For this Performance Task, you will observe in an infant setting and a  toddler setting, using the Infant Observation and the Toddler  Observation documents as guides and graphic organizer

DI003: Routines and Transitions That Foster Healthy Development

Infant or Toddler Teacher Interview: Routines and Transitions that Invite Participation

Use the graphic organizer below to guide your interview and also record your notes with an infant or toddler teacher. Explain that you would like to have a conversation about routines and transitions in the teachers’ setting. The routines and transitions you would like to talk about revolve around: greeting children, meals and snacks, diapering, napping, moving to new activities, and end of the day.

Teacher’s Name:

Teacher’s Program:

Teacher’s Position or Role:

Routine or Transition Questions	Interview Notes
Greeting Please describe the ways you greet children, typical interactions in which you engage with children, how children respond, physical and emotional safety related to this transition, how this routine fosters responsive relationships and/or builds autonomy, and any other comments and insights.
Meals & Snacks Please describe your meal or snack time routine, typical interactions in which you engage with children, how children respond, physical and emotional safety related to this transition, how this routine fosters responsive relationships and/or builds autonomy, and any other comments and insights.
Diapering Please describe your diapering routine, ways the ways you greet children, typical interactions in which you engage with children, how children respond, physical and emotional safety related to this routine, how this routine fosters responsive relationships and/or builds autonomy, and any other comments and insights
Napping Please describe your napping routine, typical interactions in which you engage with children, how children respond, physical and emotional safety related to this transition, how this routine fosters responsive relationships and/or builds autonomy, and any other comments and insight
Moving to New Activities Please describe the ways you transition individual children and/or the group to new activities, typical interactions in which you engage with children, how children respond, physical and emotional safety related to this transition, how this transition fosters responsive relationships and/or builds autonomy, and any other comments and insights.
End of Day Please describe the ways you end the day with children, typical interactions in which you engage with children, how children respond, physical and emotional safety related to this transition/routine, how this transition/routine fosters responsive relationships and/or builds autonomy, and any other comments and insights.

Additional Questions

As you think about your daily schedule, the children and families with whom you interact and the many routines and transitions that are a part of your daily life with the children:

1. What do you see as the role of transitions and routines in your program?

2. What insights can you share with me about transitions and routines from your experience that may be helpful to practitioners?

3. What’s working well in your setting regarding fostering infants’ healthy development and contributing to respectful and responsive relationships between early childhood professionals and the children through routines and transitions?

4. What would you like to improve?

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Instructions

Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.  Review the key topics for this assessment and discuss them with your Host Teacher to gather their insights and thoughts.

Evaluating Routines and Transitions in Infant and Toddler Care and Education Settings

Before You Observe : Comment by Schall, Jane: For this alternative assessment, students will not be observing in an infant or toddler setting but instead interviewing and infant or toddler teacher. Student Instructions: Please review the template for your infant or toddler teacher interview titled: Infant or Toddler Teacher Interview: Routines and Transitions that Invite Participation Make arrangements to interview an infant or toddler teacher and obtain permission to record the interview. Follow the directions and ask the questions on the interview template. Submit this completed template as Part 1 of your Assessment. Comment by George Eissler:

· Review the Rubric, the  Infant Observation template , and the  Toddler Observation template

Rubric

Your Observations

· Make arrangements to observe in an infant and a toddler setting.

· Share your assignment/goals with the Host Teacher in each setting. These include:

· Observe routines and transitions related to greeting time, meals and snacks, diapering, napping, moving to new activities, the end of the day, and any other routines and transitions that involve children.

· Observe teacher-child conversations and interactions, aspects of safety, and the ways routines and transitions foster respectful, responsive relationships.

· Note questions you have about routines and transitions in the setting.

· Engage in a reflective conversation with each Host Teacher about your observation experience, sharing questions that came up for you as well as the following:

· Please describe your setting for me.

· What do you see as the role of transitions and routines in your program?

· What insights can you share with me about transitions and routines from your experience that may be helpful to practitioners?

· What’s working well in your setting regarding fostering toddlers’ healthy development and contributing to respectful and responsive relationships between early childhood professionals and the children through routines and transitions?

· What would you like to improve?

· Note: For your conversations, you may also want to ask about anything you thought was particularly well done or a routine/transition you weren’t able to observe because of timing such as greeting and/or end of day. You may have a question about something the teacher did or said, or about a child’s reaction. Be sure to take good notes.

Writing Your Paper Comment by Schall, Jane: For this alternative assessment, students will write a paper as Part 2 of the Assessment. Student Instructions: Title Page: Evaluating Routines and Transitions in Infant and Toddler Care and Education Settings Your paper should include: How routines and transitions can promote healthy development and learning, including building responsive relationships (1 page) At least 3 (research-based) insights that demonstrate best practice for routines and transitions related to each of the following: greeting children, meals and snacks, diapering, napping, moving to new activities, and end of the day. (2-3 pages) A summary of practices in your interviewee’s setting that are aligned to what you learned as effective practice and your rational. (1-2 pages) At least 2 – 3 recommendations for enhancing or improving the opportunities in routines and transitions for infants’ or toddlers’ healthy development specific to fostering respectful and responsive relationships and appropriate attachment and autonomy in the interviewee’s setting. (1-2 pages) Submit your paper as Part 2 of the Assessment.

Use the notes from your graphic organizer, the host teacher’s input, and the resources for both topics to write a paper between 5-6 pages. Include the following:

Title Page

Part 1: Infants

· Introduction: A brief overview of your observation setting. (1-2 paragraphs)

· Summary of information from the teacher in the infant setting. (2-4 paragraphs)

· Evaluation of infant routines and transitions you observed for safety, consistency, responsiveness, respect, and whether/how they fostered responsive and respectful relationships including attachment and/or autonomy appropriately. Be sure to substantiate your thinking with evidence-based resources. (2-4 paragraphs)

· Three recommendations for enhancing or improving the opportunities in routines and transitions for infants’ healthy development specific to fostering respectful and responsive relationships and appropriate attachment and autonomy. Be sure to substantiate your thinking with evidence-based resources. (2-3 paragraphs)

Part 2: Toddlers

· Introduction: A brief overview of your observation setting. (1-2 paragraphs)

· Summary of information from the teacher in the toddler setting. (2-4 paragraphs)

· Evaluation of toddler routines and transitions you observed for safety, consistency, responsiveness, respect, and whether/how they fostered responsive and respectful relationships including attachment and/or autonomy appropriately. Be sure to substantiate your thinking with evidence-based resources. (2-4 paragraphs)

· Three recommendations for enhancing or improving the opportunities in routines and transitions for toddlers’ healthy development specific to fostering respectful and responsive relationships and appropriate attachment and autonomy. Be sure to substantiate your thinking with evidence-based resources. (2-3 paragraphs)

Note: Be sure to cite your sources and adhere to confidentiality. Do not use children’s names. (You can use just a first name, or refer to child 1, child 2, etc.) Also, refer to your host teacher by first name only.

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Toddler Setting: Observing Routines and Transitions

Routines and Transitions that Invite Participation	Observations: · What did you see and hear? · How did the teacher observe and interact with the children? · How did the children respond? · What did you observe about safety in the setting related to this routine or transition?	Additional Critical Insights · How did this routine or transition contribute to fostering respectful/responsive relationships between early childhood professionals and children? · How did this routine or transition contribute to fostering attachment and/or autonomy appropriately?	Added Questions for and/or Information from Host Teacher(s):
Greeting
Meals & Snacks
Diapering
Napping
Moving to New Activities
End of Day
Other

Toddler Setting: Host Teacher Suggested Interview Questions

Based on your observation, you may have questions for your Host Teacher. However, be sure to include these in your reflective conversation:

As you think about your daily schedule, the children and families with whom you interact and the many routines and transitions that are a part of your daily life with the children:

1. What do you see as the role of transitions and routines in your program?

2. What insights can you share with me about transitions and routines from your experience that may be helpful to practitioners?

3. What’s working well in your setting regarding fostering toddlers’ healthy development and contributing to respectful and responsive relationships between early childhood professionals and the children through routines and transitions?

4. What would you like to improve?

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Infant Setting: Observing Routines and Transitions

Routines and Transitions that Invite Participation	Observations: · What did you see and hear? · How did the teacher observe and interact with the children? · How did the children respond? · What did you observe about safety in the setting related to this routine or transition?	Additional Critical Insights: · How did this routine or transition contribute to fostering respectful/responsive relationships between early childhood professionals and children? · How did this routine or transition contribute to fostering attachment and/or autonomy appropriately?	Added Questions for and/or Information from the Host Teacher(s):
Greeting
Meals & Snacks
Diapering
Napping
Moving to New Activities
End of Day
Other

Infant Setting: Host Teacher Suggested Interview Questions

Based on your observation, you may have questions for your Host Teacher. However, be sure to include these in your reflective conversation:

As you think about your daily schedule, the children and families with whom you interact and the many routines and transitions that are a part of your daily life with the children:

1. What do you see as the role of transitions and routines in your program?

2. What insights can you share with me about transitions and routines from your experience that may be helpful to practitioners?

3. What’s working well in your setting regarding fostering infants’ healthy development and contributing to respectful and responsive relationships between early childhood professionals and the children through routines and transitions?

4. What would you like to improve?

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