Preschool Scenarios


1. Jamal, the assistant teacher, notices that for the past couple of days, Vanessa has been watching him set the table for snack.  Today, he asks her if she wants to help.  She smiles, and says “yes”.  Jamal gives her the placemats to put on the table for each spot.  She puts down the placemats and runs back to him for more tasks.  Jamal gives her the napkins and instructs her to put one on each placemat, which she does with no problems.  Next, she puts the cups on the table, one for each space.   The last task is to put the small pitchers of milk on the table.  Jamal tells Vanessa that he is going to do, and she isn’t ready for this task yet.  She says, “But I want to help – I set the table already”.  He tells her “No, You just aren’t ready to do this job.” She hangs her head, turns around and slowly walks away.  What stage of development is Vanessa in, according to Erikson?  What are “goals” for children in this stage? What else could Jamal have done to promote Vanessa’s development? Why? What other interactions/activities can be proved to develop children’s sense of self and self-esteem? 2. Four children are playing in the dramatic play area, which has been transformed into a grocery store. Makayla takes a grocery cart and proclaims she is the mom and is going shopping. She picks up a purse and a pad of paper which is her “list”. Jeremy takes a cart and says he is the dad, and is shopping for dinner.  “You can’t be the shopper – dad’s go to work” exclaims Linnai.  Jeremy says, “Yes I can – I help my dad all the time.”  In the meantime,   Keone begins to work the cash register, but Malia tells him that’s “her job” and that girls do that job, and that he has to put the groceries in the bags. She puts on the apron, and begins to play with the register.  He reluctantly agrees, and puts items on the shelves, and then some in the bags. What do you notice in this scenario? How do gender role stereotypes develop? Explain How does social cognitive theory, cognitive development theory and gender schema theory explain the development of gender stereotypes?  If you were a parent or teacher of a preschool age child, what could you do to discourage gender stereotypes? Be specific and give examples. 3. Archie and his family were excited to visit their favorite restaurant.  Unfortunately, there was a long wait to be seated and Archie’s 3-year-old little sister, Starr, became fussy.  She started wiggling around on her mother’s lap demanding to be put down and then proceeded to throw a tantrum on the floor.  Archie’s dad yelled, “If you don’t get off the floor right now, we’re leaving!”  When she continued crying, he gave her a swat on the bottom.  Archie’s mom, however, hugged Starr until she calmed down.  She then asked if she was hungry and gave her some goldfish crackers to snack on while they waited.  Once she finished her snack, her mom explained the next time she was hungry she should ask for some food. Which caregiving styles do Archie and Starr’s mother and father exhibit?  Explain. How might these parents’ caregiving styles influence their children’s self-esteem? Describe how siblings and peers also influence children’s social-emotional development. 4 Types of Parenting Styles | Amazing Parenting Hacks | Effective Parenting Skills | Dad University – YouTube 4. Selena teaches Pre-K.  One of her 4-year-old students, Quinn, has trouble pronouncing his l’s and r’s.  When he tries to say his sister Riley’s name, it sounds like “Wi-wee.”  Selena can understand what Quinn says most of the time and notices that his friends can, as well.  When she asks him to repeat what he says, he does so without frustration.  She has also noticed that Quinn often uses sentences, such as “I goed to the park,” and “She has two mouses.”  Describe the development of language skills during the preschool years. Which typical language development/s do you hear in Quinn’s speech?   Should Selena be concerned about Quinn’s language development?  Why or why not? Developmental Milestones- Speech and Language Overview – YouTube 5. Kristie is frustrated!  She arrived at work early to prepare an art lesson for the 3-5-year-olds in her class to enjoy.  The children were supposed to cut a tree shape out of paper and then glue yellow, orange and red pom poms on it to represent a fall tree.  She had all the children sit at two large tables in the classroom and gave them 20 minutes to complete this task.  She also asked them to work quietly without talking to each other.  During that time, she noticed some students were crying because they didn’t know how to use the scissors to cut such an intricate shape, some students were joyfully cutting and gluing, and some students were finished in 5 minutes and running around the room.  Use Vygotsky’s theory to explain to Kristie why the children reacted this way.  Remember to include and describe Vygotsky’s terms  – scaffolding and the Zone of Proximal Development – in your explanation.   Identify which group of children were learning from this activity. (The ones crying, the ones working, or the ones running around.)   What would you recommend telling Kristie to do differently in the future to ensure all students are learning? Vygotsky’s Zone of Proximal Development – YouTube

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