Child as Analyst

Child as Analyst

Observation

Jarif and his family are new arrivals from the Middle East.  Jarif is two and is having a difficult time settling into childcare.  He is clingy and cries a lot.  He mutters words but the educators cannot understand him. 

Analysis

As I am not privy to the circumstances that led Jarif’s family to Australia, I will assume it was to flee a war torn country for a better life.  Given that, Jarif would undoubtedly be traumatised by what he saw in his home country, the anxiety his parents felt and the long journey to Australia.  He speaks no English and to Jarif, this is not home.

One of three criteria required to entitle a person to refugee status in Australia is the threat of   persecution to the extent that return to one’s country of origin would endanger life.  (Swi & Chaney, 2013, p87). 

Jarif and his family are obviously living in the community however it is unknown if they were in mandatory detention for a time.  A 2004 Human Rights and Equal Opportunities Commission

National Inquiry into Children in Immigration Detention identified several risk factors for the high rates of psychiatric disorder and developmental delay seen in detained children. These factors included parental hopelessness, mental illness and reduced parental autonomy, lack of a safe predictable environment with child-friendly play and educational facilities and

exposure to repeated traumatic events.  (Swi & Chaney, 2013, p89)

If we consider these factors it is no wonder Jarif cries when he is left at childcare.  Perhaps he is unsure whether his parents will return to pick him up.  Perhaps he has memories of being in detention or maybe he is frightened just being in a foreign place where he can’t communicate his needs or understand the language.

Language is a complicated system.  All human languages have patterns and rules to follow that meet the needs of the speaker.  Learning another language in early childhood is similar to learning a first language.  A child learning a new language uses a ‘bridge-building’ strategy.  This means they will start to use actual words from the new language but keep to the grammatical rules and patterns of a familiar language.  Over time, young bilinguals become more attuned to the gestures, tunes and sounds of different languages.  There is research to suggest these children become more flexible thinkers and better problem solvers.  (Mqkin & Whitehead, 2007, pp86-87)

However this learning evolves over time, so what can we do for Jarif now?

Plan

Firstly, I think it would be important for the educators to learn a few words in Jarif’s language.  Words such as hello, goodbye, play, toilet, food and children for example may help Jarif settle more.  In doing so, Jarif would be given the message he is important and understood more.  Does he have a favourite toy or blanket to bring to childcare? 

It may also be helpful to keep in mind the types of games, images, books and surroundings Jarif is exposed to in the childcare setting with the aim of helping him feel more comfortable. I would also converse with his parents and use their cultural capacity to learn more about Jarif.  They could be invited to cook, sing or tell stories.  This would also expose the other children to a different culture.  (Makin & Whitehead, 2007, p86-88)

If Jarif’s parents find English difficult, educators could show photos of Jarif participating in activities throughout the day or provide examples of his artwork. (Makin & Whitehead, 2007, p90)

In doing so, educators are supporting the EYLF Outcome 1:1, Children have a strong sense of identity; Children feel safe, secure and supported and Outcome 1:4, Children learn to interact in relation to others with care, empathy and respect.

References

DEEWR, (2009), Belonging, Being & Becoming, The Early Years Learning Framework for Australia, Commonwealth of Australia, pp21,24,.

Makin & Whitehead, (2007), How to develop Children’s Early Literacy, A guide for professional carers and educators, Paul Chapman Publishing, London, pp8690

Swi, K. & Chaney, G., (2013), Refugee children: Rights and wrongs, Journal of Paediatrics and Child Health Volume 49, Issue 2, pp86-90.