Momo

Language As A Tool To Strengthen The Relationship With Children 

Momo was born to a German father and a Korean mother. He seems to be able to hear well but does not speak. At kindergarten, Momo has trouble connecting with other children or educators. He often plays on his own, avoids other children or educators most of the times. He seems to feel uncomfortable in the new setting of kindergarten. The languages spoken at home are German and Korean. Momo speaks none of the languages at Kindergarten yet and communicates only with sounds from time to time. His overall body language is very silent and makes it look like he is trying not to be seen or wanting to be approached. His parents have not communicated any worries about Momo’s language development or overall development to the educators.

Age: 36 months

Home language: German and Korean

Additional language spoken: -

• In this case of a very shy and silent child, which does not offer a lot of communication and acts very guarded - how could the educator build a relationship with the child?  

• Which thoughts and feelings might Momo have? How could the educator find out about Momo*s thoughts and feelings when Momo does not communicate them? 

• How could differences between the home and kindergarten might influences Momo’s behaviour and coping mechanisms? 

• Which materials or aids could the educator use to interact with Momo and build a relationship with him? 

• How could the educator gain Momo’s trust? 

• What should the teacher try to avoid when interacting with Momo?