Case Study 1: Ahmad - Age 5 -

Ahmad, a 5-year-old with an affinity for building blocks and puzzles. He is enrolled in an after-school care program called Meadow Play Place, which he attends after kindergarten. Ahmad's family had recently resettled as refugees, having fled a conflict-ridden region. His parents, Samar and Raheem, were highly educated professionals in their home country, leading a comfortable life before political unrest forced them to seek refuge.

In their new home, the family faces the challenges of rebuilding their lives from scratch, grappling with financial constraints, and navigating a new cultural landscape. The father, Raheem, is currently driving for Uber while he waits for his transcripts and paperwork from his country of origin to be assessed by the federal government. Samar is taking some English classes at Calgary Immigrant Women's Society and is hoping to retrain in health care but is currently unemployed. Despite their hardships, Samar and Raheem are determined to create a stable environment for Ahmad and his younger sibling and are very engaged in the boys' school education attending all parent meetings, asking questions and following up with emails.

During group play, while other children form collaborative play scripts, Ahmad prefers working on his own elaborate constructions, typically in the block corner. Occasionally, when children approach him to play, Ahmad has outbursts of anger and frustration, sometimes resorting to hitting. Additionally, during group times like snack or meeting when called upon to speak, Ahmad sems to struggle to share his ideas. One on one, with an educator, he seems able to communicate his needs, however.

Meadow Play Place is located inside the school that is primarily serves. They accept children from kindergarten to grade 6 and have capacity for 30 children. Currently, 15 of the 30 are kindergarten children. The program, which has two educators, you, a new ECE, and a Level 3, who is the site supervisor, prides itself on its inclusive and culturally sensitive childcare program and it incorporates activities that celebrate various cultures and traditions. At the school early intervention services are available such as speech and language pathology and occupational therapy. Ahmad has not been screened by these services but even if he qualifies the support will happen during school hours.

1. Identify Ahmads case -Identify social-emotional learning competencies from CASEL (1-2) to pinpoint areas to support and focus how you would support Self-Esteem and Agency in the child. Your response to each area of social-emotional

development must include connection to your practice through the role of the educator. (what is educator role here?)

2. Related to CASEL Include In text Citation and Reference APA 7