Case Studies

Rana     What is Resilience?   Rana is 4 years old and moved from another continent to the kindergarten. She speaks the language of the kindergarten. The group has two female group educators with soft and gentle voices. Rana cannot focus in circle activities and it seems to be hard for her in unstructured play settings to start or join in a play activity. Once a educator made a sudden movement next to her head, she covered her head with her arms. Once a male support educator came in with a very loud voice. On this day it was easier for Rana to follow directions.  Age: 42 months  Home language: English  Additional language spoken: German

Rana

What is Resilience?

Rana is 4 years old and moved from another continent to the kindergarten. She speaks the language of the kindergarten. The group has two female group educators with soft and gentle voices. Rana cannot focus in circle activities and it seems to be hard for her in unstructured play settings to start or join in a play activity. Once a educator made a sudden movement next to her head, she covered her head with her arms. Once a male support educator came in with a very loud voice. On this day it was easier for Rana to follow directions.

Age: 42 months

Home language: English

Additional language spoken: German

 

Jimmy     Transitioning to an new bonding person of another culture or language at kindergarten   Jimmy age 3 had just started at the kindergarten (English speaking ) and was having problems settling down. Mom was very protective, it was Jimmy's first time away from home and he had some dietary `preferences´ he would only eat pasta with chicken nuggets and mom was afraid he would be hungry during the day. Mom spoke Hungarian and dad spoke French and the family language was English. However his strongest language was Hungarian and he seemed to be reticent about using English with his key educator or any of the staff or children. Jimmy stayed very close to mom, hiding his face if approached by a staff member or other children. Mom had stayed with jimmy so far for about 3 hours a day and then taken him home before lunch, this had been the situation for over a week. Mom seems nervous and had said she missing her friends and family.  Age: 38 months  Home language: Hungarian  Additional language spoken: French

Jimmy

Transitioning to an new bonding person of another culture or language at kindergarten

Jimmy age 3 had just started at the kindergarten (English speaking ) and was having problems settling down. Mom was very protective, it was Jimmy's first time away from home and he had some dietary `preferences´ he would only eat pasta with chicken nuggets and mom was afraid he would be hungry during the day. Mom spoke Hungarian and dad spoke French and the family language was English. However his strongest language was Hungarian and he seemed to be reticent about using English with his key educator or any of the staff or children. Jimmy stayed very close to mom, hiding his face if approached by a staff member or other children. Mom had stayed with jimmy so far for about 3 hours a day and then taken him home before lunch, this had been the situation for over a week. Mom seems nervous and had said she missing her friends and family.

Age: 38 months

Home language: Hungarian

Additional language spoken: French

Pietro     Culture of sleep   Two-year-old Pietro's father anxiously reports to the caregiver of his son that Pietro does not fall asleep until 10 o'clock in the evening and that this is a big burden for the whole family. He sees the reason for Pietro's late night's sleep in the midday nap and asks the educator to keep Pietro off his nap in the future. He also tells the educator that Pietro never had a long nap before he came to the kindergarten. Even as a baby, he had been awake during the day, asleep for a maximum of 15 minutes in a stroller or car, and very early on he had already slept through the night. It was not clear to him why Pietro at lunchtime suddenly have a need for sleep and sleeps in the Kindergarten for up to two hours. After all, Pietro got older and with the growing age he should need less sleep during the day, the father says.  Age: 24 months  Home language: Spanish  Additional language spoken: -

Pietro

Culture of sleep

Two-year-old Pietro's father anxiously reports to the caregiver of his son that Pietro does not fall asleep until 10 o'clock in the evening and that this is a big burden for the whole family. He sees the reason for Pietro's late night's sleep in the midday nap and asks the educator to keep Pietro off his nap in the future. He also tells the educator that Pietro never had a long nap before he came to the kindergarten. Even as a baby, he had been awake during the day, asleep for a maximum of 15 minutes in a stroller or car, and very early on he had already slept through the night. It was not clear to him why Pietro at lunchtime suddenly have a need for sleep and sleeps in the Kindergarten for up to two hours. After all, Pietro got older and with the growing age he should need less sleep during the day, the father says.

Age: 24 months

Home language: Spanish

Additional language spoken: -

Rufus     Culture of sleep   Rufus is in the process of settling in and may stay for the first time in his new children's group tomorrow. Rufus’s dad is so worried about that, Rufus always falls asleep in his parents' arms or in the stroller. He knows that Rufus will have a bed in the Kindergarten and fall asleep with many children together. Rufus's father is worried that his child will not fall asleep unless he is being rocked, or that no one can be close to him when Rufus needs physical contact.  Age: 20 months  Home language: Finish  Additional language spoken: -

Rufus

Culture of sleep

Rufus is in the process of settling in and may stay for the first time in his new children's group tomorrow. Rufus’s dad is so worried about that, Rufus always falls asleep in his parents' arms or in the stroller. He knows that Rufus will have a bed in the Kindergarten and fall asleep with many children together. Rufus's father is worried that his child will not fall asleep unless he is being rocked, or that no one can be close to him when Rufus needs physical contact.

Age: 20 months

Home language: Finish

Additional language spoken: -

Rita     The importance of feeling understood   Rita is born as a girl and identifies as a boy. She is 6 years old. She had shown first signs of gender oppositional behaviour, when she was 2,5 years old. Rita’s parents have a traditional mindset and are very much loving and want the best for Rita. The parents tell Rita to behave like a girl and that she should engage in softer activities with other girls. The parents mentioned that Rita is an only child because the couple lost a child in the past during pregnancy. They are in the state of being divorced and have partner counseling.  Age: 64 months  Home language: Greek  Additional language spoken: -

Rita

The importance of feeling understood

Rita is born as a girl and identifies as a boy. She is 6 years old. She had shown first signs of gender oppositional behaviour, when she was 2,5 years old. Rita’s parents have a traditional mindset and are very much loving and want the best for Rita. The parents tell Rita to behave like a girl and that she should engage in softer activities with other girls. The parents mentioned that Rita is an only child because the couple lost a child in the past during pregnancy. They are in the state of being divorced and have partner counseling.

Age: 64 months

Home language: Greek

Additional language spoken: -

Arno     Intercultural experiences and how they can lead to parent-educator challenges   Arno started at the English speaking kindergarten at age 6, and it quickly became apparent that integration was going to be difficult for himself and the family. Arnos’ family were refugees fleeing a war zone where mom and the child had traumatic experiences. The little boy was particularly traumatized by his time there. The family language is Arabic, and they have almost no English, this makescommunicationalmost impossible. Arno joined the group, but quickly developed problems of aggressiongeared towards both the adults and children, sharing was a problem and Arnos solution to conflict was to hit out. Educators reached out to the parents but communication was very difficult, so home school cooperation was limited, and added to that mom and dad were understandably very defensive. However, solutions needed to be found as both educators and children including Arno were at risk and the group as a whole was starting to struggle.  Age: 66 months  Home language: Arabic  Additional language spoken: -

Arno

Intercultural experiences and how they can lead to parent-educator challenges

Arno started at the English speaking kindergarten at age 6, and it quickly became apparent that integration was going to be difficult for himself and the family. Arnos’ family were refugees fleeing a war zone where mom and the child had traumatic experiences. The little boy was particularly traumatized by his time there. The family language is Arabic, and they have almost no English, this makescommunicationalmost impossible. Arno joined the group, but quickly developed problems of aggressiongeared towards both the adults and children, sharing was a problem and Arnos solution to conflict was to hit out. Educators reached out to the parents but communication was very difficult, so home school cooperation was limited, and added to that mom and dad were understandably very defensive. However, solutions needed to be found as both educators and children including Arno were at risk and the group as a whole was starting to struggle.

Age: 66 months

Home language: Arabic

Additional language spoken: -

John     Intercultural experiences: parent-educator partnership solutions   John works with four year old children from many different  backgrounds . He tries to be inclusive of each child’s  cultural heritage and ensures each child has flag representing their culture or cultures in the classroom. One day a parent comes to John very upset that their flag is not represented in the classroom. John informs the parents that he has an Iraqi flag in the classroom, however, the parents are unhappy about this because despite their Iraqi nationalities they identify as Kurdish. John apologizes and ensures that he puts the Kurdish flag in the classroom.  Age: 38 years  Home language: English  Additional language spoken: German, French

John

Intercultural experiences: parent-educator partnership solutions

John works with four year old children from many different backgrounds. He tries to be inclusive of each child’s cultural heritageand ensures each child has flag representing their culture or cultures in the classroom. One day a parent comes to John very upset that their flag is not represented in the classroom. John informs the parents that he has an Iraqi flag in the classroom, however, the parents are unhappy about this because despite their Iraqi nationalities they identify as Kurdish. John apologizes and ensures that he puts the Kurdish flag in the classroom.

Age: 38 years

Home language: English

Additional language spoken: German, French

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We all, as people who work on a daily basis in multicultural surroundings have written this website to support educators reflecting about what they want as professionals for children in a changing world with modern early years education centers.