This publication from WGBH Educational Foundation gives suggestions on how to use songs to label concepts and to narrate the actions children may take. Using songs to label actions and concepts build children’s vocabulary so they are more likely to use those same words when communicating with others.
Action Songs, a publication created by Massachusetts Dept. of Early Education and Care, gives teachers suggestions of how they can support a playful attitude. The reader will read about how they can engage toddlers in repetitious songs which are fun but also help with vocabulary expansion.
Watch how this teacher adjusts her play outside to include a child with different interests. By doing so, she is communicating to this child that his interests are important to her and communicating to other children that everyone in the class is valued.
In this example, a child is not ready to leave an activity—a refusal that can often lead to a power struggle. This teacher adjusts her approach to provide the child with an appropriate way to request more time. By doing this, she responds to his signals while also remaining clear about the upcoming transition.
In this series of exemplar video segments, teachers showcase their ability to adjust their behavior to meet the needs, interest and abilities of infant, toddlers, preschoolers and after school children throughout the day. The teachers show no preference or rejection towards any of the children in their care.
Through a read-aloud, children learn how to name their and others’ feelings. Practitioners can stop during reading to encourage children to act out feelings or make connections between the book and their lives. Modeling and encouraging children to express their feelings supports their emotional development.
While participating in a read-aloud about feelings, children name feelings and talk about what makes them feel that way. If a child says “fall down” in response to a question about what makes him sad, the teacher might provide a short explanation by saying, “Jordan feels sad when he falls down.” Identifying feelings and what caused them is an important step in developing children’s self-regulation skills.
In this video exemplar, the teachers pause to give the children an opportunity to respond. Some children may need more time while others may need less, so it is important for teachers to listen attentively and wait patiently while children attempt to verbally respond to questions.
Teachers can use this word-reading game as an intentional activity on its own or to transition children. Because the goal of the game is to recognize words quickly, children don’t have to wait a long time for their turn.
In this video exemplar, the teachers asks the infant questions about the objects in the book and the outdoor learning environment. labeling objects in the book and within the outdoor learning environment. Teachers can initiate conversations with young children by asking a variety of questions during activities and routines.
