description in attached files
https://youtu.be/4p5286T_kn0

case study: The case study features a 4-year-boy whose parents moved to the United States when he was just a few months old. The child remained in China, the family’s home country, with his grandparents. When the child reunited with his parents in the United States, his family enrolled him in an early childhood education program. The child behaved developmentally more like a 2-year-old. Support was needed for both the child and the parents.We should consider that the child is in a new country and is frightened. The child was also attached to and removed from his grandparents who cherished and protected him. Nothing was familiar to him except the home language his parents spoke to him; he had no basis for a trusting relationship with them. Having interacted solely with his grandparents, the child had not developed social skills with children and other adults
The parents loved their son but they did not know him; therefore, both the parents and child lacked attachment relationships. The parents wanted desperately to teach him about his new country, the United States, but only the father spoke English. The parents were appalled by his behavior and had no idea how to manage it. They were worried that their 4-year-old son had serious mental health problems. The family needed strengthening. They needed protective factors that included “concrete support in time of need” and “knowledge about child development and parenting”.
When we look at the teachers, we realize that they understood attachment theory, child development, and best practices for early childhood education. They built attachments and relationships with both the child and the family. As a result, the teachers were able to help the parents build attachments with their son who they loved but did not know. The teachers used their child development knowledge and observation skills to identify the child’s abilities, strengths and needs.  
This family engagement scenario occurs all the time in early childhood education programs. It depicts what is possible when early childhood educators thoughtfully and intentionally respect diversity and build partnerships with children’s families. Intentionally setting up opportunities for two-way communication opened the possibility for new learning among both sets of adults, professionals and “first teachers.” Effective family-school partnerships give all young children the best chance for optimal growth and development. Focusing on building and sustaining attachments can also inform the decisions an ECE program makes as it builds partnerships with families from populations they have not typically served.