Get Answer: Scenario Working Rece Question Guide
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What This Question Is About
This question relates to scenario working rece and requires a structured academic response.
How to Approach This Question
Break the problem into smaller parts and analyze each logically.
Key Explanation
This topic involves scenario working rece. A strong answer should include explanation, application, and examples.
Original Question
(Scenario) You are working as a RECE in the preschool room. One day during a room meeting, you shared an observation of Archi, 3 years old, with Kris and Harper, who are also RECEs in your room. You: “Can we talk? Something’s on my mind. Archi has been coming to our centre now for about 6 months. How do you think Archi is adjusting? Harper: “Why? Have you noticed something?” You: “Yeah…I do circle every day and, in the beginning, I thought it was just because Archi was new to the room. Lately, though, I’m not so sure. Archi seems to spend more time sitting on the edge of the carpet than actually being part of the circle. I don’t think I’ve ever seen Archi sing a song or participate, not even for “Baby Shark” when all the other children are making the shark moves! At first, I thought it was because Archi was new to our room and was maybe still transitioning from being at home with the family. But, now it’s been 6 months, you know……” Harper: “Drop-off seems to be better though, right?” You: “That’s true. Drop-off times are fine. Archi always says “bye-bye”. What do you both think? Have you noticed anything?” Harper: “Actually, I have noticed that Archi seems to turn away when you’re doing group activities… look around to see what the other groups are doing, and seems to leave circle before you’ve even finished two songs.” Kris: “Yes, I noticed that too. I’m usually with the other group, and I see Archi leaves and walks around the room, playing with the other toys. Have you tried doing something different during your circle time so that Archi might stay in your circle a little longer?” You: “Yeah…. I think so. I’ve tried using different props and even tried using toys that might be of interest, but Archi refuses them.” Harper: “hmmm…… Does Archi come back to circle?” You: “Sometimes… usually Archi walks and ends up sitting in the book area. I’ve seen Archi watch circle from the book area.” Kris: “Hmm..I’m sure there’s more we could do to support Archi. How about you know… like singing Archi’s favorite songs?” You: “I’ve been trying to find out which songs Archi likes or is interested in. I’ve tried different songs, movements, and props, but….. Archi just sits on the carpet and observes what I am doing. Archi just doesn’t sing or move, so it is hard to know which songs Archi likes…” ® Registered trade-mark of the Canadian Mothercraft Society 2 Kris: “Right….. How about other group learning opportunities?” You: “The past 6 months, I’ve mostly seen Archi play alone, like reading books in the book area, doing puzzles at the table, building towers with blocks, cooking in the kitchen area. In the playground, Archi usually runs and walks around, rides a bike, plays with sand….” Harper: “Archi seems to like you though. It’s obvious the two of you have formed a relationship over the past 6 months. Archi easily comes to you during drop off and always gives you a hug. Archi also really seems to enjoy reading books with you too. You: “True, Archi spends time at the sensory table too, but when no one else is there. Archi does art almost everyday but always seems to leave when other children get to the table and start talking… Kris: “Do you remember what kind of artwork Archi has been doing?” You: “I think….. I remember Archi was painting with like brushes, cars, feathers… oh, Archi did a collage too. See that one on the wall? (points to show colleagues). Archi seems to have a pretty good attention span and can stay at an activity for quite a long time. One thing I have noticed is that Archi doesn’t seem to really like getting their hands dirty. There have been countless times when Archi will ask me to wipe paint or glue off their hands or Archi will go wash their hands before coming back to do the art.” Kris: “Hm…” You: “Remember when we did the art project, the big poster for our potluck party? Archi did not participate in that painting at all. Archi came to the table, so I invited Archi to paint, but Archi just stood there and observed for a while, and left. Archi came back and forth a couple of times to see what the other children were doing though.” Kris: “Okay…. Well, Archi does sit with the other children during lunch and snack time. They just don’t seem to talk much or, at all with the other children it seems. When I include Archi in the conversation, Archi usually looks at me and other children and continues eating.” You: “Yeah… the more we talk, I think it’s becoming clearer to me that I need to do something different for Archi. I want to support Archi to engage more with the other children and start developing those peer relations. You think so too, right?” Kris: “I agree.” Harper: “Yep.” You: “Thanks. I really needed this. Also, I’m thinking of speaking with the family to get their thoughts and our supervisor, Yoshie, to seek some additional supports.” Harper: “Yeah.” Kris, “Definitely.” You: “Great! In the meantime, what can we do to support Archi?” Question 2: Based on your observations above, provide 3 strategies you would use to support Archi? Provide concrete details to support your response. Be specific. (3 marks for each strategy)
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