REBECCA HOFFMANN

STANDARD 3

EVIDENCE 1

Jake early years were disruptive and unsettled, with time spent in care at the age of two due to the death of his father and his mothers inability to care for him. A babys positive relationship with a caregiver establishes a way of regulating emotions and sharing them with others. (Downey, 2007). Jakes mother may have been emotionally and for a short period, physically unavailable due to Jakes fathers early tragic death. This may have had a long lasting impact on Jakes social and emotional development. Jakes mother has remarried and she now has four children, three boys and a baby girl. Thirty per cent of Australian children are involved in one-parent, step or blended families. Behavioral problems are more common in children living in such circumstances, particularly for boys. (Bowes & Grace, 2008) Early childhood education can offer considerable benefits for improving a childs learning and social development and preparing the child for a smooth transition to school. (Hysen, Copple, Jones, 2006 as cited in Bowes & Grace, 2008) Jake did not attend kindergarten, therefore missing the early social interaction that would help develop peer and teacher relationships. The family is residing in a rural community and is currently under financial strain with Jakes stepfather recently losing his employment as a truck driver. The family and community SES influences educational and cultural experiences, housing, health and nutrition, and in turn impact a childs experiences . Social isolation and financial strain on the parents can increase parental stress, increasing the childs chance of cognitive and emotional difficulties later in life (Bowes & Grace, 2008). The familys involvement within the community is worth further exploration as there are no close relatives nearby and the local community can be a source of support and opportunities for Jake and his family.

REBECCA HOFFMANN

STANDARD 3

EVIDENCE 1

Jake can recover from this stressful start to his life, and developing an educational plan involving his family and the whole community, may provide Jake with a feeling of security and can encourage him to develop and maintain a positive attachment to school and an enthusiasm for learning which may help him to do much better in life (Downey, 2007). Questions

Have you found the community to be welcoming? If Jakes family is feeling isolated from the community they may not be taking advantage of the resources and the support that the community can offer and these resources may be less available to them. There are positive links between strong networks of social ties and good health and mental health, while isolation can produce poor health outcomes. (Cox, 1995 as cited in Bowes & Grace 2008) Community involvement can also provide the child with an external model outside the family of social relationships, and a sense of being embedded within in the community. Families are the most powerful influence on a childs development (Bowes, 2008), and if the parents are under strain they may not be able to give the child the attention and emotional support that they require. In interacting with the community and seeking support and being assisted by practical, emotional and information support from all aspects of the community, including friends and neighbours, Jakes parents may not feel so socially and physically isolated and be able to face their current challenges more readily.

Are you interested in spending time in Jakes classroom?

REBECCA HOFFMANN

STANDARD 3

EVIDENCE 1

Parents involvement in support programs or partnerships with the school has shown to be effective in increasing the value of early childhood education for children. (Wise et al 2005 as cited in Bowes & Grace, 2008) Jakes mother or step father could become involved with the school, it could help assist Jakes stepfather with any feelings of low self esteem, lack of motivation or depression that he may be feeling about his current unemployment. Involving Jakes stepfather with the school could also strengthen his relationship with Jake and also, through communication, can introduce a positive aspect of the school to the younger siblings.

(Addressed to Jakes stepfather) Jake has told me that you are teaching him to swim. Has Jake expressed an interest to participate in any other activity? Young children living in rural or remote circumstances often have limited opportunities for social interaction with children of their own age (Bowes & Grace 2009). The social isolation that can be a result of these limited choices can have a negative impact on the child and disadvantage or impair a childs development. (Bowes & Grace 2008) Jake may be interested in joining a local sports team that would help with Jakes sense of wellbeing and could further involve the family with the community.

I understand Jakes father died when Jake was quite young. Do you think this has affected Jake?

REBECCA HOFFMANN

STANDARD 3

EVIDENCE 1

The first two years of life are the most rapid period of brain development, with later childhood development more concerned with shedding and ordering the brain cells developed over the first two years (Shonkoff & Phillips, 2000 as cited in Bowes & Grace 2008). In the first years of childhood development, a child learns through his parents how to interact with others, to gain understanding of healthy touch, healthy talk and healthy play and to manage and regulate feelings. The teacher needs to understand that Jake was traumatized by the death of his father and his consequential separation from his mother and therefore missing out on a caring and nuturing environment at an important time in his life. This may help the teacher to understand his behavioral issues and create a plan to help Jake to feel safe and secure within the school (Downey, 2007).

Are you aware of the forms of assistance available to families? The Federal government offers a range of financial support which could help alleviate the financial strain on Jakes family and in turn provide a more calm and secure environment for Jake.

How does Jake behave at home?

REBECCA HOFFMANN

STANDARD 3

EVIDENCE 1

Jake behaviour is causing interruptions and disruptions in the classroom. A greater understanding of Jakes behavior outside of the classroom can help to clarify whether it is a behavioral issue within the school or home. A discipline plan could be developed, and with the support of the parents, introduced for Jake within the school and home environment, creating a consistency within his surroundings. This may eventually help Jake feel an attachment to his school which could provide him with a sense of stability. Jake should eventually be able to feel that the school is a safe supportive place, where he can learn and grow (Downey, 2007). Children with behavioral difficulties often respond well when they know there are consistent rules and boundaries. Jake appears to be unable to regulate his strong emotions, and prone to aggression or to flight, regular routines and firm boundaries put in place with sensitivity and calm may help Jake to manage and regulate his feelings and will help to develop a stronger relationship with teacher (Downey, 2007).

REBECCA HOFFMANN

STANDARD 3

EVIDENCE 1

APA Reference

Downey, L. (2007) Calmer classrooms: A guide to working with traumatised children. Retrieved May 04, 2009, from http://www.ocsc.vic.gov.au/downloads/calmer_classrooms.pdf

Bowes, J., Grace, R., (2008). Children, Families & Communites. South Melbourne, Vic.: Oxford University Press