Question 1: Think about the children and families in you program. Do you know how each family feels about children dressing themselves? Is it something they feel strongly about?

Answer 1: Within the classroom that I observe and participate in throughout the week, thinking about the children that are within the classroom, I do not particularly know how any of the parents would feel about their child dressing themselves. Although at some point, children would need to learn to dress themselves so when the time comes they are able to execute these actions as best as possible. Some parents and/or guardians do not want their child to “grow up too fast”. Some caregivers find comfort in their child needing their help and guidance when doing simple activities or even everyday actions. For example, in one of my observing classrooms, a child who turns two within the next two weeks drinks out of a zippy cup and still used a pacifier. The instructors of the classroom find it important to have the parent drop off the child without a pacifier in order to guide them in new learning and adapting to change. The parents may feel that the child is not ready but if a toddler is not taught how to adjust and act without such items, they will become dependent on them as time goes on which makes it harder for the child to adjust to a change. On the other hand, some caregivers, tend to begin with the process of guiding and engaging with children so they may learn how to be independent as soon as possible. For example, a parent may act out putting on pants or a shirt within the comforts of their own home and then allow the child to interpret through action what they have observed.

Question 2: The next time you are engaged with a child in the routine of dressing, pay attention to what you say. How much do you talk with the child? What do you talk about? Are you giving directions, correcting behavior, describing the routine, talking about articles of clothing, and/or simply engaging in casual conversation? Try to use this time for less directive language (giving instruction and correcting behavior) and more language building. Challenge yourself to use rich vocabulary as you engage in this routine (e.g., “Let’s put your soft, corduroy overalls back on. They will keep you warm and cozy on the playground today. It is chilly outside.”

Answer 2: When observing within my infant/toddler field experience classroom, the teacher sometimes talk often but sometimes they do not, it depends on the child and their mood. The teacher normally engages with the child as they either changes the child’s clothes or assist the child in changing their clothes. The educator normally asking the child questions about the clothes they are wearing and the clothes they are putting on by asking the child about the color, pattern if it has one, material (whether it is soft, warm, fuzzy, big, little, etc.). The teacher sometimes gives the child directions if the feel that they need assistance but if they know that the child has the capability of putting on the clothes properly they will engage them by saying, “You are almost there, you are so close.” This also lets the child make predictions and use information gathered from their previous experiences. One thing I experience today within the infant/toddler classroom, was when a child was in the dramatic play aware, and the child wanted to put on a princess shirt. I watched in order to let the child attempt to do it alone but was readily available if needed. As I noticed she began to get frustrated, I asked her to come over to me so I can help her put the outfit on. As I was helping her, I calming explained that the big hole in the top of the shirt is for only her head, not both her head and arm. I stated, “When we put on our pretty pink princess shirt, the big hole at the top if for our head, not our head and arm, there is another hole for your arm.” After explaining this, she tried to put the shirt on herself and succeeds. With this conversation, while I did not directly give her direction, I made a comment, she still, took this information into consideration when attempting to put the outfit on again shortly after. Within this encounter, I could have done better when stating descriptive words like “soft” but at them moment it had not crossed my mind.