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Psych 441 Spring 2022_March 8 Teaching Case Discussion Bridging Worlds: Family Engagement in the Transition to Kindergarten by Margaret Caspe

Teaching Case Discussion Process

� The identification of issues, strengths, concerns, and “problems” in the case, including the perspectives of various individual voices – case characters or actors.

� The application of theory (such as ecological theory; developmental theory, and the contextual model -refer to the slides–posted on Blackboard) to consider and understand the case situation. The consideration of the child’s (in this case Maya’s) stage of development and individual needs and strengths.

� A generative discussion of the related research, the facts and ideas from the case, and possible solutions to the identified concerns. The dialogue should consider various causes and alternatives.

Overview of case � Maya is having a difficult transition to kindergarten, expressing

fear before school and reluctance to share about her day. Maya’s mother Nicole is very concerned as she does not understand the reasons for Maya’s emotional reactions and behavior. Maya had a successful experience in Head Start, and Nicole had proactively worked on ideas to ease Maya’s transition to her new school. Her former Head Start teacher is surprised the transition is challenging, but knows the differences from preschool to elementary in teaching, curriculum and expectations. Maya’s new teacher Tanya has concerns for Maya as well but with a different perspective. She has agreed to meet with Nicole to discuss Maya’s needs.

Source: Harvard Family Research Project: Case Study Publications

Bridging Worlds: Case Discussion We will consider recently discusses course topics: Ecological Model, the Contextual Model and Child Development Theory and Concepts

� As you read identify the Actors/Characters and their roles as well as the Settings/Environments noted in the case – examples: Actors: Maya, kindergartener at the center of the case and Nicole, her mom, etc. Environments: home, school settings, etc. You will identify these as you begin the group discussion. You can refer to the tables of demographic data and other information (found within the case) as part of the consideration of the settings. I will have a handout for you where you can note. � Case ‘Actors’/Roles � Settings and environments (contexts where the case takes place) � Information from the data in the case reading

� Leaders and the group will also discuss and share examples of: � Maya’s developmental needs and self-concept; Maya’s understanding of self and school experiences � Family Strengths; mother’s concerns (and the communication of issues and concerns) � Context: Refer to school demographics � Ideas about family-school engagement � Missing aspects to better understand the child and family � Next steps?

Bridging Worlds: Case Discussion Questions

� Please refer to the case questions and notes handout. You can also refer to the questions on pages 8 and 9 of the case reading. You will not be able to cover all the questions in the discussion so should focus on the handout. You can review these and select questions of interest linked to Major Issues, Describing the Situation, Contributing Factors and Next Steps.

A Few Overarching Questions � What efforts does Nicole (mother) make in assisting Maya in her

transition? What strengths does she possess and what strategies does she employ?

� What are some of Maya’s needs and challenges? Who holds responsibility for her success in her new school?

� What are the most important factors to be considered to support Maya at this time? Why is this a developmental period a critical time to build bridges and address the identified concerns?