Rearing a preschool Saudi child in the US
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Rearing a preschool Saudi child in the US

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Rearing a preschool Saudi child in the US Rearing a preschool Saudi child in the US Presentation Transcript

  • Introduction Task Process Evaluation Conclusion Rearing a Preschool Saudi Child in the US This WebQuest is intended to enhance the cultural competency of daycare providers and teachers working with Saudi children aged 35 and provide them with deep insights into the development of preschool children. By Reem Algheryafi, PT, MHS student E-mail: algheryafir@uindy.edu Credits & Resources
  • Introduction Task Process Evaluation Credits & Resources Conclusion Introduction The number of Saudi parents who were granted scholarships to study in the US universities increased dramatically over the past eight years. Accordingly, the number of preschool children increased in the daycares, and it is expected to increase more in the following years. The child care providers might notice some differences between Saudi and American children in terms of social, cognitive, and motor development. To the US… Page 1 2
  • Introduction Task Process Evaluation Credits & Resources Conclusion Introduction Marhaba? What?!! Why is she ignoring me?  Do Saudi children in your class follow the typical trajectory of the child development?  Are the differences you are noticing due to atypical development or due to being in an unfamiliar context?  How do you enhance the interaction of Saudi children with you and American children? Page 1 2
  • Introduction Task Process Evaluation Conclusion Credits & Resources Task You have a Saudi child in your preschool classroom. This is his first time to be in a child care center in the US. You notice that:  He doesn’t play with all peers  He mumbles when he talks with you and you might understand only few words  He doesn’t talk as much as his peers or interact with you when you tell a story Consequently, most of his peers are not interested to be with him in a play group, and you suspect that he has some developmental issues. It’ll take you an hour.. Let’s begin my story! Do you want to solve the problems listed above and rule out your suspicion? If yes, your job is to read the materials provided in this WebQuest, watch videos, and take notes of the points you feel that will help you in overcoming these problems.
  • Introduction Task Process Evaluation Conclusion Credits & Resources Process In this WebQuest, you will learn about the items below. Go throughout the slides subsequently. If at any time you would like to view a specific section, just click on the item you need below. Social & Emotional Development Gender Differences in Play Motor Development Communication & Cognitive Development Learning Second Language
  • Introduction Task Process Evaluation Conclusion Credits & Resources Social and Emotional Development Is the child developing age-appropriate skills? Read through the following websites:  3 year old  4 year old  5 year old Copies what other children do Successfully enters a group of children Uses Facial expressions Real friendship Typical social and emotional skills do not develop exactly in the same way for all preschoolers. Find some tips and helpful activities in this website to improve the child social-emotional development. If you are interested to read more about how to improve these skills, please visit this website.
  • Introduction Task Process Evaluation Conclusion Credits & Resources Gender Differences in Play I don’t want to play with her teddy bear I’m interested in playing with cars or.. guns But sometimes it’s OK to play with girls,.. ..and I get really excited You might notice that many Saudi children are not always interested in playing with peers of the opposite sex because they are interested in different types of play or different toys. View the following websites to take notes on how to deal with gender segregation:  Reducing stereotyping in the classroom (read only the suggestions)  How to make the preschool experience better for both boys and girls
  • Introduction Task Process Evaluation Credits & Resources Conclusion Motor Development Although the interests of boys and girls might differ than each other in Saudi Arabia, most preschool Saudi children participate in same activities as American children do. Read through the following websites to identify the typical development of motor skills of preschoolers and the red flags:  Gross motor skills  Fine motor skills Page 1 2
  • Introduction Task Process Evaluation Credits & Resources Conclusion Motor Development View the following websites or the 1st website and the video. For now, focus on learning 3 new activities you have never done before in your class to enhance preschoolers’ motor skills:  Gross motor skills website  Fine motor skills website or video Visiting these websites frequently later may help you apply different activities in your classroom Page 1 2
  • Introduction Task Process Evaluation Credits & Resources Conclusion Communication and Cognitive Development Cognitive development refers to how children think, make sense of the world, and utilize what they learn. Because children learn from their surroundings, community, and family, their cognitive development is influenced by their cultural background. View these websites, and take notes of the activities & guidelines:  Cognitive development (read only the milestones and the activities to improve them)  The culture influences and guidelines (only p. 34-35) Page 1 2
  • Introduction Task Process Evaluation Credits & Resources Conclusion Communication and Cognitive Development Preschoolers learn to understand others and express their ideas and feelings through written and spoken language using drawings and complex phrases and sentences. Learn about communication through the following website:  Communication and red flags Page 1 2
  • Introduction Task Process Credits & Resources Conclusion Evaluation Learning Second Language Silent period Beginning to talk You can expect that children who are learning English as a second language go through stages in picking up English.  The stages (read only the stages)  What you might see in the stages (only p. 40-41) Building up English language Page 1 2 3
  • Introduction Task Process Evaluation Credits & Resources Conclusion Learning Second Language How to help preschoolers in your classroom learn English? Please take notes of what you can do in your classroom:  English and children’s home language  Teaching English language video  Teaching English language website In the last website, you will find vital words that you need to learn in the child’s home language. Please study these words in Arabic : Words Phonetics Words Phonetics Words Phonetics Hello Marhaba Goodbye Inside Dakhel Outside Barah Drink Eshrab Bathroom Hammaam Bye or Ma’a salaamah Clean up nathef Stop Wagef or khalaas Friend Sadeeq Wash hands Sit here Ejles hena Look Shoof Mommy’s coming soon Mama jaya gareeb Yes Ei or na’am No La’a Gassel yadek Eat kell Come here Ta’al Gentle khafeef Hurt Alam More Akthar Play El’ab Page 1 2 3
  • Introduction Task Process Evaluation Credits & Resources Conclusion Learning Second Language The card below was provided by Saudi Arabian Cultural Mission www.sacm.com Please look at it, and read the note and the words at the bottom: Page 1 2 3
  • Introduction Task Process Evaluation Credits & Resources Conclusion Evaluate What you Have Learned I don’t understand what you say.. Can you please say these words in Arabic? Across 3. Stop 5. Yes 6. Eat 8. No 10. More 11. Look 12. Hurt Down 1. Play 2. Friend 4. Thanks 7. Bathroom 9. Inside Click here to get the printable criss-cross puzzle Page 1 2 3
  • Introduction Task Process Evaluation Credits & Resources Conclusion Evaluate What you Have Learned Answer the following questions. Once you feel that you don’t know the answer or you are not sure about it, just click on “View slide” to review the slide related to the corresponding question: 1) State 4 ways to reduce gender stereotyping among Saudi children. View slide 2) You have a shy Saudi child in your classroom. What do you might do to encourage him to talk with you and with peers? View slide 3) List 3 gross motor and 3 fine motor activities you can apply in your classroom or the playground to enhance preschoolers' motor skills. View slide 4) List 5 strategies you can use in your classroom to facilitate learning English as a second language for Saudi preschoolers. View slide Page 1 2 3
  • Introduction Task Process Evaluation Credits & Resources Conclusion Evaluate What you Have Learned True or false? (When you finish, click “enter” to view all the answers) 1) The development of a child can be considered abnormal if he uses more complex language to express his feelings at age 5. False. It’s normal. 2) If you notice that a child cannot use a fork well or is unable to draw a circle independently, and his movements seem shaky at age 4, you need to talk to parents to see a doctor or an occupational therapist. True. 3) This WebQuest has enough information to learn about Saudi Arabian culture that you don’t need to ask the child’s family about its cultural background. False. You need to learn as much as you can about each child’s family background because rearing practices differ across regions and families in Saudi Arabia. 4) You notice that a Saudi child usually write English letters from right to left. Thus, the child might have a developmental delay. False. It’s normal because Arabic is written from right to left, and the child is probably confused. Page 1 2 3
  • Introduction Task Process Conclusion This WebQuest provided you with some information that targeted your cultural competency when working with Saudi preschoolers. It explained some similarities and differences between Saudi and American children, the preschoolers’ typical development, and how to enhance their development. However, remember that you always need to talk with parents or other family members to learn about their environment and culture. Click here to vote for this WebQuest Evaluation Conclusion Credits & Resources Hope you found my story helpful!!
  • Introduction Task Process Credits & Resources Conclusion Evaluation Credits This WebQuest was done by Reem A. Algheryafi, a licensed physical therapist in Saudi Arabia. She is currently doing her masters in health science with concentration on pediatrics at the University of Indianapolis in the US. This WeQuest was created as an assignment for OTPP 612 Early Childhood Development. Special thanks to Dr. Jennifer Fogo for suggesting the topic of this WebQuest and her guidance. Also, thanks to University Heights United Methodist Church Children’s Center for allowing me to make some observations to enrich this WebQuest with useful idea. Finally, thanks to my husband for helping me in designing some slides, and thanks to my nephew, Zain, and his parents for allowing me to use his pictures. Permission is granted for others to use and learn from this WebQuest without making modifications while the author of this WebQuest is credited. Page 1 2 3 Additional Resources
  • Introduction Task Process Credits & Resources Conclusion Evaluation Resources  http://www.pbs.org/parents/childdevelopmenttracker/three/socialandemotionalg rowth.html  http://www.pbs.org/parents/childdevelopmenttracker/four/socialandemotionalgr owth.html  http://www.pbs.org/parents/childdevelopmenttracker/five/socialandemotionalgro wth.html  https://sites.google.com/site/dapforteachers/home/preschool-tips-socialemotional-development  http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID= 525  http://extension.missouri.edu/hes/childcare/reducestereotype.htm  http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID= 712  http://www.kamloopschildrenstherapy.org/gross-motor-preschool-milestones  http://www.kamloopschildrenstherapy.org/fine-motor-skills-preschool-milestones  http://familyfitness.about.com/od/preschoolers/a/grossmotorskill.htm  http://www.prekinders.com/fine-motor-skills/ Page 1 2 3 Additional Resources
  • Introduction Task Process Credits & Resources Conclusion Evaluation Resources  https://www.youtube.com/watch?v=yu-9kqf4Ua8  https://sites.google.com/site/dapforteachers/home/preschool-tips-cognitivedevelopment  https://drive.google.com/file/d/0B3LflkOVBLrqUGpvS05sU3ZSMUE/edit?usp=sharin g  http://www.kamloopschildrenstherapy.org/communication-preschool-milestones  http://learnenglishkids.britishcouncil.org/en/parents/articles/how-young-childrenlearn-english-another-language  http://illinoisearlylearning.org/tipsheets/bilingual-classroom.htm  http://www.youtube.com/watch?v=uY1l10BH3ww  http://www.teachpreschool.org/2009/12/teaching-english-language-learners-inpreschool/  www.sacm.com Page 1 2 3 Additional Resources
  • Introduction Task Process Credits & Resources Conclusion Evaluation Additional Resources Differences in play between boys and girls: http://www.madeformums.com/games-and-activities/differences-in-play-betweenboys-and-girls/381.html Gender differences, preschool: http://www.education.com/magazine/article/Gender_Preschool/ Gender differences in play: http://www.education.com/reference/article/gender-differences-play/ Physical health 3-4 & 4-5: http://www.pbs.org/parents/childdevelopmenttracker/three/physicalhealth.html http://www.pbs.org/parents/childdevelopmenttracker/four/physicalhealth.html A study comparing the differences in the theory of mind development across cultures: https://drive.google.com/file/d/0B3LflkOVBLrqUUY5ZmF2Sk9TSDQ/edit?usp=sharing For voting: http://poll.pollcode.com/8436121 Page 1 2 3 Additional Resources