Miss Gina brings a variety of books to her early childhood students to spark their interest in reading and learning. She selects books that enhance literacy, cultural awareness, and social emotional development. The children are excited to see the new books each week and enjoy interactive stories that bring the characters to life. Miss Gina aims to foster a love of reading and provide diverse learning opportunities for her students.
ECE430 Week Three Case Study Focus Families M.docxjack60216
ECE430 Week Three Case Study
Focus: Families
Mrs. Ashland arrives at school very early in the morning before the children arrive so that she can get set
up. She often uses this time to update children’s portfolios from the day before and to set up the learning
environment with activities and materials connected to her curriculum plans. When her colleagues arrive,
they engage in friendly conversation and Mrs. Ashland shares the planned activities for the day with
them.
Mrs. Ashland has an effective morning routine for student drop-off. The parents or caregivers drop their
children off at the classroom by signing them in at the door. During this time, Mrs. Ashland is stationed
by the door and greets each child and family as they arrive and points out any new information on the
parent bulletin board. She often kneels down to greet the childrennd does the daily health check as they
enter. Mrs. Ashland directs the children to go wash their hands so that they are able to engage in
independent play in the open areas. The materials that are set out are aligned with the thematic unit taking
place in the classroom; the assistant teachers are setting up the next activity. The parents are coming and
going and take newsletters from an organizer labeled, “Preschool News,” which is set out for them.
Mrs. Ashland notices her student Johnny has again been dropped off in the lobby with Mrs. Ford, the
director, prior to school opening. Johnny is the first to enter the room and goes to the listening center to
hear a story. Johnny’s parents both work long hours and have arranged to drop him off with Mrs. Ford 15
minutes before the doors are open so that they can make it across town and be on time for work. Johnny
stays for the afterschool program, and his parents are often late picking him up. Johnny is often left
waiting and generally looks at books while he waits. Mrs. Ashland has tried to make contact with his
parents, but is usually unsuccessful. She has sent several notes and called several times at night, but
usually does not receive a response back. On one occasion, when they were able to come in, they praised
Mrs. Ashland and mentioned that they were so glad Johnny was thriving in school because they are very
busy with work. Johnny’s parents noted that they get home late and are tired and are not as involved as
they would like to be. They are grateful for a teacher who is responsible for Johnny’s development.
Mrs. Ashland scans the room as the children begin to explore the day’s learning activities.
During drop-off time each day, Mrs. Ashland smiles at Maya’s mother, who does not speak English, and
hands her the newsletter that has been translated into Spanish. Mrs. Ashland greets them with a cheery
“Good morning.” Each day, Maya’s mother waves and says, “Te Amo,” as she watches Maya walk into
the classroom..
Jane’s mother, Mrs. Smith, enters the classroom and tells Mrs. Ashla ...
ECE430 Week Three Case Study Focus Families M.docxSALU18
ECE430 Week Three Case Study
Focus: Families
Mrs. Ashland arrives at school very early in the morning before the children arrive so that she can get set
up. She often uses this time to update children’s portfolios from the day before and to set up the learning
environment with activities and materials connected to her curriculum plans. When her colleagues arrive,
they engage in friendly conversation and Mrs. Ashland shares the planned activities for the day with
them.
Mrs. Ashland has an effective morning routine for student drop-off. The parents or caregivers drop their
children off at the classroom by signing them in at the door. During this time, Mrs. Ashland is stationed
by the door and greets each child and family as they arrive and points out any new information on the
parent bulletin board. She often kneels down to greet the childrennd does the daily health check as they
enter. Mrs. Ashland directs the children to go wash their hands so that they are able to engage in
independent play in the open areas. The materials that are set out are aligned with the thematic unit taking
place in the classroom; the assistant teachers are setting up the next activity. The parents are coming and
going and take newsletters from an organizer labeled, “Preschool News,” which is set out for them.
Mrs. Ashland notices her student Johnny has again been dropped off in the lobby with Mrs. Ford, the
director, prior to school opening. Johnny is the first to enter the room and goes to the listening center to
hear a story. Johnny’s parents both work long hours and have arranged to drop him off with Mrs. Ford 15
minutes before the doors are open so that they can make it across town and be on time for work. Johnny
stays for the afterschool program, and his parents are often late picking him up. Johnny is often left
waiting and generally looks at books while he waits. Mrs. Ashland has tried to make contact with his
parents, but is usually unsuccessful. She has sent several notes and called several times at night, but
usually does not receive a response back. On one occasion, when they were able to come in, they praised
Mrs. Ashland and mentioned that they were so glad Johnny was thriving in school because they are very
busy with work. Johnny’s parents noted that they get home late and are tired and are not as involved as
they would like to be. They are grateful for a teacher who is responsible for Johnny’s development.
Mrs. Ashland scans the room as the children begin to explore the day’s learning activities.
During drop-off time each day, Mrs. Ashland smiles at Maya’s mother, who does not speak English, and
hands her the newsletter that has been translated into Spanish. Mrs. Ashland greets them with a cheery
“Good morning.” Each day, Maya’s mother waves and says, “Te Amo,” as she watches Maya walk into
the classroom..
Jane’s mother, Mrs. Smith, enters the classroom and tells Mrs. Ashla ...
ECE430 Week Three Case Study Focus Families M.docx
Letter of the week U presentation
1. Letter of the Week
U u
Providing learning opportunities to spark a greater understanding of people,
cultures, animals, stores, and books; Teacher Gina excites the children through
active learning with real photographs.
Miss Gina cares about her students’ learning experiences by binding in the
New Year with the thematic unit of study. Since the lead teacher is not there,
Miss Gina continues the letter of the week for two weeks.
5. Early Literacy Books
Letter U u
Expanding learning through unique books brought in weekly
The students gets excited for the books that enhance learning opportunities for
synaptic growth because the first five years of life matter to a child
6. Brain Builders
Providing students a wide
variety of early literacy books
from diverse genres; Miss Gina is
investing in brain builders,
forming a solid foundation of
early literacy, and developing a
love of reading.
7. Kula and the Old ‘Ukulele
Social Emotional Wellness
educational opportunity that
introduces students about do not
give up and practice.
Culture awareness kula is school,
tutu kane is grandpa, and lauhala is
straw hat.
Descriptions that author uses to
convey throughout describing the
characters gives students’ a visual
representation of the people to
life. For example, the grandpa is
poor, but the author elaborated
with descriptive words.
8. Uncle Bigfoot
Miss Gina borrows the letter of
the week u books at the Fort
Shafter Library.
She found this book because it
is humorous for the children.
9. Great Day for Up
Miss Gina borrowed this book
for her students to enhance
early literacy.
10. My First
Chinese New Year
Takes students on an
educational journey of the new
year.
She brings cultural awareness to
the children she educates.
11. Five Little Monkeys
Jumping on the Bed
Combining the Year of the
Monkey 2016 with the new year,
Miss Gina brings the book with
cd from Alaska for $.14 at a
store.
They danced to the other music
that was playing during the cd.
She also brought in coloring
pages of all the animals in the
Chinese astrology.
12. Monday Miss Gina brought her books for the week to the pre-k class during centers.
The students were excited to see new books.
She is in the other classroom reading books to her students.
Because the ratios of teachers to classrooms were high, Miss Gina went home.
14. WednesdayThe books give the children of diverse ages the opportunity to
explore the books through visual representation and auditoria
hearing the story
Library books are an excellent resource for enhancing early literacy
16. Chasing ShadowsThe students requested for a scary story to read outside. Miss Gina
delivered a story that is great for the diverse age range of students.
The book sparks the imagination seeing different things such as a fire
breathing dragon was his dad carrying his tool box.
The moral of the story is if the student see a shadow figure from afar he or
she has investigate by looking closer seeing the objects. The brother and
sister saw a ghost, but it was the grandma hanging her clothes outside. Do
not be afraid of shadows.
When a mother picked up her child, her child was at the stage of language
development telegraphic speech telling his mom about the book saying,
“Mom, Book Shadows.” It was so cute this little child is expanding his
vocabulary by the introduction of new words.
The student waved bye to us as he was leaving the school.
17. Gallop!The children were 2-5 years old so selecting a book that is both fun
and interactive is great for their growing minds.
The one student was curious when Miss Gina brought the books
outside that he wanted her to read them both.
One student asked, “Miss Gina, can I have that book? It is cool.”
Some of the students asked, “How does the pictures move like that?”
They wanted the teachers to read the books again.
Editor's Notes
Understanding of hearing challenged individuals, Teacher Gina explores different ways to communicate for the expanding learning of the students. One day if the students have the knowledge to become aware of people with different abilities that will make them stronger as individuals