Qasim is one member a growing immigrant community

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Qasim is one member a growing immigrant community, having arrived only recently with his mother, father, and older sister, Daba, from Syria. Qasim is two years old. At home Qasim’s family speaks Arabic, but both parents are taking English classes and are committed to become skilled in the language of their new home. Through an interpreter, Qasim’s parents report that he has an extensive vocabulary and seems to be adding new words and using longer sentences, in Arabic, each day. The journey to their new home was a perilous one. His family has shared that Qasim sometimes has bad dreams about their journey that wake him up and require stroking, rocking, and soothing words to get him back to sleep. His family calls him a “little professor” based on the fact that he is extremely curious, quite perceptive, and very interested in how things work.
To support his English development and help him begin to feel at home, his family has sent him to your nearby early childhood program each day. As his teacher, you notice that he often seems withdrawn and quiet, but is also watching the other children to see and follow what they’re doing. How would you support his transition into your classroom and engage his family in this new early learning experience? Discuss with peers.

Sample Solution

Supporting Qasim’s Transition and Engaging his Family

Supporting Qasim’s Transition:

  • Create a welcoming and culturally responsive environment: Decorate the classroom with diverse materials and images representing different cultures, including Arabic ones. Celebrate cultural holidays and traditions whenever possible.
  • Utilize visuals and routines: Use picture cards, gestures, and consistent daily routines to help Qasim understand expectations and feel secure.
  • Provide opportunities for exploration and play: Offer a variety of play materials that encourage exploration, curiosity, and interaction with other children. This aligns with Qasim’s natural inquisitiveness.
  • Pair Qasim with a buddy: Assign a friendly and patient peer to be Qasim’s “buddy” throughout the day, facilitating social interaction and language learning through play.
  • Utilize nonverbal communication: Smile frequently, make eye contact, and use positive body language to communicate warmth and acceptance, even before he grasps English fully.
  • Be patient and encouraging: Understand that language acquisition takes time, and praise any attempts Qasim makes to communicate, even with gestures or limited words.

Engaging Qasim’s Family:

  • Schedule a family conference: Meet with Qasim’s parents and an interpreter to discuss their hopes and concerns for Qasim’s early learning experience.
  • Collaborate on a communication plan: Establish a method for regular communication, such as daily notes (translated into Arabic), pictures, or brief video clips showcasing Qasim’s activities and interactions.
  • Encourage family participation: Invite Qasim’s parents to volunteer in the classroom, share cultural stories or traditions, or participate in family events.
  • Share resources: Provide information about community resources, such as English as a Second Language (ESL) classes, parent support groups, and cultural events, to support their own integration and well-being.
  • Respect cultural practices: Be informed about and respectful of Qasim’s family’s cultural practices and values, and adapt your approach accordingly when feasible.

By implementing these strategies, you can create a supportive and welcoming environment for Qasim, fostering his language development, social interaction, and sense of belonging. Engaging his family throughout the process is crucial for ensuring a smooth transition and building a positive partnership between the early childhood program and Qasim’s support system at home.

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