Vafa
She is the first and only child in her family who moved from Iran to Canada 10 years ago. She has been in the Kindergarten for 3 months. Since her parents communicate with her in Iranian at home and she is still in her linguistic development stage, she cannot speak English or French.
Brief assessment( summary):
In her first couple weeks in the Kindergarten, she cried every day in the unfamiliar environment without her parents nearby. She was very anxious and we needed to calm her down. I found that after she familiar with the environment, she started to talk to us in single words repeatedly and understood what we required of her except that she was still wandering around and played with herself. She seldom had interaction with other kids. This maybe due to her own country culture that she was shy to play with others. I would like to improve her social skills by some strategic actions so that she can have more interaction with other kids.
Intervention plan/ Two strategies/:
In circle time, I will introduce her country traditions and cultures to by means of some pictures. I will discuss with them about their clothes, food and other traditional and culture activities in their country so that they understand Vafa better and will start playing with her proactively.
In free play time, I will let her play Barbie with other girls. They can dress the dolls up with different clothes. If Vafa cannot do it, other girls can help her. And they can have more interactions and will become friends during the activities.
Summarize this observation/ assessment of benefit of the intervention:
After my intervention, her social skills improved a lot although still wandering around in the classroom occassionally. However, I can see her playing with other girls with the dolls and playing just like home. Other children are willing to contact her and sometimes come to us saying that "Vafa makes the table dirty!" in lunch time. I expect her become more open and bright.
Hope this can help!
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