History:

Marco is the only child of professional parents and the first grandchild for both sides of the extended family. His mother took family leave following his birth and returned to teaching when he was seven months old. His father took family leave to care for him until he was ten months old. For the next 12 months, parents, grandparents, and other family members cared for him by fitting him into their busy schedules; sometimes, Marco had three or more caregivers on any given day. When Marco entered the center, his parents reported that he wore all of them out, and it had become too difficult to continue. They spoke of him as "the prince"; they stated that he had not begun toilet learning, did not pick up toys, and tended to ignore adult requests. This family is seeking more regularity for Marco, hoping that it will help him "mind" better and achieve other toddler milestones of greater independence. Explicitly, they want him to come when called, stop when asked to, use the toilet, and be mannerly when eating. I gave them the handout on toilet training and a flyer about our parent program on guidance. Marco is a healthy, vigorous toddler who confidently entered the program. He is curious, moving at speed from one thing to another at the beginning of the session until he has very briefly checked out every center before he begins to play. Marco has a very expressive face and a generally cheerful demeanor. He talks, laughs, and cries loudly.

1. What strategies did the head teacher use to coordinate with Marco's family members, and how well did they appear to work? If you cannot tell, list the information to help answer this question.

2. List the words in the case study that might explain Marco's temperament.

3. Make a plan to encourage Marco's friendships. Identify children and list some strategies that you think might work. Explain why you made these choices.

4. What evidence of self-regulation did Marco display?

5. What strategies did the teachers use to support Marco's appropriate behavior?