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Pea Pod Rockers

About this video

This video takes place in the gross-motor room of a university laboratory child care and preschool. This room is used for gross-motor activities by all classrooms in the center during inclement weather. Max (21 months) and Kenyon (27 months) are near the pea pod rockers, attempting to climb onto them. The teacher steps in to assist Max in climbing onto the rocker. She offers guidance to him and is close to him as he tries to climb onto the rocker.



Background noise.

Max is attempting to climb onto a peapod rocker. The teacher walks over to offer support.

Teacher: This one first (pointing to his right leg and putting his left hand on the handle). Put this one up. Up. Up. Yay.

Max rocks on the rocker.

Illinois Early Learning Guidelines for Children Birth to Age Three and strategies that caregivers used

Self-Regulation: Foundation of Development
Attention Regulation
Children demonstrate the emerging ability to process stimuli, focus and sustain attention, and maintain engagement in accordance with social and cultural contexts.

  • Strategies for interaction (16-24 months): Remain available for the child and respond promptly if he or she asks for help
  • Action: The teacher was available for Max and responded promptly when he needed help figuring out how to climb onto the rocker.

Developmental Domain 2: Physical Development & Health
Gross Motor
Children demonstrate strength, coordination, and controlled use of large muscles.

  • Strategies for interaction (16-24 months): Create safe places for the child to climb; remain with the child in order to prevent falling and injury
  • Action: The rockers were small enough for the children to safely climb onto, and the teacher stayed with Max to keep him from falling and getting hurt.

Developmental Domain 3: Language Development, Communication, & Literacy
Receptive Communication
Children demonstrate the ability to comprehend both verbal and nonverbal communication.

  • Strategies for interaction (16-24 months): Use gestures while asking the child to complete actions
  • Action: The teacher pointed to where Max should first step onto the rocker and how to step over its middle.

Developmental Domain 4: Cognitive Development
Safety & Well-Being
Children demonstrate the emerging ability to recognize risky situations and respond accordingly.

  • Strategies for interaction (16-24 months): Provide a safe, child-proof environment, while providing constant supervision
  • Action:
    • The gross-motor room was a safe environment for the children to play, with a soft floor and child-size equipment.
    • The teacher provided guidance and supervision to Max to reduce the chance of frustration or injury.

Approaches to Learning
Confidence & Risk-Taking
Children demonstrate a willingness to participate in new experiences and confidently engage in risktaking.

  • Strategies for interaction (16-24 months): Remain available for the child during play
  • Action: The teacher was on hand as Max started climbing on the rocker and helped him successfully get into position to use it safely.

Approaches to Learning
Persistence, Effort, & Attentiveness
Children demonstrate the ability to remain engaged in experiences and develop a sense of purpose and follow-through.

  • Strategies for interaction (16-24 months): Offer support and guidance if the child becomes frustrated when playing
  • Action: The teacher stepped in and helped Max climb onto the rocker when it was clear he couldn’t do it independently.

About this resource

Setting(s) for which the article is intended:
  • Home
  • Family Child Care
  • Child Care Center

Intended audience(s):
  • Parents / Family
  • Teachers / Service providers
  • Faculty / Trainer

Age Levels (the age of the children to whom the article applies):
Related IEL Birth to Three Guidelines:
Reviewed: 2017