Eric, 4-and-a-half months old, is lying on the floor when he starts to cry. His teacher, Audrey, looks at the clock and picks him up. She “eats” his tummy, and he laughs. She holds him up in the air, and he smiles. She says, “Are you getting hungry?” Eric swings his arms as if to say, “Not right now, I want to play.” Audrey “eats” his tummy again. Ria toddles over and looks at Eric. Audrey tells Eric what Ria is doing to provide a language-rich environment. Ria toddles away, and Eric begins to fuss. Audrey asks again if he is hungry. This time he continues to fuss, so she gets his bottle, sits in a chair, and feeds him. Eric gazes at Audrey and smiles between sips. Grasping her finger, Eric looks around the room. Audrey notices he is looking toward Ria. She comments, “Ria is painting. She is making large circles.” Audrey stands him in her lap facing Ria. “Can you see better now?” He laughs. She holds him while he dances and laughs. Audrey turns him around so that he is facing her. She holds his hands to pull him to and fro, and kisses him. He watches Audrey’s mouth and responds as she talks to him. He leans on her shoulder and burps as he fingers the afghan on the back of the chair.
Swim, Terri Jo. Infants, Toddlers, and Caregivers: Caregiving and Responsive Curriculum Development (p. 122). Cengage Learning. Kindle Edition. Case Studies present real-life examples of the concepts and principles discussed. Please refer to the case study ERIC presented on page 122 of your text.
Read Case Study ERIC
Respond to the following two questions:
1. What observation tool(s) would you use to gather information on Eric’s interest in Ria? Why?
2. What suggestions would you give to Audrey for organizing the environment to support Eric’s social emotional development ? Why?