Toddler CLASS

Note Taking Guide

Domain: Engaged Support for Learning

Directions: Use the graphic organizer below to record the evidence you see for each of the behavioral markers noted.
Toddler CLASS Dimension: Facilitation of Learning and Development-Novel Words
INDICATORS
Active Facilitation Expansion of Cognition Children’s Active Engagement
Behavioral Marker Example from Behavioral Marker Example from Behavioral Marker Example from
Video Video Video
Teacher provides Children allowed to Teacher provides “That’s smooth, Manipulation of Have leaves for the
opportunities for manipulate the and embeds look at those veins Materials children to feel.
exploration and leaves, pulling more information in there.” The fish tank down
learning down for the Identified the parts low for the children
children to inspect. of the leaf, as well to look at.
as descriptive words
Teacher guides Teacher brought Teacher relates Acknowledged Physical On level, looking at
exploration the leaves to the information to when they didn’t Involvement the leaves with
children’s attention. children’s lives and like the way the leaf them
experiences felt.
Teacher is involved On child’s level Teacher integrates The teacher Verbal Involvement Conversation about
in children’s feeling the leaves concepts across crouched down, the roughness of a
activities to with them. activities and tasks looking t the leaf.
support learning bubbles and “put your finger on
and development explaining what the leave right
they were caused there.”
by. “that’s rough and
that’s smooth, can
you feel the
difference?”
Teacher encourages Helped child
thinking skills contrast rough vs,
smooth leaf.

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

Toddler CLASS Dimension: Quality of Feedback-Toddler and Teacher Playing With Blocks and Expansions-Going Outside
INDICATORS
Scaffolding Providing Information Encouragement and Affirmation
Behavioral Marker Example from Behavioral Marker Example from Behavioral Marker Example from
Video Video Video
Hints Modeled how to Clarification of Narrated actions as Individualized “you took it apart”
stack them concepts or tasks he was stacking and feedback
Hand over hand then snapping the
snapping blocks together.
Verbal assistance Narrated how the Expansion and “big, big, small, Specific feedback “now you are
or prompting small one goes over elaboration small” while he was stacking them”
the big one. building
Prompting thought Talked the child Recognition of “wow, look what
process through the social effort or you did.” And
problem, “you accomplishment clapped
asked me what was
wrong with Daniel “Thank you for
and what did he worrying about
say?” Daniel”

Asked about
backpack, “where
do we put it so it
won’t be in the way
of our feet?”

Toddler CLASS Dimension: Language Modeling-sharing art and encouraging thinking with toddlers
INDICATORS
Supporting Language Use Repetition and Extension Self & Parallel Tallk Advanced Language

Developed for Brandman University based on Teachstone (2012). Toddler CLASS Dimensions Guide. Charlottesville, VA: Author
 Toddler CLASS
Note Taking Guide
Behavioral Example Behavioral Example from Behavioral Example Behavioral Example
Marker from Video Marker Video Marker from Video Marker from Video
Back and forth Naming of Repeats Repeats back Describes own Talked Variety of Words used:
exchanges the colors the words the actions with while words bounce
with the child little girl uses language mixing blue and/or Both sides,
repeating on the blocks. and red, vocabulary yuck,
back. “shoe” purple and oranges,
“Did your brown paint,
show came yummy,
off?”
Contingent “responded Extends/elaborati “you have so Narrates “I see Labeling Named the
responding to the child ons many colors children’s you’re colors used
when she on your action with putting in each easel
asked how paper.” language both your
many.” legs over
the block”
Open-ended “what Connection “Block on
questioning happens to familiar top” with
when you’re words action of
bouncing on placing the
the block?” block on top
“what of her head.
happened to
the block?”

I watched the videos “Encouraging thinking with Toddlers” and “Expansions-Going Outside”. In the video
“Expansions-Going outside” we see the teacher talking with the young girl about her concern for another child, Daniel.
She asked the child the reasons she was concerned for Daniel and knew that he was sad. This is an example of Ask
Children to Explain their thinking, “Asking these types of questions helps children start to understand their thinking and
focus on the process of learning.” (CLASS, pp. 17) We see this as an example of Intentional Teaching as outlines in the
CDE Competencies under Learning Environment and Curriculum, “Follows children’s lead or engages them as active
participants when appropriate. Initiates strategies based on knowledge of children’s interests and needs.” (CDE ECE, pp.

Developed for Brandman University based on Teachstone (2012). Toddler CLASS Dimensions Guide. Charlottesville, VA: Author
 Toddler CLASS
Note Taking Guide
75) The teacher seems to have been building upon lessons the children have received about emotions to be able to help
the child identify that her peer was sad and why he was sad.

In the video “Encouraging Thinking with Toddlers,” We see the teacher on the floor with the child as the child climbed
on top of and played with large blocks. The teacher repeated many of the words the child was saying, elaborating and
narrating both their actions. This is supported by the CLASS Dimensions Guide for language Modeling; Repeat and
Extend Children’s Responses, “Honor their attempts by repeating back what they have said. Expand upon their language
by introducing new words and concepts.” (CLASS, pp. 19) We see how this is supported by the CA CDE in Child
Development and Learning, under the topic of Learning Through Play, “Observes and supports children during indoor and
outdoor play, participating as appropriate with the goal of making the most of teachable moments.” (CDE ECE, pp. 19) By
immersing the language modeling in the play the teacher was able to build upon the child’s engagement in the world
around her and teach her more concepts.

The connection to the My Ideal Environment assignment is many. By making the most of the materials that are
brought in an intentional way, I can create a more conducive environment for the children in the class. I also like the
concepts of narration, expanding on children’s ideas and reinforcing their play by using the material in the classroom. I am
looking at an increase in fine motor skills and sustaining attention. Both of these require a teacher to be on hand helping
the child with scaffolding, specific reinforcement, and narration for optimal success and engagement.

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

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