Melanie Tan, Group A

Case Study One

Interventions:
1. This research is about the use of pretend play to aid social and linguistic competence. Extracted from the Bergen (2002) research, it is said that pretend play contributes to “cognitive functioning and impulse control” (Saltz, Dixon, & Johnson, 1977). Furthermore, it is said in Bergen (2002) research that young children’s play also helps children to problem solve (Smith & Dutton, 1979).

2. Another research, extracted from Recchia & Soucacou (2006) research, states that teachers play very important roles in the classroom, “in the socialization process” for young children with disabilities as they require “an increased and prolonged need” for adult assistance to make “social interactions with both adults and peers” possible. (Guralnick & Groom, 1987; Mahoney & Wheeden, 1999)

Effectiveness:
1. With opportunities provided in the classroom setting, the researchers found out that pretend play can help a child’s development, especially for children who exhibit “nonsocial or withdrawn” behaviours, stated by the Bergen (2002) in her research (Rubin and Coplan, 1998).

Furthermore, this intervention also addresses Annie’s speech impairment and communication difficulties. Taken from Bergen (2002) research, she found out from other researchers that there is a positive relationship between play and language development; as children will tend to take on or participate in literacy activities (e.g., Christie & Enz, 1992; Einarsdottir, 2000; Neuman & Roskos, 1992; Stone & Christie, 1996).

Adding on, Bergen (2002) research stated that during the early years of the child, pretend play is important for the “development of self-regulation” (Krafft & Berk, 1998, p.637). Annie will thus be able to learn to problem solve, and not resort to biting her friends when she is unhappy.

To sum up and as Bergen (2002) states, research has shown that there are “clear links between social and linguistic competence and high-quality pretense”

2. With this research, it is important that teachers understand their role as teachers to help children with special needs to communicate with others. As quoted from the Recchia & Soucacou (2006) research, “positive early social experience contributes to ongoing positive social experience and later social adjustment” (Kontos & Wilcox-Herzog, 1997; Pianta, 1997; Sroufe, 1983).

Henceforth, with better communication skills, Annie will be able to adapt better to the school and perhaps perform even better than she is in terms of her learning and school.

Personal evaluation:
1. With opportunities laid out for pretend play, I feel that children are better able to express themselves as they re-enact scenes. Thus, it acts as a platform for Annie to express her emotions instead of displaying behavioural or social difficulties, such as biting others. With pretend play, I feel that Annie will learn how to control her emotions. Furthermore during pretend play, it provides the opportunity for social interactions to take place between Annie and her peers. The teacher has to come in as a facilitator during this period as she is shy and withdrawn. Also, the teacher can act as a mediator, if Annie’s friends tease her.

Furthermore, it is said that by providing play-based activities for young children, a sense of inquisition could be instilled and in turn connects them to “social and cognitive processes” that encourage and supports verbal and interpersonal skills. (Klein, Hammrich, Bloom & Ragins’s Online Research Journal, 2000).

Curtis & Cartner (2003) also states in his preschool assessment of the environment that materials should be provided for the child to allow him/her to “make representations” from what he/she understands (p. 224).

2. As an early childhood educator, I know the importance of the role that a teacher plays in the classroom setting. Furthermore, as said in the research of & Soucacou (2006), children with special needs “are at risk for non-optimal social relationships with both adults and peers” (Guralnick, Hammond, Connor, & Neville, 2006). This is because, children with disabilities face the problem of “forming and maintaining friendships” (Odom et al., 1999).
Furthermore, teachers are known as "attachment figures" and children who are "securely attached to their teachers are also able to explore their physical and social environments more appropriately" (Semrud-Clikeman, 2007, p. 17). In this way, children will have the opportunity to develop prosocial skills as they interact better with their peers.

Thus, I feel that the teacher, who plays numerous roles such as a facilitator, will be able to respond to Annie’s needs, as she addresses the problems that Annie faces in school.

Suggestions:
1. I feel that the classroom setting in Singapore should promote play as most of the dramatic play corners I have observed in most centres, are rather small or have insufficient materials. Furthermore, children love to play and I feel that as teachers, we can tap on this area, to provide meaningful learning experiences for children, through play. Personally, I feel that children learn through play and perhaps preschool centres should adopt a curriculum that focus more on play-based learning.

2. Looking at this intervention and referring it to the local context, I feel that perhaps it is important for early childhood teachers to have relevant skills and knowledge in the area of special needs. In this way, the teachers can respond to all children’s needs accordingly as she plays. Currently, as I have observed the teachers in the centres that I have been attached to for field practicum, the teachers are not trained in the area of special needs.

Reference:
Bergen, D. (2000). The role of pretend play in children’s cognitive development. Volume 4, Number 1. Retrieved 29 August 2009, from Early Childhood Research and Practice website: http://ecrp.uiuc.edu/v4n1/bergen.html

Curtis, D. & Carter, M. (2003). Designs for living and learning: Transforming early childhood environments. St. Paul: Redleaf Press.

Klein, E.R., Hammrich, P.L., Bloom, S., Ragins, A. (2000). Language development and science inquiry: The head start on science and communication program. Volume 2, Number 2. Retrieved 29 August 2009, from Early Childhood Research and Practice website: http://ecrp.uiuc.edu/v2n2/klein.html

Recchia, S.L., Soucacou, E.P. (2006). Social experience in three early childhood special education classrooms. Volume 8, Number 2. Retrieved 30 August 2009, from Early Childhood Research and Practice website: http://ecrp.uiuc.edu/v8n2/recchia.html

Semrud-Clikeman, M. (2007). Social competence in children. United States of America: Springer Science+Business Media, LLC.