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 younger child versus those of the older child. What does she do to support each child—at first and later on? What does she do and say to encourage the two children to pay attention to each other and begin developing a relationship?

Application

• Which teaching practices does the adult use to engage each baby? Check the “Know” and “Do” sections for ideas. How are these practices similar and how are they different? Why might she use different practices with each child?
• How does the environment support the infants’ relationships with each other? How do the toys support the infants' play and their interest in each other?

Reflection

• What do you think the boy infant gained from this experience? What might he have learned about himself, the other baby, and his teacher?
• Why might the teacher have offered the boy a large block first and then a small one? How could a teacher build on this activity to further support the children learning to have a relationship with each other?

Preschoolers

Observation

• Describe features of the environment (e.g., toys and equipment, how space is arranged) where the action takes place. Where are the younger preschooler and the teacher seated? What do you observe about the teacher’s interactions with the boy doing the puzzle and with the older boy who comes by later?

Application

• Which teaching practices does the adult use to foster an interaction between two children who rarely play with each other? Check the “Know” and “Do” sections for ideas. What does she do and say to encourage the two boys to do the puzzle together?
• How do the two children respond to their teacher’s encouragement?

Reflection

• What do you think the younger boy learned about playing with another child? What might the older boy have learned too?
• What did the teacher say to keep the children working on the puzzle together? How might the way the teacher handled this incident affect the children in their future relationships with other children?