TS EDR Digital Sampler - Flipbook - Page 26
Intentional Teaching Experiences
™
Try out these additional
Intentional Teaching
Experiences™ with your
twos program, today!
The Creative Curriculum® for Infants, Toddlers & Twos Intentional Teaching Experiences
Happy Hellos
SE35
Hellos and Good-Byes
Objective 1
Regulates own emotions and
behaviors
b. Follows limits and expectations
What You Do
Background: Some infants, toddlers, and twos
may occasionally be anxious about saying goodbye to family members or caregivers for a variety
of reasons, such as something new is happening at
home, they didn’t get a good night’s sleep, or they
would rather stay at home with a loved one. Because
arrivals are transition times, creating a warm and
welcoming hello routine is comforting to children and
creates a smoother transition.
Materials: none
1. As children arrive in the morning, take a few moments
to greet them warmly and help them transition into the
classroom.
“Good morning, Kelisi. How are you today? I see a smile on
your face. You are cheerful this morning. Look, I have the
soft block and the black and white books in the nest for you
to explore.”
Related Objectives: 1a, 1c, 2a, 8a, 11a
3. Observe the children as they settle into the day. Take
note of the children who may need more support during
this transition, and work with their families to create an
individual plan to better support them at drop-off.
Sample observation note: “This morning, Alex entered the
classroom with a frown on his face. His mother said he did
not sleep well and had been ‘grumpy’ all morning. Alex held
onto his mother’s leg and was not interested in the activities
I had planned. I asked him what he would like to do today,
and he said, ‘trains’. I put out the train tracks and trains,
and he and his mother played for several minutes. When
his mother left, Alex gave her a hug and said good-bye and
then returned to the trains and continued playing for 20
minutes.”
Sample observation note: “Andrea’s grandmother
dropped her off at school today. Andrea cried when her
grandmother handed her to me, and she reached back for
her grandmother. I spoke to her softly and bounced her, and
she calmed down. After several minutes, I tried to put her
in the soft play area, but she began crying again. I put her in
the baby carrier on my chest and she calmed down.”
Including All Children
• Include the children’s preferred toys
and activities in the morning routine if
possible.
• Create visual supports of the drop-off
routine to share with the children.
• Welcome the children in their first
language.**
• Learn how to say and use emotion
words, words of comfort, and terms of
endearment in the child’s first language
to support challenging routines.**
2. Give the children 2–3 options for activities they can
join. Offer individual and group activities, such as
reading a book in the cozy corner or playing with
manipulatives.
“Maddy, I have the nuts and bolts trays out on the table if
you would like to work with them, or you can join Eunis
and Dominik in the Dramatic Play area. They are making a
birthday cake.”
Teaching Sequence
RED
Greet the child warmly. If the child is upset while separating from her family member, soothe the
child by holding her close to you, singing softly, and offering her familiar comfort items.
“Good morning, Alaina. Your papa said that you are sleepy this morning. Let’s go sit in the chair and rock for
a little bit.”
RED
ORANGE
As you welcome the child, match your tone of voice to meet the child’s needs. Use a calm, soft voice
to welcome a child who is slower to warm up and an excited, friendly voice to welcome an outgoing
child.
“Hello, Ajay. I see a big smile on your face this morning! I am happy to see you, too.”
ORANGE
Point out the activity options to the child and help him choose what he would like to do. Notice how
he engages with his chosen activity.
YELLOW
“Good morning, Matteus. What would you like to do this morning? The sand table is open with new
construction trucks in it, or you can use the goop in the trays at the table.”
GREEN
Greet the child and observe how she independently transitions into the morning routine. Offer
support as needed.
“Welcome, Tamara. Oh, you are going to work on tracing shapes? What color will you use?”
See The Creative Curriculum® for Infants, Toddlers & Twos, Volume 3: Objectives for Development & Learning for the progression of development
beyond the green colored band for this objective and dimension.
24
Questions to Guide
Your Observations
• How did the child respond to you and your
guidance during the drop-off routine? (1b)
• How did the child choose an activity and
settle into the classroom? (1c)
• In what ways did the child engage in an
activity? (11a)
Related LearningGames®
• 22. Introducing Strangers
