Toddler Cleans Up After Lunch

Return to Practice Videos

  1. Read video background.
  2. Watch video and record observations on Watch Me Grow worksheet.
  3. See which measures we think are reflected by the evidence!
  4. Explore additional information from the California Preschool Curriculum Framework and California Preschool Learning Foundations.

1. Video Background 

This is a 45 second clip of a toddler, Marcos, indicating he’s done with lunch and going through the clean up routine with support from his teacher.

2. Watch Video: Toddler Cleans Up After Lunch

3. Measures Reflected by the Evidence 

A good piece of evidence might address multiple measures. We are not assigning a developmental level, but rather saying that this video clip could be evidence for the measures. Measures Reflected by the Evidence: Toddler Cleans Up After Lunch

4. For more information, explore California’s Infant/Toddler Curriculum Framework for information about:

Language Development

Guiding Principles:

• “Be responsive to the active communicator and learner.” (pp. 84-85)
• “Include language in your interactions with infants and toddlers.” (p. 85)
• “Celebrate and support the Individual.” (p. 86)
• “Make communication and language interesting and fun.” (p. 87)

Learning Contexts:

• “Be responsive when children initiate communication” (p. 89)
• “Use child directed language” (p. 90
• “Use self-talk and parallel talk.” (p. 90)
• “Help children expand language” (p. 90)
• “Be playful with language” (p. 91)

Perceptual and Motor Development

Guiding Principles:

• “Recognize the child’s developing abilities” (p. 127)
• “Encourage self-directed movement” (pp. 127-128)
• “Be available to children as they move and explore” (p. 130)

Learning Contexts:

Environment & Materials:
• “Choose materials that support perceptual and motor development, focusing on the children’s interests …” (p. 130)
• “Consider the child’s ease of movement in setting up the physical environment” (p. 132)
• “Use everyday objects and materials to offer opportunities for perceptual and motor experiences” (p. 132)

• “Provide the infant with freedom to move” (p. 133)
• “Help build the infants feelings of comfort, security, and awareness of his body.” (p.134)
• “Use common routines, activities and behaviors to allow for practice of perceptual and motor skills” (p. 134