Week Three Case Study Analysis

Week Three Case Study Analysis

In the Week 3 Case Study: Families, you will meet the families of the children in Mrs. Ashland’s class and learn about how Mrs. Ashland interacts with them to create a partnership that supports children’s social-emotional, behavioral and academic development.

For this discussion, you will need to read the saying below and respond to the critical thinking prompts.  Your response needs to demonstrate college level thought, content depth and writing.  

John C. Maxwell said, “People don’t care how much you know until they know how much you care.”

Week Three Case Study Analysis

I believe that this saying means that it does not matter how much you know about something, what matters is how much you care about it. When someone cares about something it is shown in the lengths they are willing to go in order to accomplish something. For example, a therapist may have a wealth of knowledge about their field but if they do not care about their patients then their patients will not respond well to them.

The case study supports this saying in that it is obvious Mrs. Ashland cares for the children in her classroom and their families. Mrs. Ashland greats the children and their families at the door to the classroom each day and talks to the families as they come in with their children. She makes sure to point out important information on a parent bulletin board she has provided in the classroom. She provides the families with newsletters and even goes so far as to translate the newsletters into a different language for families that do not speak or possibly read English. She goes above and beyond in her job as an educator and it is because she cares about the children and families that she works with.

Creating family partnerships and environments that support children’s social-emotional, behavioral and academic development is important because without it there may be misconceptions or misunderstandings when it comes to home and school expectations. “Successful home-school partnerships are a primary responsibility of the early childhood professional.” (Krogh & Groark, 2013, sec. 9.4) Educators can also gain more knowledge about the children in their classrooms by collaborating with their families.

Social-emotional development: Mrs. Ashland greets each child as they arrive to the classroom and kneels down to interact better with them.

Behavioral development: When Jack tries to take a block away from another child but hits him when it does not work. He then throws himself on the floor and starts screaming. He is calmed and then redirected to play with another child.

Academic development: Mrs. Ashland arrives early each day to update the students portfolios and set the classroom up with materials and activities that are connected with her curriculum plans.

Brandi L. Fallaw

Krogh, S. L. & Groark, C. J. (2013). A Bridge to the Classroom and Early Care: A Capstone. San Diego: CA: Bridgepoint Education, Inc.