Setting: A community college laboratory school.

Mark, a four-year-old, has been enrolled since age three in the child development center attached to an older community college in a large city.

Observing Mark was a joyful experience for those enrolled as early childhood majors who chose him as a subject of study. Hew was energetic, with his own pack of special buddies who were willing to investigate or participate in any classroom or outdoor adventure. Physically strong, of average height, and well coordinated, he possessed obvious good health. Mark was often described as a sweet dynamo, quick to offer his ideas in classroom discussions. Mark was also the kind of child his teachers described as progressing above average in all developmental areas.

His single mother, a community college sophomore, expected to transfer to a local university in the fall. She often picked up Mark's older, elementary school-aged brother first, so both came into the center at pick-up time. Mark would excitedly show his brother his school projects, or demonstrate how he could maneuver a new piece of outdoor equipment. It was easy to see that Mark idolized his brother, and a close relationship was apparent with his mom. His professionally employed father had custody on some weekends but never attended school functions. Mark talked, at times, about camping trips and ball games with dad.

Without warning. Mark's behavior changed. He appeared sleepy, withdrawn, uninterested, in the activities around him. He sat in one spot for long periods and ought to be alone in the play yard. His friends approach him, but he would either not talk or say he didn't want to play when they offered ideas. The staff alerted Mark's mom to his bad day and suggested monitoring his health. Teachers had talked to Mark, asking if he felt sick, but he indicated he didn't hurt anywhere. The staff's plan was to record Marks's behavior the next day and engage him by delicately probing and offer as much close, physical contact as he seemed willing to accept.

A meeting with Mark's mother was set as soon as possible. His behavior led teachers to suspect depression. When the meeting took place, Mark's mother immediately broke down and was extremely distraught. She explained that Mark's father, who had remarried about 6 months earlier, had begun a suit for full custody of Mark's older brother but not Mark. The father believed that Mark was the result of a relationship that Mark's mother had while they were legally separated.

Choose and answer one of the questions below; respond to two of your peers. Responses in each forum must be a minimum of five sentences.

1. Was the center handling of Mark's changed behavior appropriate?

2. Is documenting Mark's daily behavior important? Why or Why not?

3. Is parent-center communication working effectively here? If yes, what brings you to that conclusion. If no explain.