ASSESSMENT: Perspective to Understand the "Whole Child"

Mahaley's Story: An Ecological and Family System Perspective

Access the following to complete this Assessment:

• Laureate Education (Producer). (2014). Mahaley's Childhood Web [Multimedia file]. Baltimore, MD: Author.

• MahaleyMahe: New Student Overview

• Note: While the names and interviews in the video are authentic, the information in the document and the scenario in Part II of this Performance Task are completely fictionalized. The scenario was created to assess important Learning Objectives within this Competency, but bear no reflection on Mahaley's real life or the Mahe family.

• The Bowen Center for the Study of the Family. (2014). Theory: Eight concepts. Retrieved from here.

Based on information from the video, Mahaley's Childhood Web, and the "MahaleyMahe: New Student Overview" document, write a 3- to 5-page. Describe Mahaley's microsystem, mesosystem, exosystem, macrosystem, and chronosystem. Explain how at least three of these systems influence Mahaley's healthy development and learning.

• Choose at least one concept from family systems theory, and explain how Mahaley's story relates to that concept. Then, explain why understanding the concepts of the family systems theory can help support positive outcomes for Mahaley and her family.

• Using the ideas from the family systems theory and ecological systems theory, explain how the changes described in the "MahaleyMahe: New Student Overview" document might impact Mahaley's healthy development and learning.

• Explain the importance of respecting Mahaley's family culture in this new environment in order to support her healthy development and learning.

MahaleyMahe:New Student Overview

Mahaley has gone to school and lived with her family for the last five years in the town of Ludlow.In May of last year, Mahaley's parents separated and her mother accepted a new job in the town of Harcourt, which is over 300 miles from Ludlow. Mahaley moved with her mother, causing Mahaley to miss the last few weeks of classes at her old school. This fall, she is beginning third grade at Harcourt Elementary, and we want to make her transition as smooth and constructive as possible.

Mahaley's mother, Nori Mahe, has told guidance counselors that she remains close with Mahaley. However, Mahaley is having a very difficult time adjusting to the distance from her father, her brother (who stayed with her father), and other family members who lived nearby in Ludlow. She was an excellent student in her old school, with many creative and athletic interests. While Mahaley says she is still enthusiastic about these activities, her mother notices that Mahaley is being hesitant to get involved since the move.

Mahaley has a mixed racial and cultural background. Her father's family is Polynesian and her mother is Japanese and Scandinavian. In Ludlow, Mahaley had a diverse group of classmates from all kinds of backgrounds-some similar to hers. While she spoke English with most of her family, she was learning Japanese from her grandfather, who lived with her family in Ludlow. He has stayed in Ludlow and moved to her aunt's home. Mahaley's move to Harcourt Elementary will likely be a cultural adjustment, as well as a geographical and social change.

Demographic Breakdown of Ludlow and Harcourt:

Ludlow
Total town population: 889,235
Hispanic/Latino: 37.3%
Non-Hispanic white: 19.1%
Asian: 17.3%
Black: 12.9%
Multiracial: 8.1%
Other: 6.3%

Harcourt
Total town population: 205,118
Non-Hispanic white: 69.5%
Hispanic/Latino: 20.1%
Black: 5.2%
Asian: 2.1%
Multiracial: 1.9%
Other: 1.2%

Resources/ References

As you read pages 207-210 of this textbook excerpt, consider how each environmental system in ecological systems theory influences children's development and learning.

Effective Practices in Early Childhood Education: Building a Foundation, pp. 207-210

Bredekamp, S. (2014). Effective practices in early childhood education: Building a foundation (2nd ed.). Upper Saddle River, NJ: Pearson.
Ecological Models of Human Development, pp. 37-43

Bronfenbrenner, U. (1993). Ecological models of human development. In, M. Gauvain& M. Cole (Eds.), Readings on the development of children (2nd ed., pp. 37-43).

Facilitating Family Involvement and Support for Inclusive Education, pp.53-71

Xu, Y., & Filler, J. (2008). Facilitating family involvement and support for inclusive education. The School Community Journal, 18(2), 53-71.

The Bowen Center for the Study of the Family

The Bowen Center for the Study of the Family. (2014). Theory: Eight concepts.

Understanding Families: Applying Family Systems Theory to Early Childhood Practice, pp. 12-20

Christian, L. G. (2006). Understanding families: Applying family systems theory to early childhood practice. YC Young Children, 61(1), 12-20.
Capacity-building Family-systems Intervention Practices, pp. 119-143

Dunst, C. J., &Trivette, C. M. (2009). Capacity-building family-systems intervention practices. Journal of Family Social Work, 12(2), 119-143.