Problem
Read the two running records below. One reflects a (mock) situation in an infant classroom and the other in a toddler classroom.
• Infant classroom scenario: Miguel (age; 5 months) was laying on the floor, crinkling an infant book with his hands and fingers. He looked straight ahead and his eyes appeared sleepy. Teacher C. was sitting next to him and watching him play. After some time elapsed Miguel began to cry and wiggle around. Teacher C. said, "You seem tired." Teacher C. picked him up and moved toward the rocking chair, then rocked him as nuzzling him close. Miguel settled in quickly and soon fell asleep. After some time elapsed, Miguel woke up and began to cry softly. Teacher C. smiled at him and quietly said, "Hi, Miguel. You woke from your nap. I am going to pick you up." Miguel stopped crying as held closely by Teacher C. Another child began to shake a toy across the classroom, making a loud noise. Miguel looked in that direction and began shaking his arms. Teacher C. said, "You are curious about that noise. Before we play with those toys. Let's see if you will eat. You mom will be here early today so I would like you to be fed." Teacher C. held Miguel as she prepared his bottle. As the teacher was moving around, Miguel continued to follow the sound of the toy with his gaze. Teacher C. and Miguel sat in the rocking chair as Teacher C. tried to bottle feed him. He kept turning his head when trying to insert the bottle, and making crying sounds. After a few minutes, Teacher C. put the bottle down and carried Miguel to the toys of interest.
• Toddler classroom scenario: Amelia (age; 2 years, 1 month) arrived to the program with her mother. She was holding her mother's leg as she (mom) communicated with the teacher. Mother turned to Amelia and said, "I have to leave now. Teacher A. is going to take care of you." Amelia scrunched up her face and started to cry. She said, "No!" and continued to clutch mom's leg. Teacher A. moved to Amelia, knelt down to her eye level, and picked her up to comfort her as mom move toward the door. Teacher A. said, "You seem sad your mom is leaving for work. I will take care of you until she comes back." Teacher A. comforted Amelia by rubbing her back as she hugged her. After a few minutes Amelia stopped crying but continued to hug Teacher A. Teacher A. said, "We have a new book about dogs. Would you like to read it with me?" Amelia wiggled out of Teacher A's arms and walked toward to the book basket. Amelia looked at the book with Teacher A. for a few minutes then moved to play at the sensory table with 1 other child. Ten (10) minutes into sensory table play, Teacher A. noticed Amelia needed her diaper changed. Amelia was engaged in play. Teacher A. moved to Amelia and said, "You need your diaper changed. Let's go do that and then you can come back to play." Amelia replied, "No! Not do it!" as she continued to play. Teacher A. picked her up and moved Amelia to the bathroom area as Amelia yelled, "No! Not do it!" Amelia yelled for a couple of minutes but Teacher A. eventually changed her diaper. Amelia moved out of the bathroom and walked back to the sensory table. After 10 more minutes elapsed, Teacher B. said (loud enough for all class to hear), "I brought many different scarves with me today and some new music. Would anyone like to explore Six (6) children joined Teacher B. to explore the scarves and music. Amelia chose to stay at the sensory table and the teachers allowed her to do so.
Based on what you read about routines and relationships in chapter 10, assess the quality of the teacher-child interactions from the running records by answering the questions below.
A. Describe at least two ways the teacher met the needs of the age group through use of an effective routine?
B. Describe at least two ways the teacher could adapt their routine to meet the needs of this age group?