Zoning with Toddlers
Teacher: [Speaking Spanish] It's going to sleep. Yes, it's going to sleep. Shh, shh, shh, shh, shh, shh. Go to sleep, little bunny. The pillow is over there. Can you put him on the pillow so he can go to sleep? Celeste, should we take this off? I'm going to take it off you. You can go do another activity. You can do another activity. Bye. Bye, apron. Did it fall off your hands? Can we pick him up and put him on the pillow and he can go to sleep? Where does the book go? Could you pick it up, please? Where does it go? You don't want it? The book goes on top. On top. Where does the book go? Ow. Owie. Owie. On top. Oh - oh. It fell again. Again.
Child: [Speaking Spanish] It fell.
Teacher: [Speaking Spanish] What fell? Oh, the rabbit. Aw, he's sad. Do you want the apron back? You want it back, don't you?
Child: [Speaking Spanish] It fell there.
Teacher: [Speaking Spanish] Yes. Celeste wants the apron. But let's be careful with it this time. We have to take good care of him because it hurts when he falls.
Child: [Speaking Spanish] It fell.
Teacher: [Speaking Spanish] Yes, but let's handle him more carefully. Like this, look. Can you pet him? Gently. Gently. Yes, he prefers hugs. Little bunny likes hugs from Eileen. Yes, he likes being hugged. Like this? Just like teacher hugs Eileen? Oops. Careful. Careful. Are you OK?
Watch how the educators engage with the children in their assigned zones. What zoning practices do the educators engage in? Notice the educator at the water table and how often they scan their zone.
