality within a person teaching a student about helping others without first thinking of themselves.
2. The teachers occasionally use storybooks to promote discussions about social skills and making friends. How might children's literature also help them resolve one of Erikson's stages of psychosocial development? Children's literature could help resolve Erikson's psychosocial development stage of industry versus inferiority. Children can learn through literature that working hard can accomplish great things and also help them understand diversity among people giving children a boost of self-confidence. Letting them know that everyone is different and they have the ability to achieve anything that they want will help decrease the feelings of inferiority and increase their feelings of accomplishment.
3. How might children's literature help them develop moral reasoning? In children's literature there are many books that teach morals. I good example for a young child could be the Lorax or the Giving Tree. Both these books emphasize what happens when you only think about yourself and how that may affect other things or other people around you. Teaching children how their direct actions can affect people in a positive or negative way. These two literature examples focus on preconventional morality where people make decisions based on what is best for them not thinking of anyone else and how they may feel.
4. The teachers read the children a letter they claim has been written by their friend Mr. Stone. What are potential advantages of this strategy? Incorporate ideas from Chapters 2 and 3 in your response. The first potential advantage of this strategy would be to ask the students to come up with ideas on how Susie can make friends. The teachers are helping the students work on Piaget's theory of concrete operatioanl thought process. This strategy creates a situation where the students have to begin using logical thinking on a topic that they can only imagine. The second potential advantage that this strategy may work on would be the second stage of Kohlberg's theory on moral reasoning. This particular strategy helps a students think about the exchange of favors with another person. If you are nice to somebody, then they will be nice to you.
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