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Unit 3 The Learner
Case Study
As a class, read the case study and discuss the
questions that follow. After reading the chapter,
revisit the discussion questions. Have your
answers changed? If so, explain how.
It is recess and the sun is shining!
Stefanie and Latisha can hardly keep from
running as their class walks in a line to
the playground. The two girls have been
friends since kindergarten. Both athletic
and social, together they have been the
leaders among their peers. They usually
decide recess activities and other girls
quickly follow; however, things seem to
be changing in the fourth grade. Latisha
is spending more time with another girl,
Thanh, as they now play on the same
soccer team together. They are even joining
the boys in their soccer games on the fi eld.
Stefanie tries to join in but the boys will not
pass her the ball and she is left standing on
the sidelines. She really does not like the
boys. Stephanie tries to join the other girls
from their class but their friendship “clubs”
are already formed and she thinks that they
are not willing to include new members.
Stefanie goes home that night and cries
T
he first years of school are crucial for children. The degree to
which children feel comfortable and successful impacts their achievement
in school for the years ahead. Not every child has the background
knowledge, high intelligence, and social skills for that to happen
automatically. Teachers can make the difference. They set the tone in
their own classroom. They evaluate each child’s abilities and monitor
progress, providing extra support and encouragement as needed.
All of this takes knowledge and skill. Most essential is a thorough
understanding of how children develop.
As you recall from a previous chapter, development follows
predictable patterns. Researchers know much about children’s typical
physical, cognitive, and social-emotional development at each age.
Let’s Discuss
• Are the feelings that Stefanie is
articulating normal or typical? Why or
why not?
• How might you explain Stefanie’s
feelings about friendships?
• How might you explain Stefanie’s
assessment of other people’s actions?
• How might you explain Stefanie’s
feelings about gendered friendships?
to her mother. She tells her that everyone,
including her teacher, is mean.