CASE STUDIES - Cengage



Chapter 1 A Brief Look at the Young Child

Fill in the Blanks

kindergartners

toddlers

preschoolers

developmentally appropriate practice

primary

NAEYC

young children

positive relationships

infants

emotional interactions

The Lakeside Center for Children accepts ____________________ in their __________-accredited school. The center accepts children in several age groups: __________: birth to one year, __________: one to three years, __________: three to five years, __________: five to six years, and __________: six through eight years old. At the center, the teachers, caregivers, and other staff are trained in __________ __________ __________ according to __________’s guidelines. The center promotes __________ __________ and __________ __________ through nurturing adults and environment because they believe that relationships with adults are critical to children’s healthy growth and development.

Answer

The Lakeside Center for Children accepts young children in their NAEYC-accredited school. The center accepts children in several age groups: infants: birth to one year, toddlers: one to three years, preschoolers: three to five years, kindergartners: five to six years, and primary: six through eight years old. At the center, the teachers, caregivers, and other staff are trained in developmentally appropriate practices according to NAEYC’s guidelines. The center promotes positive relationships and emotional interactions through nurturing adults and environment because they believe that relationships with adults are critical to children’s healthy growth and development.

Chapter 2 Developmental and Learning Theories

Case Study

In a college classroom, the students were given a task to identify the theories of child development and the theorists associated with them. The students were told that after identifying the theorists and their theories, they were to draw a map of their understanding of the theories. One group drew the following map:

Theories of Child Development

[pic]

1. What do you think about their map?

2. What do you think about these students’ understanding of theories? 

Chapter 3 Studying the Young Child

Fill in the Blanks

baby biographies

code of ethical conduct

ecological research model

interview

mesosystem

microsystem

naturalistic observational records

portfolio

teacher researcher

Joanna, the mother of a newborn infant, starts keeping a diary of her child. The diaries had their origins in __________ in the late 1800s. Joanna writes everything about her child in relation to home, child care, peer group, and church environment. According to Bronfenbrenner’s __________, this environmental level of Joanna’s child’s development is called the __________. When her child is older and attends school, Joanna keeps writing the interactions between school and home, relationships with teachers and her child’s progress in school, and details of her parent-teacher conferences, which are considered the __________. When her child seemed to be having problems in academics, Joanna and her husband were __________ about their child and Joanna’s record keeping was very beneficial to this meeting. Joanna also learned new information through the teacher’s __________ and the __________ kept by the teacher on her child. In informing the parents of the child’s difficulties, the teacher followed the __________.

Answer

Joanna, the mother of a newborn infant, starts keeping a diary of her child. The diaries had their origins in baby biographies in the late 1800s. Joanna writes everything about her child in relation to home, child care, peer group, and church environment. According to Bronfenbrenner’s ecological research model, this environmental level of Joanna’s child’s development is called the microsystem. When her child is older and attends school, Joanna keeps writing the interactions between school and home, relationships with teachers and her child’s progress in school, and details of her parent-teacher conferences, which are considered the mesosystem. When her child seemed to be having problems in academics, Joanna and her husband were interviewed about their child and Joanna’s record keeping was very beneficial to this meeting. Joanna also learned new information through the teacher’s naturalistic observational records and the portfolio kept by the teacher on her child. In informing the parents of the child’s difficulties, the teacher followed the code of ethical conduct.

Chapter 4 How Learning Takes Place

Case Study

In the text, you’ve met nine-month-old Sonja, thirteen-month-old Summer, three-year-old Chan, four-year-old Kate, five-year-old Hal, and six-year-old Carla.

1. Analyze their learning by looking at play, language, technology, conditioning, attention, and memory.

2. Analyze adult and peer support of their learning.

Chapter 5 Learning Through Play

Case Study

Mr. Hernandez was just hired to teach a first-grade class. He spent the summer planning a room arrangement that would allow children to spend time in learning centers for most of the day. He created

a book corner with a dramatic play area nearby and even located a sensory table where children could experiment with concepts such as measurement and volume. He spent the first month of school familiarizing children with classroom routines, building a sense of community, and allowing children to explore the materials in the classroom. During the third week of school, his principal expressed concern that the children in his class were just playing and not learning. She recommended that he rearrange his class into desks with rows, so that he could make sure that all the children were getting the same information and mastering the same concepts.

1. How should Mr. Hernandez respond to the principal’s concerns? Include the rationale for the role of play in learning and resources he could give the principal to help her understand how young children learn. Include appropriate teaching strategies.

Chapter 6 The Adult Role in Learning: General Characteristics

Case Study

College student Jolene visited several different educational settings for her assignment on the adult role in learning. In one setting, she saw the director actively engaged with the children: building with blocks and talking with the children at the same time, providing autonomy and independence to the children playing the game.

In another setting, children were rewarded for every appearance of previously identified behaviors. There was a large weekly behavior chart. Adults rewarded the appropriate behavior with a sticker.

In an infant setting, she observed that each adult was responsible for three infants. The adults took turns taking the babies out of their cribs and talking and singing to them. They also fed and changed the infants.

In another infant center, all the adults were congregated in one room. The infants were in the dark without any stimulation. Adults fed and changed the infants only at certain designated times.

In another setting with three- and four-year-olds, the children were all in front of the television watching a soap opera.

In another setting, the two children with Down syndrome were in time-out for misbehaving. The children stayed in time-out the whole hour Jolene was there.

1. Looking at the adult roles in learning, identify the characteristics of these adults.

2. If you were the center director in each center, what would you tell your staff regarding their role in learning?

Chapter 7 The Adult Role in Learning: Family and Sociocultural Factors

Case Study

Jolene, a college student, had an assignment to observe parents with their children, and note their parenting skills and interaction with the children.

Jolene observed multiple families at a birthday party. One mother of a two-year-old left her child alone, sat in a corner, and ate her cake. Another mother watched her child intently and encouraged her child to get involved with the party activities. She also helped her child find friends. Another mother got really angry at her child because the child wiped her hands on her party clothes. She spanked the child and told her that it was time to go home and that she did not deserve parties.

Jolene overheard three moms talking about the child-development class they were taking at the adult learning center. One of the mothers was telling the others about the individualized family service plan she was getting. They were exchanging addresses and telephone numbers to share child-development information and arrange play dates for their children together.

1. What are the similarities and differences in these mothers’ roles in their children’s learning?

2. What suggestions or advice would you give these mothers? 

Chapter 8 Conception and Prenatal Development

Case Study

Before her pregnancy, Joanna and her husband read books on pregnancy and child development. They also subscribed to many prenatal and parenting magazines. At age twenty-five, Joanna knew the impact that her environment would have on her baby. When she got pregnant, she made regular visits to her doctor, followed up on her doctor’s advice, watched her diet, exercised, took time out for herself and the baby, and relaxed.

During her doctor visits, Joanna met Jean, who was an eight-month-pregnant sixteen-year-old. From her talks with Jean, Joanna found out that Jean had been smoking, that her parents did not approve of her pregnancy, and that she had to leave home. She was living at a homeless shelter and had never seen the doctor until that day. The homeless shelter director brought her in because it seemed like Jean was having complications. Joanna also found out that Jean did not know who the father of her child was because she had had multiple partners before. She also took illegal drugs until she found out she was pregnant.

1. What do you think about the two mothers-to-be?

2. What would you say to them if you were in a position to counsel them?

3. What approaches have the two women taken to their pregnancy?

4. What kind of environmental factors affect these women?

5. What complications or problems during and after birth might the child of the teenage mother have?

Chapter 9 Heredity, Environment, and Development

Case Study

Tim and Alice are a couple in their mid-thirties. For years, they had been trying to get pregnant but were unsuccessful. In their research, they found out that they could consult a genetics counselor. During their consultation, the genetics counselor asked them multiple questions on heredity, environment, and development.

1. What kind of questions do you think the counselor asked about heredity and about whose heredity?

2. What kind of questions do you think the counselor asked about environment?

3. What kind of questions do you think the genetics counselor asked about development and whose development?

4. What kind of screenings might the genetics counselor recommend? 

Chapter 10 Birth and the First Two Weeks

Case Study

The first two weeks after the birth of their daughter June, Tom and Harriet did not get much sleep. June seemed to cry every two hours and it was very hard to calm her down. During breast-feedings, she seemed to calm down and go to sleep but then would wake up crying again. Tom and Harriet did everything to calm the baby down, such as gently touching her, talking to her, and singing to her. After a night of June’s not sleeping at all, Tom and Harriet found out at the doctor’s office that the baby had not gained any weight. The doctor prescribed formula in addition to breast-feeding.

1. What can you tell about this child’s temperament?

2. What are Tom’s and Harriet’s responsibilities?

Chapter 11 Infancy: Theory, Environment, and Culture

Case Study

A single mother, Helen had to go back to work after the birth of her son Jacob. At six weeks, Jacob was put into a child care facility. Helen had to work two jobs to support Jacob and his two-year-old sister Natasha. Helen dropped Jacob and Natasha off at the child care center at 7:00 a.m. and picked them up at 6:30 p.m. The center was very crowded, with six infants, four toddlers, six preschoolers, and only two staff members. A month later, Helen noticed that Jacob was getting bald on the back of his head and seemed lethargic. The next day, Helen dropped in on the child care center unannounced and found out that there were too many children and that the place was chaotic and dirty. She noticed that the adult-to-child ratio was low. She felt guilty, because she had not visited the center before she placed the children there but had selected it because it was convenient.

1. What do you notice about Helen’s environment and culture?

2. Evaluate the child care center.

Chapter 12 Infancy: Health and Physical and Motor Skills Development

Case Study

One day, Joanna picked up the diary she was keeping on her child. In turning the pages, she noticed that when the child was an infant, Joanna had written about her eye blinks, sucking, swallowing, crawling, stepping, head movements, holding her head up, turning from side to side, rolling over, sitting alone, and lying on her back. When her child started walking, Joanna recorded her child’s ways of walking, how she stood up, the number of steps she took, and how she balanced on her own. Later, Joanna recorded the child’s walking up and down the steps and, later, standing, jumping, running, and hopping.

1. What areas of development did Joanna concentrate on?

2. Why do you think she concentrated on these areas of development?

3. Brainstorm about what these observations might have led to.

Chapter 13 Infancy: Affective Development

Case Study

Joe and Rose were very overprotective of their son Alex. Alex spent the first year only with his mom and dad. They knew that Alex needed sleep and a regular routine, so Joe and Rose let Alex sleep a lot in a semidark room with no stimuli. When they spent time with Alex, they just held him in their arms and looked at him. During breast-feeding, Rose was so tired that she hardly talked to Alex. At times, she did not want to see and hold the baby. The couple did not invite any friends over, nor did they want their extended family with them. Alex had no interaction with other children or adults.

1. How are these parents communicating with Alex?

2. What kind of a relationship does Alex have with Rose and Joe?

3. Predict how Alex will develop socially and emotionally. 

Chapter 14 Infancy: Cognitive Development

Case Study

Gregory and his mother were on the carpet playing together. On the floor were a bunch of toys of different colors, shapes, and sizes. Gregory’s mother was talking about the size, shape, and color of the blocks while she was building with the blocks. Gregory watched her intently for a while and then went back to sorting cups. When he managed to put the correct smaller-size cup in the larger one, his mother praised him and told him that he put the small yellow cup in the blue cup. Gregory said, “Blue,” and his mother said, “Yes, blue; you put the yellow one in the blue one.”

1. From a cognitive-development perspective, analyze Gregory and his mother’s play.

Chapter 15 The Toddler: Autonomy and Physical and Motor Development

Case Study

One-year-old Ashanti and two-year-old Liam are playing together. Ashanti has a book. She takes the book to an adult in the room. The adult thanks Ashanti for bringing her the book and asks if Ashanti wants her to read it to her. Ashanti is already turning the pages. Liam, on the other hand, is at the dressing corner and is looking at himself in the mirror. He looks and sees that Ashanti and the adult are reading a book together. He leaves the mirror and goes to Ashanti and the adult and pulls the book out of the adult’s hands. Ashanti starts crying. The adult tells Liam that what he did was not appropriate. She asks if he would like to listen to the story or if he would like to go back to his playing. Liam starts screaming. He says, “He want . . . she want.” The adult tells him that he has a choice: He can listen to the story or go back to his playing. He may sit on her other side if he wants to listen to the story. Liam sits and listens to the story.

1. How did the adult guide the children?

2. How does this guidance help develop autonomy in children?

Chapter 16 The Toddler: Affective Development

Case Study

One-year-old Mimi and two-year-old Amanda are playing side by side with the unit blocks. Amanda is stacking unit blocks. Mimi stacks a block each time Amanda does. Mimi walks with an unsteady gate. Amanda moves to the art easel. Mimi observes what Amanda is doing. Amanda is making a picture with markers. Her picture looks like multicolor scribbles. Mimi takes a couple of steps toward the easel, stops for a couple of minutes to observe, and then hurries to the easel. Mimi stands by Amanda until an adult asks her if she would like to make a picture as well.

1. How are these two children playing compared to expected toddler social play?

2. How will this play help with the children’s affective development?

3. What would Vygotsky say about this kind of play? 

Chapter 17 The Toddler: Cognitive Development

Case Study

At the university’s toddler center, some children are in the child-size kitchen area setting the table and discussing food. In the book area, a child is looking at books and talking to herself. Nearby, an adult is reading a book to another child. At a table, a couple of the children are working with puzzles. At another table, children are building with blocks. At the water table, children are playing with sea animals and comparing their animals to each other’s. It is hard to understand some children, but the teachers seem to know what they mean. Two girls are looking at a plant and a picture, and they come running to the teacher and scream, “The plant is growing.” On the floor, a boy is sorting vehicles by shape and lining them up side by side according to color.

1. In looking at this environment, what are the factors that support the cognitive development of these children?

2. What kinds of concepts are the children learning? 

Chapter 18 Physical Development: Health, Safety, and Nutrition, Ages Three to Six

Case Study

Ivonne teaches a four-year-old preschool. Her class is currently studying the human body. As part of the project, she has helped the children weigh and measure themselves and plot their measurements on a percentages growth chart. She noticed that five of the fifteen children are overweight and meet the requirements for being obese.

1. What factors should Ivonne consider as possible contributors to weight problems for these children?

2. How should she address these factors in her classroom and with families?

Chapter 19 Motor Development: Ages Three to Six

Case Study

Five-year-old Ethan has Down syndrome. His parents are wondering if they should sign him up to play soccer this year.

1. What developmental characteristics should they consider?

2. What should they do and why?

Chapter 20 The Cognitive System and Concept Development

Case Study

Bill is making cookies with his mother. While making the cookies, Bill helped his mother with the dry and wet ingredients. Mom had measuring cups lined up on the table in order from largest to smallest. Before Mom put them in order, they looked at the numbers on them and played a quick game to see if Bill could identify the numbers. Mom would tell Bill the number, Bill would pick up the measuring cup, and then Mom would tell him how many of that size cup she wanted. Using a spoon, Bill would fill the measuring cups and pour the ingredients into the batter mix.

After dinner was over, Bill distributed the cookies to each member of his family. Once everybody had two cookies, the rest were put away for the next day. At bedtime, Bill’s dad read him a story about relatives coming for a visit on cookie-baking day.

1. What kind of concepts is Bill learning?

2. With Piaget’s conservation tasks in mind, identify the tasks that Bill accomplished during his cookie making.

Chapter 21 Oral Language Development and Use

Case Study

At the Mountain View Preschool, the classroom teacher decides to spend the day observing children’s oral language. There are fifteen children in her classroom ranging from four to five years of age. Looking at the text, what kind of suggestions can you give her to help with her observation and documentation? 

Chapter 22 Written Language: Development and Everyday Use

Case Study

Kindergarten teacher Louis is getting ready for the second nine-week parent-teacher conferences. He wants to concentrate on children’s writing. He checks his folder of writing samples and clearly notes the children’s progress in writing as he examines the samples. He selects three writing samples showing the beginning, middle point, and present to share with the parents. He notices that he has a range of writing in his classroom from scribbles to invented spelling. As a result, he also decides to do more observations of children’s writing in his classroom and start a new writing center.

1. What do you think about Louis’s approach?

2. What kinds of things do you think he can tell the parents about the writing samples?

3. What do you think he should put in the writing center? 

Chapter 23 Intelligence and Creativity

Case Study

In Chapter 23 of the text, you met Sandy and Tyler. Analyze their creativity using the four basic criteria: originality, appropriate and relevant, fluency, and flexibility, presented by Isenberg and Jalongo’s (2006) in Chapter 23 of the text.

Chapter 24 The Adult Role and Cognitive Development

Case Study

Stan’s parents brought him to the speech development center. At age four, Stan did not speak and hardly made any sounds. He was able to follow directions and finish a task; however, he could not vocalize and speak when asked questions such as what color pants he was wearing.

1. What kind of information does the speech therapist need from Stan’s parents?

2. What do you think the speech therapist should do?

3. What kind of suggestions might the speech therapist give to the parents?

4. From your point of view, how can Stan’s parents help him at home? 

Case Study

Bill is getting dressed in the morning. His mother asks him which pair of pants he wants to wear. She points to the blue ones and says, “Do you want to wear the blue pants?” Then she points to the black ones and says, “Do you want to wear the black pants?” Finally, she points to the green ones and says, “Do you want to wear the green pants?” Bill says, “Blue.” Mom gives him the pants and observes Bill while he is getting dressed.

In the afternoon, Bill is helping his mom with baking. They are making cookies. Together they count the number of cookies on the cookie sheet before they put them in the oven. Bill also puts a colored chocolate candy on each cookie as he counts. After the cookies are baked, they count them again and Bill sorts the cookies according to the colors of the chocolate candies. At night, when Bill’s father comes home, Bill greets him, tells him all about the cookie-making experience, and asks his father which color is his favorite.

1. In each case, what kind of learning is taking place?

2. How is learning supported in each case?

Chapter 25 The Nature of Affective Development: Theory, Emotion, and Personality

Case Study

Toby, age four, is in a mixed-age classroom. The teacher arranges for a meeting with Toby’s parents and a counselor. The teacher states that Toby does not relate well to other children. He is by himself all the time. She feels he is being pressured too much to achieve and be well-behaved and is not handling pressure well. He also does not seem to be taking on appropriate sex-role characteristics. He always seems to be angry and resents being told what to do. He also seems to hold his feelings inside and does not seem to understand what is right or wrong.

1. What are your reactions to this situation?

2. What can you recommend that the parents do?

3. What should the teacher do?

Case Study

Adam, at age five, was having problems at school. According to his teacher, he was impulsive, couldn’t control his behavior and emotions, and physically hurt other children and adults. When he was asked why he hurt the other children, he shrugged his shoulders and said he didn’t know. His eyes had black circles (signs of not getting enough sleep). He was having a hard time keeping friends at school. When his father came to school to pick Adam up, he stated that Adam’s mother had moved out and that they were going through a divorce. He said that although Adam stayed with him during the week, he spent the weekend with his mom, cried every Monday evening about his mom, cried most nights, and did not get enough sleep. He said that Adam told him that if he closed his eyes, he was afraid his dad would go away. Adam’s dad also stated that Adam was very dependent on his mom.

1. Analyze Adam’s emotional development.

2. How can the father help?

3. How can the school help? 

Case Study

Tristan and Julie are at the art table drawing pictures. Tristan asks Julie to give him the black crayon. Julie looks at Tristan’s picture and then looks at her picture. She sees that her picture is very colorful and Tristan’s picture is all black and brown. Julie suggests that Tristan color the boy’s T-shirt purple. Tristan says that purple is a girl color and that boys don’t wear girl colors. Julie says that is not true, that her brother wears purple, and that people can wear any color they want to. She adds that when she was in Mexico, she saw men, women, and children wearing very colorful clothes.

1. Analyze Tristan’s and Julie’s perception of sex differences.

2. How do you think these two children view themselves? 

Chapter 26 Social Development

Case Study

Samantha’s mom takes her to the museum’s children’s hour every Saturday. There, Samantha plays in both the Science Center and the Art Center. She has made friends with other children who come every Saturday as well. Samantha looks forward to meeting her friends. Today, she has a new book she wants to share with her friends. Her mom notices that these friendships have increased Samantha’s self-esteem and self-concept, and Samantha seems to play more cooperatively now than before. She even volunteers to help at home without being asked. Samantha’s mom and her friend’s mom also play along with their children, encouraging their children’s play and friendship.

1. Identify the social skills of these children.

2. How is their social and moral development supported?

Chapter 27 The Adult Role in Affective Development

Case Study

Helen and John are getting ready to be parents. In their readings and experience with their friends, they know that the adult role is very important in children’s development. Helen and John spend some time discussing their own parents’ parenting styles and plan what they would like to do when their child is born. In this discussion process, they have found out that Helen’s parents were authoritarian and John’s parents were authoritative. During their discussions, Helen voices her opinion that she is afraid her authoritarian upbringing might be a problem since she will be staying at home with the baby.

1. What are your suggestions for Helen?

2. What are your suggestions for both Helen and John? 

Chapter 28 Preschool to Primary: Bridging the Gap

Case Study

We are at an inner-city school. In this school, one of the teachers’ jobs is to inform parents about the school’s program. The program is very different from the parents’ expectations. Parents expect work sheets and grades, whereas the teachers’ philosophy is that the children should be actively engaged in their learning. Classrooms are well equipped. Children are happy and interested in learning and coming to school. Many projects are going on at the school, from vegetable gardening to butterfly gardening at all levels/ages/grades of learning. There are parent days for parents who work at night and parent nights for parents who work during the day. The purpose of their get-togethers is to build a community relationship with the parents. Instead of putting on a special show for the parents, the children share the learning going on in their classrooms and around the school. Seeing this happy environment, the parents’ excitement and enthusiasm increase. Daily visits from parents increase. Some parents comment that the school’s program has increased their interest in learning as well.

1. What are the advantages of this kind of schooling?

2. Who benefits from this environment? 

Chapter 29 The Primary Aged Child: Physical and Motor Development

Case Study

At age seven, Jonathan was brought to school by a social worker to be registered for kindergarten. Even though he was seven years old, he had never been to school before. Jonathan was relatively smaller and shorter than are typical for a boy his age according to the height and weight chart for his age group. Most of his teeth were decayed. He had a larger head compared to his body than typical seven-year-olds. The teacher found out from the social worker that the mother did not want Jonathan and left him alone for long periods of time. Now Jonathan was going to live with his elderly grandmother, who had health problems and lived in a low-socioeconomic-level housing project. At lunch on his first day, the teacher noticed that Jonathan did not use any utensils, ate with his hands, and kept saying he was hungry.

1. What is the role of this teacher in Jonathan’s physical and motor development?

2. What is the role of the elderly grandmother in providing a safe, healthy, and nutritious, environment?

Chapter 30 The Primary Child: Affective Development

Case Study

You’ve met an inner-city school in the case study in Chapter 28. At that school, a first-grade classroom looks like a beehive. Children are busy, and they are all on task. If one child is not on task, peers take over and help the child. Sitting at a desk is not a requirement, and there are hardly any desks in the classroom. Children are working on math, science, and other curriculum areas while building social skills. There is no specific time to do math, science, or language. Viewing the classroom, one can see that self-esteem is evident.

1. What kind of impact can an environment like this have on the affective development of children as compared to a traditional classroom?

2. In your experience, have you observed an environment such as the one described in this example?

3. How can an environment like the one in this example be achieved?

Chapter 31 The Primary Child: Cognitive Development and Schooling

Case Study

Mrs. Engelweiss’s primary Montessori classroom has fifteen children with ages and abilities ranging from first grade to third grade. Anytime you are in the classroom, you see children working on a project of their choice, whether it is spelling, handwriting, science, or math. You can see all curriculum areas integrated at one time. There is also a game corner, where the games support curriculum areas as well; for example, Scrabble® supports word building and vocabulary because if the children do not know a word, they look it up in the dictionary. You can see two or three children working together. A group of children is deeply involved with the newborn guinea pigs. The children weigh, measure, and record the development of the baby pigs. This project has evolved into a much larger project on health care and nutrition. Children have been going to the library and researching each topic. In one corner, children may use two computers to search the Internet on their research topics or work on self-guided reading activities. The teacher moves from child to child. When she talks to the children and asks questions, she has a purpose. Her questions make the students stop, think, and come up with new ideas. She also has a mix of different cultures in her classroom. This helps the children identify and learn about the cultures and customs of other people and appreciate them. The class has a special day on Fridays, when children share a favorite activity or celebration from their home and their parents are invited.

1. List the characteristics of this classroom setting that are developmentally appropriate.

2. How much do you think this classroom extends and supports the children’s development?

3. Which theoretical basis do you think is applied in this classroom?

Case Study

Joan and Allen are working together on writing a book. James is at the computer, making a graph of the experiment. Leslie and Adam are on the floor working on compound words with a movable alphabet and objects. A couple of children at the reading center are reading books. At the table, the teacher is working with Henderson on vocabulary building. The art corner is busy with illustrations for the book the class wrote together.

1. What are the benefits of this kind of classroom?

Chapter 32 A Look at the Whole Child

Case Study

In looking at this country’s children from the whole-child perspective, which views children not as isolated individuals but as persons acting and reacting within a context of family, community, and a larger society, what do you think the United States needs to do to support the development of the whole child?

Chapter 33 Action for Children

Case Study

Mrs. Robinson, the mother of a child with autism, is a member of Child Search. She also attends meetings on issues involving young children and children with disabilities. She helps the school her child attends with a program called “Awareness of People with Disabilities.” She is also a member of the local Early Childhood Committee. When necessary, she writes letters to her legislator about issues involving young children and children with disabilities.

1. What kind of an advocate is she?

2. What else can she do?

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