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Relationships with Adults: See

Infants and Toddlers

Relationships with Adults: Video 1

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Relationships with Adults: Video 1


Boy: On shoe.

Teacher: Would you like some help? Help? You're working very hard on trying to put on your shoe. Would you like some help?

Boy: Oh, shoe.

Teacher: Oh, shoe. Oh. You're still trying. Corbin, are you rolling everywhere? Are you Mr. Rolly Rolly Rolly? Rolly, rolly. Help you do your shoe? Whoa! Emberly. She got me. Push. Yeah?

Close

Observation

  • Describe features of the environment (e.g., toys and equipment, how space is arranged) where the action takes place. What do you observe in the teacher’s interactions with each child? For example, describe the actions of the child who is trying to put his shoe on. What does she do to support this boy at first and later on? How does she interact with the other children? What does she do and say to build a relationship with each child?

Application

  • Which teaching practices does the adult use to build and maintain individual relationships? Check the “Know” and “Do” sections for ideas.
  • How does the environment support the children’s relationships with this teacher and others and vice versa?

Reflection

  • What do you think the boy with the shoe learned about himself through the teacher’s practices? What did he learn about his teacher and her relationship with him?
  • Why might the teacher offer to help multiple times before stepping in to help the child put his shoe on?
  • What else might the teacher do to support her relationships with the children once she has finished helping the boy with his shoe?

Relationships with Adults: Video 2

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Relationships with Adults: Video 2

Teacher: Well, this week we had talked about focusing on how do you know when she likes something. So we gathered a few things from your living room to check them out. And so can you tell me about these items, this one in particular?

Mother: Sure. She likes this. This is pretty fun. So she'll probably -- [Both talking] Do you want to bring it closer? What's this? What's this? What's this, Em? What's that?

Teacher: Can you see her face? She's just lighting up. Mother: She likes it.

Teacher: She says, "Mommy knows." Mother: Are you smiling?

[Music plays] [Laughter]

Teacher: So, we got these beads. What's your prediction on these beads? Mother: I don't think she's gonna like those very much.

Teacher: Oh, Emma, we're gonna trade it out. We're gonna trade this toy out, little one. Mother: What's in there? What's in there?

Teacher: She's smiling now.

Mother: I can see her. Yeah, what do you think? So, I feel like she shows more interest than she usually does, but she's not, like, smiling really like she did at that toy. Okay, so you liked this better than I thought you would. You liked it better than I thought you would.

Teacher: Tell me about this one. What do you think about this?

Mother: That I think she might throw. What do you think? [Laughter] You still have one left over. You still have one left over.

Teacher: She's telling us, "No, thank you." But I wonder if you would shake it in front of her or move one of those.

Mother: What do you think? You see the purple flower? Do you? Do you see the purple flower? What do you think?

Teacher: What's she telling us?

Mother: I think she's like, "No. What do you do with this? This is not my thing." Teacher: So this you might be right about this one still.

Mother: We'll have to show Daddy how you play with these toys tonight. He'll say, "What? I didn't know you liked those."

Teacher: He'll be surprised, too.

Mother: Yeah. You can show him how they work.

Close

Observation

  • Describe the physical environment where the action takes place. Where and how are the home visitor, mother, and baby seated in relation to each other? What play materials are present? Where did they come from? What do you observe in the mother’s interactions with her child? For example, what does the mother do to engage the baby with the toys? How does the baby respond to each of the three toys? What do you observe in the home visitor’s interactions with the mother? The baby?

Application

  • Which teaching practices does the home visitor use to support the mother in building and maintaining a relationship with her baby? Check the “Know” and “Do” sections for ideas.
  • How does the mother respond when the baby is not interested in a toy? How does she show interest in the baby’s actions? How does the baby show her interest in engaging with her mother?

Reflection

  • What do you think the baby learned about herself through the practices her mother used? What did she learn about her mother and their relationship?
  • What do you think the mother learned about herself through her interaction with the home visitor? Her baby?
  • Why might the home visitor have moved the container with the beads so it was closer to the mother? What suggestions did the home visitor make and how did the mother respond to them?
  • What goals could the home visitor and the mother set for the coming week? What teaching practices would continue to support the mother-child relationship?

Preschoolers

Relationships with Adults: Video 3

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Relationships with Adults: Video 3

Teacher: Know what that's called? Boy: What called?

Teacher: Let's see if it tells us what it's called. It says, "A cobra snake." "A cobra is a snake with sharp, poisonous teeth called fangs. When it bites another animal, it injects the poison through its fangs. An African spitting cobra can even spit poison at an enemy."

Boy: And shoot lasers.

Teacher: Yeah. Pchew. Ugh! That would be super scary. Boy: Yeah.

Teacher: Yeah. Thanks for cleaning that up. Boy: T. rex eat snakes.

Teacher: T. rex eats snakes?

Close

Observation

  • Describe features of the environment (e.g., toys and equipment, how space is arranged) where the action takes place. Where is the group seated? What do you observe in the teacher’s interactions with the boy who is reading the book? What does she do to support this boy at first and later on? What does she do and say to build a relationship with this child?

Application

  • Which teaching practices does the adult use to build and maintain her individual relationship with the child reading the book? Check the “Know” and “Do” sections for ideas.
  • How does the environment support this boy’s relationship with this teacher and vice versa?

Reflection

  • What do you think the boy with the book learned about himself through the teacher’s practices? What did he learn about his teacher and her relationship with him?
  • What did the teacher say to keep her conversation with the child going?
  • What might happen next as the boy and the teacher read and discuss the book? What do you think she will say in response to his comment about the T-Rex?

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,  School Readiness