- Describe the diapering area in this classroom. Where is the child? Where is the teacher? What is the teacher saying to the infant? How does the teacher involve the infant in the diapering process? What do you observe about the infant’s response to the teacher’s communications? What signs of the child’s understanding do you observe?
- Which teaching practices does this teacher use to engage and communicate with the infant during diapering? Check the “Know” and “Do” sections for ideas. How does the baby respond, verbally and non-verbally? What does the teacher do next?
- How does the teacher engage the infant in the diapering process? How does her narration of the diapering process support the infant’s understanding of language?
- What are some other situations in which teachers narrate what they are doing and what an infant is doing? What do infants learn from these kinds of narrations?
- How might babies communicate their understanding of language? When they respond with coos and gurgles, what might infants be telling their teachers and family members?
- What kinds of communications do infants use (e.g., are they sharing information, making requests, asking questions, or saying, “I like being with you?”)?