Observation

• Describe the diapering area in this classroom. Where is the child? Where is the teacher? What is the teacher saying to the infant? How does the teacher involve the infant in the diapering process? What do you observe about the infant’s response to the teacher’s communications? What signs of the child’s understanding do you observe?

Application

• Which teaching practices does this teacher use to engage and communicate with the infant during diapering? Check the “Know” and “Do” sections for ideas. How does the baby respond, verbally and non-verbally? What does the teacher do next?
• How does the teacher engage the infant in the diapering process? How does her narration of the diapering process support the infant’s understanding of language?

Reflection

• What are some other situations in which teachers narrate what they are doing and what an infant is doing? What do infants learn from these kinds of narrations?
• How might babies communicate their understanding of language? When they respond with coos and gurgles, what might infants be telling their teachers and family members?
• What kinds of communications do infants use (e.g., are they sharing information, making requests, asking questions, or saying, “I like being with you?”)?

Preschoolers

Observation

• Describe the physical setting of the video (e.g., how space is arranged, toys and materials available). What are the children doing? What is the teacher doing? What is Hayden excited about? How does his teacher acknowledge and share in his excitement?

Application

• Which teaching practices does the teacher use to engage with Hayden and the other boys? Check the “Know” and “Do” sections for ideas. Why does she describe what is going to happen as the children get ready to go home? How does this help Hayden attend and understand?
• With whom is the teacher talking? What does she do and say to give Hayden a chance to communicate and respond to her?

Reflection

• How might the teacher engage Hayden when he comes back to the program? What could she ask him to share with the other children? How could she set the stage for him to communicate with others?
• What else could the teacher do to encourage all the children to listen to and talk with each other? What experiences and opportunities might she plan to support attending and understanding?