In this article, we describe what we learned from our yearlong observation of children’s transitions from the infant to the toddler classroom at a university-based child care center (where the first author serves as faculty director).
While participating in the diaper-changing routine, Lilly is learning language and self-help skills, and developing autonomy, self-regulation, and other capabilities.
Find inspiration to intentionally develop and implement meaningful, developmentally appropriate observation and assessment practices to build responsive, joyful classrooms.
NAEYC promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research. We advance a diverse early childhood profession and support all who care for, educate, and work on behalf of young children.
Like many educators, Debbie enjoys following the meaning that children are making of their experiences and she wondered how the children thought the chick happened to be in the egg.
With support, teachers find kindergarten readiness assessments beneficial—they can use the assessment results to create rich, engaging learning environments that are well matched to children’s needs and interests.
Authored by
Authored by:
Elliot Regenstein, Maia C. Connors, Rio Romero-Jurado, Joyce Weiner
