Case Analysis Keisha: Yuhang Cheng CEP 891 Michigan State University
Case Analysis Keisha: Yuhang Cheng CEP 891 Michigan State University
Case Analysis Keisha: Yuhang Cheng CEP 891 Michigan State University
Keisha
Yuhang Cheng
CEP 891
Michigan State University
Summary of the case
Keisha is a 5 year’s old Africa American girl. She is an only child of two professional
parents and lives in a middle-class urban neighborhood in the northeast United States.
Now, she studies at a private girl’s school in urban and she is the only Africa American
enrolled in this all-day kindergarten program. In this case, the interviewer discussed
Keisha’s development with her teacher and parents. They talked about the primary issues,
such as social skill development, social cognition, peer and family relationship, and
Discussion Questions
and behavior seem consistent with what research says about the results of the
American child, what additional parenting issues might concern Keisha’s parents?
A:Keisha's parents are all from close-knit families. They are willing to spend time
with Keisha. For example, reading books with her, doing sports, etc. They think it's
more effective for a child to make rules and communicate with her to solve problems
children and provide them with warmth. Compared with other children, children of
high level of activity and exploration behavior, and social ability. They have high
interview and the classroom also proves that she is a child who has strong
independence, abides by the rules, and is willing to express and share her ideas. These
Keisha is the only African American in her class. In the future, Keisha might
encounter the situation about cultural background differences, racial differences and
ethnic identity development. How to make Keisha face these problems correctly will
2. Q: Speculate on the changes that might occur in Keisha’s development were she to have a
younger sibling. Support your speculation with the results of research you have studied in
A: If Keisha has a younger brother or sister, it will have some impact on her social
and emotional development. But there should be some positive effects. In many
cases, we are not hard to find out the children spend more time with their siblings in
the early years. Dunn indicates that siblings make a unique contribution to one
another’s social, emotional, and cognitive development. They serve many functions,
including giving physical care, providing emotional support and nurturance, offering
advice and direction, serving as role models, providing social interaction that helps
develop social skills, and making demands and imposing restrictions. So Keisha will
learn how to sharing, cooperate, and take care of the younger siblings. She will
become more reliable and caring. Her social skills will also improve. Because of her
interaction with her brother and sister is also a kind of social interaction. Dunn points
out children spent the amount of time with their sibling in the early years, their
interactions are often emotionally loaded and marked by both positive aspects
competition). As an older sister, Keisha might also become dominating than her
younger siblings.
3. Q; Predict the effect on Keisha’s future ethnic identity development should her school
A: Keisha is the only African American. She likes her present school very much. She
is also on good terms with her teachers and classmates. However, if this school
maintains its current enrollment status, I think it will have some influence on Keisha.
conclude that children undergo several levels of understanding of ethnicity and race.
Children between the ages of 3 and 6 generally think in physical terms of the racial
that affects not only the physical appearance but also one’s language, diet and leisure
activities. From the ages of about 10 to 14, children tend to link ethnicity with social
class.
Keisha has not yet realized the difference of race. In her opinion, the difference
between people is only the difference of appearance. But as she grows up, she will
find that the differences between her and her classmates are not only about
appearance, but also about culture, language, faith and so on. Keisha hasn't realized
the difference of race. In her opinion, the difference between people is just the
difference of appearance. But when she grows up, she will find that the difference
between her and her classmates is not only appearance, but also culture, language,
belief and so on. Although teachers will actively create a multi-cultural environment
in the classroom, I don't think it can satisfy the development of Keisha's sense of
ethnic identity. In the worst case scenario, Keisha might feel embarrassed and not
want to identify with their ethnic group of origin when her peers send some negative
4. Q: In what ways should the research on culturally relevant pedagogy influence the
upon research, do you have for Keisha’s teacher to help her create a truly inclusive
environment?
A: Culturally responsive (or culturally inclusive) education entails that learners from
all ethnic, linguistic, and cultural backgrounds are welcomed and viewed as valuable
So based on the guidelines, I think Ms. Sommers’s classroom can be improved in these
aspects.
First, physical environment, the classroom setting should be warm and inviting. (Çelik, S.
2020) Arranging the seats for students to interact with teachers and peers easily. Posting cultural
posters, culturally items and students’ works in the classroom. Second, teaching context.
According to the curriculum, the teacher can collect various text about the different culture and
share with students. By reading the text about culture, students have chances to experience the
different culture around the world. Third, teaching approach. During the teaching, the teacher
can create more opportunities for students to interact to each other. in the group work or pair
personal and emotional development. Thus far, has she overcome the various “crises”
described by Erikson? What are they, and how would you characterize Keisha’s
resolution of these stages? In outlining Keisha’s progress in these areas, detail what
development.
is at the stage of Initiative versus Guilt. The developmental task is on this stage is to add
initiative—planning and attempting to achieve that which one has chosen. The
preschooler is on the move and becomes proactive. Keisha has already pass the stages of
“Trust versus Mistrust” and “Autonomy versus Shame and Doubt”. In the interview, we
can find Keisha is an independent and optimistic girl. She will actively raise her hand to
share her story, and will also be very active to prepare to complete the task given by the
teacher. If criticized, she will not be happy to become emotional. Her father described her
as trusting people. She was a caring child who cared about the people around her. She
gets along very well with her classmates. The teacher described her as a very gifted child
In the Ecological Systems, Bronfenbrenner would consider the family factor, school
development.
2. Q: What theoretical perspective(s) and theorist(s) within such perspective(s) (other than
Erikson and Bronfenbrenner) provide the most insight into Keisha’s cognitive, social,
emotional, and physical development? Note that different perspectives and theorists may
account for different areas of Keisha’s development. Use details from the case and
support your answer with information from the text. You may want to “map” or “chart”
Preoperational. In this stage, the child begins to represent the world mentally, but thought
is egocentric. The child does not focus on two aspects of a situation at once and therefore
lacks conservation. The child shows animism, artificialism, and objective responsibility
for wrongdoing. In this case, Keisha is a thinking child. She can say why she likes the
characters in the story and give reasons for her liking. She can say what her dream job is
and why. She can sum up things in her life. She wants other people's attention. For
example, I want other people to listen to her. If she didn't listen, she would be sad and
angry.
We also can evaluate Keisha’s development through “Social Cognitive Theory”. Social
cognitive theorists, such as Albert Bandura (1986, 2011, 2012), have shown that much of
children’s learning also occurs by observing parents, teachers, other children, and
characters in the media. In the class, Keisha listens to Ms. Sommers instruction very
carefully and also can follow the instruction correctly. She is excellent at art, music, and
drama.
and how is Keisha apparently responding to that environment? Be specific, using details
from the case and details on the theorists from your course.
A: In my opinion, Ms. Sommers applied Bronfenbrenner’s Ecological theory in the class.
In the ecological theory, environmental factors like family, school, and cultural
backgrounds are crucial for a child’s emotional development. All the factors interact to
each other in this system. Ms. Sommers took this into account in her teaching and hoped
that the school would play a positive role in the development of her children. For
example, considering the ethnic differences, she will prepare Angel pictures of different
colors for her children; considering the continuity of students' learning, she suggests that
the school let her continue to be the teacher of these students; she also actively interacts