Guided Reflection: Time with Toddlers – Key Ideas

Here are some key ideas I observed during my field experience with toddlers.


Section 1: I’m a toddler

  • Providing abundant and safe opportunities to explore with their bodies and senses fuels the learning process for toddlers: I had the students do a sensory water activity using ducks and water containers.
  • Adults need to offer encouragement, but be selective in their intervention to increase a toddler’s independence and self-confidence: I encouraged a child to do a puzzle but didn’t help/do it for her.
  • Building independence will foster a sense of power and competency: I observed the children washing their own hands, without me needing to make them.

Section 2: How does that work

  • Toddlers use most parts of their body to explore and learn about objects and people: Using their hands and arms to wear costumes and holding materials that match the costume, I saw a student put on bracelets with long ribbons and act like a butterfly
  • Toddlers gravitate toward adults or where there is action; dispersing the adults around the room will reduce potential problems: having an adult in different play areas encourages them to join there, I saw a teacher in the kitchen area and a student make a “meal” for her and another teacher is sitting by the blocks, so another student joins her to stack some
  • As toddlers “swarm” in imitative group action, this can become a group time activity; this is more appropriate than requiring toddlers to sit for other forms of teacher initiated group times: I saw, after storytime when singing a song, some kids joined in singing/dancing and some kids go to other play areas instead

Section 3: I want that

  • Toddlers must first learn about “possessing and owning” before they understand concepts of sharing; talk of “taking turns” rather than “sharing”: I observed a kid playing in the block area with a purple pop-it. Another child snatches it to play with it, and the teacher comes along and tells the second child to take turns with the pop-it.
  • Caregivers best serve autonomy and problem solving when they use descriptive language rather that intervening to resolve a squabble or punish for not sharing: I observed two kids being upset with each other and one pushed the other, the teacher approaches them and tells the child “That hurts her body, you need to use nice hands with our friends.”

Section 4: Gentle touches

  • Toddlers need to be shown how to interact with their peers; when they grab, hit, or bite they rarely are intentionally mean, but rather are exercising their sense of autonomy and control in the absence of social skills: I observed three kids dancing during the morning song, one child hugs her friends and then drags them down with her as she falls. The teacher shows the child how to play with her peers without hurting them by having them hold hands and dance.
  • Toddlers learn appropriate social behavior from adults demonstrating rather than punishing; emphasize the behavior you want, rather than stressing what you don’t want: A child is coloring and starts coloring on the table, I get a sheet of paper and show the child how to color the paper instead of the table.
  • Avoid rewarding a child who has been a victim of aggression; It will be hard to unlearn the self-image; children need to cultivate a sense of power and confidence in taking care of themselves: When I observed a child get pushed, the teacher instructs the child to tell his peer not to push him and that it hurts his body.

Section 5: I can do it myself

  • Use caregiving opportunities to give individual attention, build autonomy; and give the child a role: We are taking the students outside, the teacher helps Jay get his jacket on before she grabs the zipper, he pulls away and says he can zip it by himself, he does so.
  • Respectfully alert children to your planned actions so they learn what to expect and don’t feel powerless: When taking a toddler to the potty and changing their diaper, I observed the teacher explain each step, like “I am going to take off your diaper and put a new one on you.”
  • Provide a relaxed atmosphere for eating; model desired behaviors and create self-help opportunities: The teacher and I engage in conversation with the children while eating the same food with them. We also allow the students to serve themselves as the table is set up in a family-style way.

Section 6: Don’t leave me

  • Allow ample time for child to adjust to the transitions between parent and teacher: The teacher and I greeted the child in the morning as the parent is signing them in and waited for the student to walk over to the potty area as a cue to take them inside to wash their hands.
  • Acknowledge and empathize when a toddler has separation anxiety: When I saw a child crying over their parent leaving, the teacher offered them help; she asked if they want space or if they would like a hug. I told them that I understand and validated their feelings.
  • Create goodbye rituals and make use of family photos for reassurance and comfort: The teacher created a goodbye ritual by getting the children undressed and ready for breakfast, they allow them to sit in the calming space and come out when they’re ready.

A Guided Reflection: Infant Massage

I watched this video, Baby Massage: An Introduction, and here is my reflection on it.


What are the benefits of Infant Massage for infant, mom and dad?

The benefits of massage for infants are relief, bonding, and skin stimulation. The massage can relieve infants of pain from colic, gas, teething, congestion, and emotional stress. It also strengthens the bond between parent and child because of the intimate interaction and the physiological systems are stimulated by the massage. Infants’ sensory awareness, sleep, and neurological development are improved. It teaches babies what a healthy touch is, helps them relax, and so much more!

Infant massages help parents feel more competent and confident in their roles as parents. It increases the parents’ ability to help the child relax in times of stress and it’s in the treatment of postpartum depression. Not only does it enhance communication and build respect, but it also increases the self-esteem of parents by promoting their parenting skills and validating their role as a parent. It’s especially great after a busy day being away from the baby, allowing the parent and child to reconnect.

What time of day and how often could you give infants massages?

It doesn’t matter when you decide to incorporate the massage in a baby’s day! You can make it work with any time of day that best suits your routine. It is also okay to give the massages as often as you would like, as the more you do it the more your bond is strengthened.

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How does it help in developing ‘body image’ for the child?

Infant massage helps develop ‘body image’ for the child by making the child feel better about themselves because they feel love through a healthy touch made by their parent. The baby will associate the massage with bonding time and so they will feel more comfortable because their stress is being released and they’re feeling acknowledged. A parent is showing that they love the baby through the massage, making the baby learn to love themself, too.

What new information did you learn from video and readings?

Some new information I learned from the readings are that massages promote bone was and facilitates activity of catecholamine activity in preterm. New information I learned from the video is how the contact of the massage between mother and baby can be used instead of breastfeeding, which is wonderful for moms who are dealing with postpartum depression.

Getting Dressed

I read chapter ten of The Creative Curriculum for Infants, Toddlers & Twos by Dodge, Berke, and Rudick. Here is my reflection on it and the teaching practice questions.


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

Most of the families in my program do want their children to be encouraged to dress on their own so they can develop those skills for preschool. They understand that it takes time for their children to learn this, and are very encouraging to them to develop these skills.

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The next time you are engaged with the 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?

When dressing a child, I talk them through the entire process, asking them questions about where a dress item belongs or playfully reminding them that an item doesn’t go on that way. As I dress them, I announce what we are doing so they fully understand how they get their clothes on. I also explain why we wear those articles of clothing like if it’s a rainy day and the child is wearing boots. I’ll let them try to put on an item like zipping up a sweater on their own if they prefer to. Allowing them to participate in the process makes them feel more independent and shows me what they know. If they have a hard time, though, I’ll guide them on how to properly put on the item in a way that doesn’t frustrate them. I’ll use playful language and work with them until they learn.

Sleeping and Nap Time

I read chapter nine of The Creative Curriculum for Infants, Toddlers & Twos by Dodge, Berkre, and Rudick. Here is my reflection on it and the teaching practice questions.


Can you think of a bedtime ritual that you have used effectively with your own children or the children in your care? What was it? How did it make the child feel about going to sleep?

When I used to babysit, nap time was usually pretty tame. When putting the children down for a nap the routine consisted of having some milk/water, teeth brushing, and positive affirmations as I patted their back to sleep. The child would drink milk as this is what their mom usually had as part of their routine and brush their teeth, which was done on their own unless they were new to it then I would help. Once the child’s tummy was full and teeth clean, I would pat their back as I told them they were loved. I included phrases like “You’re smart.”, “You’re strong.”, “You’re unique.”, etc. This routine was already in place at home when I wasn’t babysitting, so it was effective, however, I added the positive affirmations part. This made the child enjoy nap time as they even told me how they look forward to it and how it makes them feel. I have been told it makes them feel “stronger” and during the day if they learn a new word they want to add it to their positive affirmations list!

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Take time to consider each child in your room. What are his sleep patterns like? How does he prefer to fall asleep? What is his mood generally like when he wakes up?

The child I’m referencing is in the room I’m observing in my field experience course. He is the only one that I got to see take a nap before as he’s a baby. He takes multiple naps throughout the day, of course, since he is an infant. I’ve been told he prefers to be carried as he sleeps and has a hard time sleeping when he isn’t. He sometimes cries when he realizes he isn’t being held (when being placed into the crib to nap). However, from what I’ve seen he is fairly calm when he wakes up. He doesn’t fuss too much and just lays there taking in his surroundings.

Eating and Mealtimes

I read chapter eight of The Creative Curriculum for Infants, Toddlers & Twos by Dodge, Berkre, and Rudick. Here is my reflection on it and the teaching practice questions.


Would you describe yourself as a healthy eater? How does your approach to nutrition influence how and what you teach children about healthy eating?

Truthfully, I don’t think I would consider myself a healthy eater. I love fruits and vegetables, but I have quite a sweet tooth! However, I am always open to trying new things and am open-minded about most foods unless the texture bothers me. I feel this influences the children positively because if they see me willing to try new foods they may too. I also try to have an optimistic attitude when I’m eating to create a calm environment, even if I’m not a big fan of the food I’m eating. Although, if I really don’t like it, I won’t eat it, I don’t want the children to think they have to eat foods they don’t like.

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Think about mealtime in your classroom. Do you encourage conversation among children and/or talk to preverbal children? How would you describe this routine time of day?

I love to encourage conversation during mealtime! Whether the child can speak or not it’s always fun talking with them because I can read their cues and expressions, so I can tell how they feel. Breakfast time is always peaceful, as the children usually just come in and aren’t really awake yet. Lunch is where it gets slightly chaotic only because the children are full of energy and what their food as soon as possible! Either way, the mealtime is enjoyable and always a blast.

Diapering and Toileting

I read chapter seven of The Creative Curriculum for Infants, Toddlers & Twos by Dodge, Berkre, and Rudick. Here is my reflection on it and the teaching practice questions.


How do you feel when you are changing diapers? How do your feelings about diaper changing influence your interactions with children during this routine?

I’m definitely not ecstatic about changing diapers or anything, but I do understand that this is a normal human bodily function. I also understand that children can tell if I’m upset when I’m changing their diaper or if I’m trying to rush through it. This is why when I change diapers I try to interact with the child in a fun way like singing or talking to each other. Overall, I don’t hate changing diapers because I get that it is part of everyday life, there is no need to be upset over it.

How do you feel when a child has a toileting accident? What do you say or do? How does that make the child feel?

Again, it isn’t fun cleaning up an accident, but it also isn’t something to get angry over. When a situation like this occurs, I ask the student what happened and then let them know that they can come to me to go potty. I emphasize to the child that accidents happen and that going potty is a normal, natural thing we need to do. Reassuring the child makes them feel better about themselves because they already feel bad for having an accident. Words of motivation would help a lot, too, to encourage students to ask to go potty.

What do you want to teach children about their bodies while they are learning to use the toilet?

I want to teach children about cleanliness while they are using the toilet. Like wiping their bottoms when they finish using the toilet and explaining how important washing our hands is as well. I would probably include some information on germs to explain why we need to be clean after the potty.

Hellos and Good-Byes

I read chapter six of The Creative Curriculum for Infants, Toddlers & Twos by Dodge, Berkre, and Rudick. Here is my reflection on it and the teaching practice questions.


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Do you say hello and good-bye to each child and family member every day? What messages do you think your hellos and good-byes (or lack of them) send?

Yes, I say hello and good-bye to each child and family member every day! I believe doing so sends a message that I care about the child/family and helps children understand the routine we have throughout the week. This will help both family members and children feel more comfortable and get used to transitioning.

What do you think about a child who cries a lot when his parents say good-bye? How does his crying make you feel? Do you feel differently about a child who never cries at drop-off time?

I completely understand why a child cries a lot when their parents say good-bye, it’s hard to leave someone you love so much for so long. Their crying makes my heart break so, I always try my best to show that I understand and that I am here to make them feel better.

I believe that children who don’t cry at drop-off time just have gotten used to the transition faster than others. I don’t feel different because I know they do miss their parents, they just express it differently, like talking about it instead.

What might explain some parents’ attempts to leave without saying good-bye? What are they feeling? How do you feel when parents leave that way? How do the children feel?

Some parents might leave without saying good-bye because they are rushing for work and don’t have time to sit with their child as they go through their emotions. Or, they do not want to upset their child by initiating the transition and being the one to say bye. Either way, I know that parents don’t feel the best when leaving their child because they miss them as much as they do them. I know that most would love to spend all their time with their kids if they were able to.

I can understand why parents may leave that way, but I would remind them that it would help if they stayed for a bit to say good-bye or leave the child with an item that is comforting. This is because I know that children are feeling very sad at this moment and alone. Giving them something that is comforting and that reminds them of their parents will make them happier.

How do you help parents reunite with their children at the end of the day? How does a parent feel when her child cries or keeps playing? How do you feel?

I help parents reunite with their children by using an excited tone and explaining that the adults are here to pick them up. When the parent arrives, I tell them how their child’s day has been and wish them a good rest of their day.

A parent may feel rejected if their child ignores them or guilty if they cry. I would feel bad for the parents and want to let them know that these reactions are normal, I wouldn’t want them feeling guilty about not being with their child or picking them up. I also would feel for the child because I know they have a lot of emotions they feel for their parents.

A Guided Reflection: Language for Learning

I watched this video, Language for Learning: Infants and Toddlers, and here is my reflection on it. I will be describing two examples for each area of language encouragement.


Concept Development – Using descriptive language

  1. Describing an object while pointing to it, explaining what color or shape the block is.
  2. Connecting objects to the infant, explaining how the doll is sitting up like the baby, or saying how the wind feels nice.

Describing Events and Actions

  1. Talking about what the baby/toddler is doing, “We are making bubbles with soap as we wash our hands.”
  2. “Are you going to crawl backward by yourself?”

Social and Emotional Development

  1. Quickly responding to crying, “What happened?”
  2. Model safe behavior, like sitting correctly on a chair.

Responding to Communication Attempts

  1. When an infant is crying, they can be picked up to be fed or to be made more comfortable.
  2. When an infant is turning around towards a person, recognize that they are showing they see something.

Positive Language for Guidance

  1. When an infant/toddler is giving a hug, say “We are being gentle and sweet. Good Job!”
  2. When a toddler is running in the classroom, say “We use walking feet.”

Using Language During Daily Activities

  1. When seeing an infant/toddler perform an action like grabbing a bowl, say “Would you me to push that closer to you?’
  2. When seeing an infant/toddler finish their food teach them to put their hands up when they are done. You can also say, “Are you all done?”

A Guided Reflection: Healthy Brains

I watched a webinar called The 4 Components Infants Need for Healthy Brain Development with Angela Fraley, here is my reflection on it.


What did you know about this topic before viewing the webinar?

To be honest, I can’t say I am well-informed on this topic. I do know that having a good home environment, proper nutrients, and enough stimulation is essential for an infant’s brain development. I am aware they need a consistent routine and a home environment that is nurturing as well as safe, of course. I also mentioned enough stimulation because sometimes infants aren’t given stimulation that benefits them. So it is important to come up with unique ways to stimulate babies.

How do you feel about this approach to infant care and development?

I really like that Angela emphasized how important it is to be present. One would think that it is quite obvious that being present is necessary, but it is often not done because we don’t realize that it takes infants a lot of effort to be present. Angela then mentioned we need to be seen, this is so we can read their social cues and they catch ours since they can’t really talk yet. Next, babies need to be soothed, this can be done by showing them how to self-regulate. This is so huge because self-regulation is taught through meaningful actions. She then explained how we need to help infants feel safe. I value this deeply because I have noticed most infants react to situations based on an adult’s reactions., so we need to respond to them in a calm way. The final component is stimulation, so I guess I did know something big about infant brain development! Angela said babies need that face-to-face contact. I agree with every component that Angela said was needed.

How could you apply this philosophy in your teaching practice?

I can apply this information in my teaching practice by ensuring I am always present. Angela said this is very important since babies are just learning how to do this and we as adults forget to be present. Applying the concept of being seen is something I will focus on, too, because this way I know how the baby feels and they can learn what my facial expressions sort of mean. I can also apply what I learned about soothing, especially since it helps with self-regulation. I know now that I can teach that by having meaningful interactions with infants. Lastly, I can apply stimulation in my practice by interacting with the infants, since I learned that we really need to be seeing each other’s faces.

Look around the Conscious Discipline website, what else do you find surprising or interesting to you, and why?

What I found interesting was that there was a link for free resources on the Conscious Discipline website. I thought this was wonderful as there are many parents and educators looking for more information on how to help their infants. There were two free options, one where you could access information without login and one where you do log in, as well as an $89 membership option. There are books, webinars, podcasts, videos, articles, and many tips to help readers find new concepts to learn about! There is also the Shubert book series that can help explain how Conscious Discipline can be implemented at home and in school.

My Next Steps

So, I feel as if I’ve come a long way from the day I first learned about blogging. It hasn’t been long, but I learned so much! I know how to link other websites, pictures, and videos in my posts as well as connecting my blog to my Twitter and Facebook accounts!

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My Twitter account is @mhamed02 and I would love for you to check it out! I am most active there and would like to connect with you all, so don’t be shy!

I am going to make one short-term goal and one long-term goal for myself. For my short-term goal, I want to try to post on my blog at least once a week. It may be difficult with classes and work, but I will try my best. My long-term goal is to graduate with my bachelor’s degree in early childhood education, I’m almost halfway there!

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Wish me luck! Owl see you later!