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Running head: PROBLEM SOLVING IN EARLY CHILDHOOD 1

Problem Solving in Early Childhood Classrooms: A Case Study

Oana Elias

Capella University

PROBLEM SOLVING IN EARLY CHILDHOOD 2

Problem Solving in Early Childhood Classrooms: A Case Study

Motivation to learn for children can come from external or internal factors. Weiss

(2005) stated that reinforcement theory “…emphasizes the role of external rewards

and punishments, has provided powerful tools for influencing children’s behavior” (p.

4). Weiss describes intrinsic motivation as “…individuals often find learning new

information and skills inherently enjoyable” (p.5). The case study “Tomasito Is Too Big

to Hold Hands” (Weiss, p.13) looks at how parenting and motivation and

communication play a role in a students learning.

The language barrier seems to have a large influence on Tomasito’s

development. He speaks English fluently, however, his parents do not and the Ria, his

mom, admitted that she is “not much good at helping” (Weiss, Kreider, Lopez, &

Chatman, 2005, p.17). The language barrier affects the communication between

Tomasito’s teacher Linda and Tomasito’s parents. Linda, seems to be making a lot of

assumptions about Tomasito’s home life and it comes from the language barrier. Linda

(Weiss et al., 2005) states, “At home, I think if I’m right, Tomasito is the oldest child” (p.

15). She did not take the time to ask Tomasito, who is fluent in English, if he has

siblings; she instead makes assumptions, which lead to other assumptions. Weiss et

al. states that teachers can support their students learning motivation by “conveying

information to parents” (p.4). The lack of communication influences Tomasito’s

learning in a negative manner, by creating obstacles in his mircosystem.

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Another influence is Tomasito’s structure at home. His mother does not want to

be too strict because she does not want to be “harsh and be neglectful” (p.16) as her

mother was with her. Not having structure in the home leaves Tomatio deciding when

and what he wants to do with his time, leaving more time for Nintendo and less for

working on his math homework where he struggles the most.

It seems as though Tomasito’s motivation to learn are external factors, such as the

awards he receives at school. In the case study, Tomasito stated “….I like it when I get

a lot of homework stockers for perfect homework” (Weiss, Kreider, Lopez, & Chatman,

2005, p.17). Weiss, Kreider, Lopez, and Chatman (2005) state that “although these

external motivators are sometimes necessary and often effective in the short run,

researchers have found that they are not effective in producing long term behavior

change (p.4). Tomasito is not trying to learn his math, he is instead cutting corners and

having his brother do his math homework so he can receive the reward, homework

stickers; His parents show up to all his award ceremonies further emphasizing his

external motivators.

If I were to share the results of Tomasito’s math work and assessments I would

find someone who could sit in and be a translator for the parents and myself. In the

case study, the statistics shows that 23% of the staff is Latin (p.14) so utilizing a

spanish speaking staff member can be beneficial in translating the parent meeting. As

far as how I would deliver the results to the parents, I would start out by mentioning

positive feedback about Tomasito and then lead into what areas we can work as a

team to strengthen is math abilities and how we can accomplish this together. I would

end the

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conversation by stating Tomasito’s strengths, so the parents walk away from the

meeting not feeling the need to be defensive and instead feel that their child is seen

for his strengths and his teacher wants to strengthen his math abilities.

The mother seems intimidated by her lack of proficiency with the English

language, and it seems to keep her from participating in Tomatio’s school and

communicating with his teacher. I would let his parents know the programs that are

offered to help learn English for parents and try to find handouts in Spanish to show

the parents that you are interested in communicating with them and that you are

making an effort to reach out to them. This can help parents feel more comfortable with

coming to the teacher and communicating. Also, Tomasito mentioned to his mom that

the teacher’s aide speaks Spanish; I would point that out to Ria and let her know that if

she ever needs clarity on anything that utilizing the teacher’s aide is another option. To

get the parent’s more involved in Tomasito’s classroom, maybe the father can come

and volunteer in his class, because Tomasito does not seem to be as embarrassed by

his father as he is by his mother. The father being in the classroom will give the

teacher and the father an opportunity to form a relationship and build trust, while

possibly eliminating some of the teachers’ assumptions about the family as a whole.

Weiss et al. (2005) states, “Teachers and parents are the two most important

influences on children’s achievement related to beliefs and behaviors” (p.4). Creating

an open line of communication between the two most important influences can lead to

them working as a team attempting to reach the same goal, higher school

achievement’s in their child.

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Reference

Weiss, H.B., Kreider, H., Lopez, M.E. & Chatman, C.M. (2005). Preparing Educators to

Involve Families: From Theory to Practice. Thousand Oaks, CA: Sage

Publications, Inc.