Behaviors

we explored the questions regarding how to involve families on many different levels in our programs and the importance of developing relationships and learning about ones culture to better understand the family unit. Looking back try to connect some of those suggestions found in Morrison pps. 509-514 or student suggestions and connect them here to solve each of the issues we addressed in the original case study: For example: Sasha tells Jon not to run. How might getting Sasha involved in the program help to alleviate this specific behavior? Or, how might you address it from a cultural standpoint? Use a Cultural lens when looking at the behaviors. Take each of the behaviors that do not appear conducive to the learning environment and address them individually with the ways we learned about last week on how to get the family involved and how it might affect or improve the behaviors to make the learning environment more conducive for Jon. consider the important developmental skills that are needing to be fostered and the needs of the whole child. 1. Sasha tells Jon not to run. 2. Sasha shuns Jon from getting dirty or wet at the water table when she is present. 3. Sasha wipes his face for him often. 4. Sasha hand-feeds Jon food. 5. Injects herself into social situation with the other children during pickup times.