Curriculum Responsive to Children’s Development and Learning: Video 1
Delia: Anthony started in the infant room like two months ago, and he had a little hard time to adapt at the beginning because he was not exposed to daycare, but then he adapted like a month after, and since the first day, he got a connection with me. I put him to sleep in this room that day, and then he started having a connection, and then he always looked for my hand because he doesn't have the language yet, but he gave me signs or gestures for me to follow his lead.
So I always follow his lead – what he wants to do, and he enjoys exploring all over. And he ... Once he starts one activity, he focuses on doing it all over, and over, and over, which is very good for him because he is in the exploration stage right now.
Teacher: We're pouring water!
Delia: And I saw him very interested on pouring water, and getting water. Even he holds the hose and he tries to do it himself, and I just opened the hose for him, and then put a little bit so for him not to be too heavy, and then he went back and forth, back and forth, and I just knew that he wanted more because he offered the bucket to me to put more water on it. So I just follow his lead until he just got tired of it, and he just stopped doing the activity.
Teacher: Thank you, Miss Delia.
Delia: I speak Spanish to him because his parents both speak Spanish, and he understands more in Spanish than English, some things.
[Speaking Spanish]
I feel like he's more connected with the Spanish language.
[Speaking Spanish]
My primary language is Spanish, and I love to sing in Spanish for them, too.
[Singing in Spanish]
Explore ways to implement a responsive curriculum. Take a look at this short video clip from the Implementing a Curriculum Responsive to Children's Development and Learning 15-minute In-service Suite.
