Leadership 3: Curriculum Planning and Child Assessment
Handout 4: Three Pairs of Scenarios to Consider
Let’s read through the three pairs of scenarios that show how children’s development is unique
and different. As you read each pair of descriptions, write down some of the unique
characteristics that each child is showing related to skills, concepts, learning and behavioral
style, temperament, and personality. Also, notice the manner in which the early childhood
practitioner interacts with each of the children. Write down some of the ways in which she is
flexible in her interactions with each child and makes adjustments in activities and experiences
so that each child can be successful and supported.
Scenario Pair #1: Andre and Daniella
At 10 months old, Andre needs a morning and an afternoon nap. His teachers have learned that
he is getting ready to lie down when he gets very quiet, sucking on his thumb and watching
what all of the other children and care providers are doing without responding in any way. When
he is put down in the crib, he settles in and falls asleep quickly. When he wakes, he does not
fuss, but waits for his caregiver to pick him up and then settles into her arms. She does not
change or feed him immediately as she knows that he needs time to wake up and get going.
Then, he will slowly become more alert and interested in what’s going on around him. After a bit
of time, he will smile and respond to both the adults and other children with squeals and bright
eyes.
At 9 months old, Daniella needs a long, afternoon nap. In the morning, she is active, alert, and
very attentive to all that is going on around her. She reaches for items that she wants, makes
noises to ask for things, and is beginning to rock back and forth to propel herself toward the
toys. Her teachers pay close attention and place toys just out of her reach - but not too far so
that she can be successful in reaching them. Right after lunchtime, they put her down in the crib
and play soft music. They have learned that it takes her a bit to settle in and she will rub her
arms and tummy for a few minutes until she falls asleep. When she wakes, Daniella is ready to
go, sitting up in her crib, making loud noises to call out to her caregivers. When she sees them,
she smiles and holds up her hands to be picked up, changed, fed, and placed back into the
action with the toys and other children.
Copyright © Collaborative for Children 2014 All Rights Reserved. No part of this training may be
reproduced without Collaborative for Children’s express consent.
Contact Collaborative for Children at 713.600.1101 or collabforchildren.org.
Scenario Pair #2: Mia and Peter
Mia is finishing up her pre-kindergarten year. She independently writes her name when she
signs in each day, finding and copying off of her name card. When she paints or draws a
picture, she signs it with an “M” in the corner. “That’s my name,” she says. Her teachers smile
and say, “Your name starts with the letter ‘m’ doesn’t it? Do you remember the other letters in
your name?” They encourage her to find her name card and point out the other two letters to her
name. Mia names the “i” and the “a,” but doesn’t always write them. When Mia goes to the
Writing Center, she recognizes and writes other letters that she sees on other children’s name
cards and in print around the room. Her teachers positively reinforce any efforts she makes and
accept when she is done with her writing.
Peter is also finishing up his pre-kindergarten year. Peter writes his own first and last names
without any name cards or models. He also writes the names of his two brothers and Mom and
Dad. Whenever he goes to the Writing Center, his teachers encourage Peter to make use of the
word dictionaries there and the word labels around the classroom. If Peter asks how to spell a
word, they sound out the letters for him and accept the sound to letter correspondence that he
makes (so he may write “cat” as “kat”).
Scenario Pair #3: Jose and Stacia
Jose has just turned three and consistently chooses to play with the cars on the rug that looks
like a road map. He lies on his tummy and lines up the cars on the roads, making sounds to
imitate the engines. He often plays alone and if other children come over to this area, he pulls
all of his cars in a pile and says, “No, these are mine!” His teachers have learned to be nearby
when other children approach so that they can help Jose share some of the cars and the space.
They do not ask him to engage in play with the other children, but may model ways they all
could make their cars go down the roads together.
Stacia is three-and-one-half years old and plays in many areas of the preschool room. She
pretends to cook in the dramatic play area offering other children plates and cups. “You want
some applesauce? Some more milk?” She paints at the easel and comments on what another
child is doing. “That’s pretty. I’m gonna make a circle, too.” Her teachers are observing her to
figure out which children she is more attentive to so they can help her to begin engaging in more
interaction and cooperation as she plays. They’ve noted that she often talks with Sofia and Eliza
and plan to pair them together in more situations.
Copyright © Collaborative for Children 2014 All Rights Reserved. No part of this training may be
reproduced without Collaborative for Children’s express consent.
Contact Collaborative for Children at 713.600.1101 or collabforchildren.org.