Toddler CLASS

Note Taking Guide

Megan Grable
Domain: Emotional and Behavioral Support

Week 3 Videos:

Toddler CLASS Dimension: Positive Climate

Warm Greetings and Problem Solving-Peer Support
INDICATORS
Relationships Positive Affect Respect
Behavioral Marker Example from Behavioral Marker Example from Behavioral Marker Example from
Video Video Video
Physical proximity Bent down to get Smiling, touching Smiles at each child, Warm, calm voice Calm voice through
on the same level as offering soft conversation during
the children touches and hugs conflict over tape
while naming the measure.
colors of the girls
shirt and pants Soft, warm voice
while welcoming
kids into the class.
Matched positive Match affect in tone Enthusiasm Shows excitement Respectful Both videos show
affect when the child was for each comment language and examples of using
explaining her the children’s say, communication their names several
concerns encouraging them times.
to talk more.
Reciprocal Repeated back the Verbal or physical Acknowledged the Eye contact Looks at each child
interactions child’s comments to affection children' when talking
let her know she
was understood.

Developed for Brandman University based on Teachstone (2012). Toddler CLASS Dimensions Guide. Charlottesville, VA: Author
 Toddler CLASS
Note Taking Guide

Peer connections Uses children’s Body orientation Crouched on the

names and modeled ground with the
how to talk with children, facing
peers them

Toddler CLASS Dimension: Teacher Sensitivity

Aware and Responsive and Being Aware-Checking In

INDICATORS
Awareness Responsiveness Child Comfort
Behavioral Marker Example from Behavioral Marker Example from Behavioral Marker Example from
Video Video Video
Is attentive to The teacher talked Responds to The teacher used a Freely approaches The child felt
children with several of the children’s bids for soothing and calm and participates comfortable going
throughout the children at the attention voice while helping to the teacher, to
classroom same time while resolve the talk, as well as
helping resolve the altercation. walking to the
“kicking” incident window to see if it
was rainy or not.
Notices difficulties Approached child Acknowledges and C=”I’m sad” Seeks support Teacher
of children who are who was sad and accepts emotion T-“You’re sad acknowledged his
upset offered support today? What’s the feeling of sadness
matter?” and worry over the
rainy weather
Provides comfort Asked if she could Genuine problem Sent him to a
give him a hug and resolution special chair to be
accepted it when wrapped in his
he said “no”

Developed for Brandman University based on Teachstone (2012). Toddler CLASS Dimensions Guide. Charlottesville, VA: Author
 Toddler CLASS
Note Taking Guide
blanket to help him
feels better.

Toddler CLASS Dimension: Regard for Student Perspectives

Individual transitions and Something to drink
INDICATORS
Child Focus Flexibility Support of Independence
Behavioral Marker Example from Behavioral Marker Example from Behavioral Marker Example from
Video Video Video
Follows children’s Listened when the Allows for They children were Child responsibility The pace of the
leads child didn’t want to movement and free to talk about painting was child
make a drink for talking what drinks” they directed, they
him. were serving. could paint as
much or as little as
Allowed children to Very responsive they wanted, with
finish the painting when children one child not
and leave if they were done with painting at all.
like. painting.
Provides choices Allowing them to “Goes with the Went along with Support of self- Allowing the
stay at the table or flow” the drink care children to use the
to leave. suggestions the paints as they
child had. would like.
Elicits children’s Asking the children Adjusts pacing for Offered to let them Materials Cups, playdough,
expression and which drink they individual children be done or to accessible and other kitchen
ideas made and allowing continue painting. items available for
them to express the children to use.
what they are
making.
Peer perspective- “Do you want to
taking give your smock to
Caleb?”

Developed for Brandman University based on Teachstone (2012). Toddler CLASS Dimensions Guide. Charlottesville, VA: Author
 Toddler CLASS
Note Taking Guide
I wanted to focus on the videos Warm Greetings and Something to Drink. Both videos feature a teacher down on the
children’s level, interacting with the children engagingly. The teacher reacted to all the children bidding for attention,
positively giving each child attention. The teachers used enthusiasm and positive affect to help keep the children feeling
comfortable and engaged. Particularly in the warm greetings video, we see the teacher asking each child what they had
for breakfast, and naming the colors on each child’s clothes, something that the children seemed familiar with enough to
make it look like a routine as part of the beginning of their day. In the competencies we see how this is important, under
Relationships, Interactions, and Guidance: Separations and Transitions, “Consistently carries out established routines to
support children’s daily transitions into, within, and out of the program.” (CDE, pp.31) In the “Something to drink” video,
we see the teacher asking for different types of drinks with the children and reacting theatrically in response to what they
have to say, going with the flow of the activity to keep the children engaged and to pull another child into the activity as
well. In the Competencies, we see the social-emotional learning the teacher is facilitating through Child Development and
Learning: Learning through Play, “Support children’s participation during play, including the provision of open-ended,
developmentally appropriate materials and activities that engage children based on observations of their development.”
(CDE, 2011, pp. 19)

California's early childhood educator competencies. (2011). Sacramento, CA: California Department of Education/Child
Development Division & First 5 California. Retrieved from
https://www.cde.ca.gov/sp/cd/re/documents/ececompetencies2011.pdf

CLASS emotional support domain. (n.d.) Retrieved

from https://drive.google.com/file/d/14Ltwan5942Gd9i1pOS6KUaYC9xgRwknk/vie

Developed for Brandman University based on Teachstone (2012). Toddler CLASS Dimensions Guide. Charlottesville, VA: Author