Mason, Jayden, Spencer, and Sui Ping are on the floor around a small activity box.
Sui Ping: You just put him out there. It’s OK. You don’t have to let him stand. OK.
Mason places the bear on the lever, but doesn’t let go.
Sui Ping: Good. OK. OK. (Jayden pulls the toy toward him.) Uh, Jayden please. Then press right here.
Mason bangs on the toy to make the cars spin.
Sui Ping: Mason, Mason! Press here.
She makes the bear jump.
Sui Ping: See? You can do it. It’s OK, Jayden. OK. Press here, Mason. Mason. (He makes it jump.) See?
This video takes place in an infant/toddler room of a university laboratory child care center and preschool during free play time. Jayden (20 months), Mason (21 months), Spencer (20 months), and the teacher, Sui Ping, are sitting on the floor engaged with an activity box. Sui Ping is demonstrating for Mason how to make the small bear “jump” off the toy by pushing a button. The other two boys are also trying to play with the toy, but the teacher and Mason remain focused on getting the bear to “jump.” Although the teacher could have asked Jayden to wait his turn when Jayden pulled on the toy, simply saying “please” worked and gave Mason an opportunity to make the bear “jump.”
Illinois Early Learning Guidelines for Children Birth to Age Three and strategies that caregivers used.
Self-Regulation: Foundation of Development
Children demonstrate the emerging ability to manage and adjust behaviors in accordance with social and cultural contexts.
- Strategies for interaction (16-24 months):
- Provide the child with clear limits and provide reminders of them through the day
- Model thoughtful and respectful behavior when interacting with the child
- Action: After Mason bangs on the toy and Jayden tries to pull the toy away, the teacher calmly said Jayden’s name and “please” to indicate that he should stop.
Developmental Domain 1: Social & Emotional Development
Relationship with Adults
Children demonstrate the desire and develop the ability to engage, interact, and build relationships with familiar adults.
- Strategies for interaction (16-24 months): Set appropriate and consistent limits; ensure to take realistic expectations into account.
- Action: The teacher let Jayden and Spencer know that they could not bang on the toy or pull it away from Mason as he wanted to make the bear jump.
Developmental Domain 3: Language Development, Communication, & Literacy
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 the lever that made the small bear jump and encouraged Mason to try it himself.
Developmental Domain 4: Cognitive Development
Logic & Reasoning
Children demonstrate the ability to use knowledge, previous experiences, and trial and error to make sense of and impact their world.
- Strategies for interaction (16-24 months): Provide the child with experiences that demonstrate cause and effect
- Action: The teacher demonstrated how the toy worked and encouraged Mason to try it himself.
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): Provide the child with different manipulatives that he or she can explore independently
- Action: The teacher helped to keep the children engaged by encouraging them to push the lever.
About this Resource
Setting(s) for which the article is intended:
- Child Care Center
- Family Child Care
- Faculty / Trainer
- Parents / Family
- Teachers / Service providers
Age Levels (the age of the children to whom the article applies):
- Infants and Toddlers (Birth To Age 3)
Related IEL Birth to Three Guidelines:
- Approaches to Learning
- Behavior Regulation
- Developmental Domain 1: Social & Emotional Development
- Developmental Domain 3: Language Development, Communication, & Literacy
- Developmental Domain 4: Cognitive Development
- Logic & Reasoning
- Persistence, Effort, & Attentiveness
- Receptive Communication
- Relationship with Adults
- Self-Regulation: Foundation of Development