Concept development by using descriptive language broadly describes helping a child associate a name/object with a picture. In the video, this is done by a teacher showing pictures of a child’s parents and asking them whom their mother and/or father is by having the child point at the picture that they recognize as their parent. They do this again in the video by showing a child a rainbow and then asking them where the rainbow is and having them identify it.
Describing actions and events occur in the video when the adults directly describe an event they are performing with the children. One example is the teacher showing the child how to wash their hands by completely covering them in soap, getting a lather, and then rinsing it off. Another example is the teacher talking a child through the steps of a diaper change so that the child understands why a dirty diaper must be taken off and replaced with a clean one.
Social and emotional development is described in the video as a way of giving children important attention while also showing them direct responses to their actions. This could be done by positively encouraging children when they behave or play well together (showing the children that there is positive feedback and gratification for behaving a certain way) and immediately responding to a crying child. This is so the child understands that their cries are not random; crying is an emotional response to pain or frustration so the child then learns that if they cry the teacher will then help/soothe them.
Responding to communication attempts occurs in the video multiple times but is strictly described in this section by adults asking questions to the children and waiting for a response or directly responding to the vocalizations of a child. Examples are when the teacher is describing the shapes of a mobile to a child laying on their back; the child begins to cry and the teacher then picks them up and asks if they’d rather view it sitting up. Another example is when the teacher responds to a child fussing by asking if they are hungry while insinuating that if they are they can have their bottle.
Positive language for guidance is important because children often have no concept of social behavior and cues. This can lead to children behaving in a way that is disruptive to other children through no fault of their own. Positive guidance via language is shown when one child tries to grab a book that is being read to another child. The teacher gently corrects the child and asks if they’d like her help picking out a book of their own. Another example is when a young girl (who looks to be about 18-24 months) attempts to hug a baby that is probably only about 3-6 months old. Having no concept of how fragile the younger baby is, the teacher then gently guides the older girl and has her give the baby a soft, gentle hug. This seems extremely important as it teaches the older girl that a hug is a good thing when done properly and also that babies younger than her can be fragile and she needs to exercise restraint when interacting with them.
Using language during daily activities is described as utilizing key moments throughout the day during play activities and routine care to use guided language to emphasize and reinforce rules and cues. This is done when a teacher watches a group of four children eat lunch. The teacher constantly interacts with the children by asking if they need help drinking from their cups, if they can finish the drinks in their cups, if they are chewing their food correctly, and reminds them to say “please” and “thank you”. When a child is visibly upset the teacher immediately comes to her aide and sits down next to her to calm her. After the child has calmed down she verbally explains that she is going to help another child at the end of the table. The teacher also establishes a routine by instructing the children to clean their plates, put their garbage into the can, put their bibs into the laundry and then wash their hands.