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WORKSHOP
Read the following scenario and then answer the questions.
Kate is an educator in a four‑year‑old kindergarten program. Over the past two weeks, she has been observing Mia, a child who recently returned after a short illness, to better understand how Mia’s wellbeing is being supported in the group.
During free indoor play, Mia often chooses the home corner. She carefully sets out plates and cups and talks softly while pretending to prepare meals. On Tuesday, another child reached for one of the cups Mia was using. Mia pulled the cup back toward herself and said, “I’m not finished yet.” When the other child persisted, Mia stood up quickly and moved to a different area of the room without speaking. Kate noticed that Mia resumed play independently, but her movements were tense and rushed.
In the outdoor environment, Mia spends most of her time near the climbing structure. She watches other children climbing and sliding, occasionally stepping closer but rarely climbing herself. On Thursday, when Kate asked if Mia would like support to climb the ladder, Mia shook her head and said quietly, “I’ll just watch.” After a few minutes, Mia joined another child rolling balls down the slide and laughed when the balls bounced away.
During group music time, Mia sits close to Kate and participates in familiar songs, smiling and doing the actions. When a new song is introduced, Mia covers her ears briefly. She leans into Kate. She slowly re‑engages once the song becomes predictable.
At lunch time, Mia confidently opens her lunchbox and begins eating. She chats easily with a nearby child about their food but becomes upset when her yoghurt spills. Mia says, “It’s all messed up,” and pushes the container away. With Kate’s reassurance, Mia takes a few deep breaths. Kate helps her clean up. Mia accepts a replacement snack. She remains quiet for the rest of lunch.
At pick‑up time, Mia waves excitedly when her mum arrives. She runs over, talking quickly about the day. However, when Kate approaches to share an observation, Mia looks down and holds onto her mum’s arm until the conversation ends.
Let’s reflect on Mia’s learning?
- What behaviours indicate positive wellbeing on Mia’s part?
- What behaviours suggest that Mia might benefit from additional support?
- What could Kate do to support Mia’s wellbeing and sense of security throughout the day?
