Demonstration of Pyramid Model Practices: A Day in a Toddler Classroom
Part I: Summary
The video demonstrates an environment that has been well-prepared to provide a conducive environment for children to interact and learn. The sitting arrangements are well-matched with the size of the classroom, allowing students to learn in a spacious environment that is well-ventilated. In regard to the arrival, there are various elements that stood out, including how children arrived in the classroom and how they were welcomed by their teacher. The various elements that can be observed from the arrival include the use of predictable routines, giving positive descriptive feedback, model phrases to use in the classroom, exploring feelings, and teaching problem solving to the children.
The second part of the video involves free play, and in this section, there are various elements that were noticeable and which are essential to providing a conducive learning environment. Some of the major elements in the free play section include teaching, requesting, giving children time and attention, supporting children in problem-solving, reinforcing interactions, suggesting play ideas, encouraging sharing, involving adults in acknowledging children, giving transition announcements, and individualizing transition announcements.
The third section of the video involved circle time and included activities such as providing environmental cues, reinforcing children for positive behavior, reviewing classroom expectations, providing visual schedules, reviewing classroom rules, using books to make connections, setting up problem-solving situations, teaching social skills as well as structuring transitions. The fourth section involves snack time, whereby students learn socialization skills. For example, students are encouraged to include everyone in their activities, such as when celebrating their birthdays.
Outdoor play was the next section in the video and involved activities such as reinforcing problem-solving efforts, labeling negative feelings, as well as giving clear directions. Through outdoor play, students enjoyed playing with each other, creating room for socialization and learning to cope with feelings. The sixth section involved circle time and involved such activities as supporting emotional regulation and responding sensitively to children’s needs. Free play is the seventh section in the video; it involves such activities as encouraging cooperative play where children are required to collaborate with other students to make teams. Besides, this section also involved other activities such as giving sincere and authentic feedback as well as using real-life situations to solve problems. Finally, the goodbye circle is the last section in the video and includes activities such as varying intonation to maintain attention as the children prepare to leave the classroom.
Part II: Recommendations
A major section of the video that highlights support for health, nutrition, and safety for young children includes free play, circle time, snack time, and outdoor play. During the snack time session, children ate their snacks, with each of the children have brought their own food to class. The snacks provided were not well-balanced, which is a major area that needs improvement. Rather than having children bring their own food to class, the school would arrange for the students to have a balanced meal in school, allowing them to get the best nutritious foods to help their growth and development. However, students took water to help with their nutrition and health. Regarding health, the introduction of the video, which introduced the environment section, displayed a better arrangement of the learning materials and students, allowing enough personal space per child, which improves the ventilation of the classroom. Besides, the lighting of the class was good, allowing good visibility as children learned and moved around the classroom. A recommendation to ensure that the health of the students is maintained includes adjusting the lighting in the classroom and increasing the ventilation to allow better circulation of air. Finally, the safety of the children both inside and outside the class was well-maintained; children followed specific routines as directed by their teacher, leaving no room for risk-taking. Even in free play and outdoor play, the students were guided by their teachers, who ensured that the safety of students was paramount. A recommendation to ensure the safety of the students would be for the teacher to encourage cooperation among the students, which allows the students to look after each other.
