Teacher, Teacher, What do you see?

 
 

YOU SEE: My infant is sleeping through class –

WE SEE: A grownup who got themself out of the house – (CONGRATULATIONS!) ! Is in a healthy social setting (WAY TO GO!), is interested in learning how to support their baby’s growing mind and body – (YOU ARE AMAZING!) and will gather up what they can from today’s class, and explore later with their baby at home.

YOU SEE: My baby hates floor time (on their back or tummy).

WE SEE: Baby doing hard work. Grownup encouraging – talking, engaging, redirecting, supporting, and not letting baby’s upset go on too long.

WHAT WE DO:  Remember all the sides matter – after soothing baby if they seem willing try a different floor time position.  Often challenges with Tummy Time can be fixed with more time on their back.  Ask your teacher for some ideas of what you might do to help your child.

YOU SEE: My baby cries and it disrupts class.

WE SEE: Opportunities to consistently respond and attune with your baby which will build a strong attachment system.

WHAT WE DO:  Breathe and calm ourselves so we can create space for baby and remain present to attend to any need that arises.  Meet any physiological and emotional need (feed, change diaper, change position, hold, comfort, soothe) These consistent attuned responses will help baby feel safe and create a blueprint for attachment relationships.

YOU SEE:  My baby doesn’t want to do the activity like the teacher is showing us.

WE SEE:  Your baby is communicating what works/doesn’t work for them.  YAY!

WHAT WE DO:  Follow your child’s lead, do what works for them.  This might mean changing an activity slightly and it might mean skipping an activity that isn’t working for them in that moment.  Feel free to snuggle and watch and try the activity at home to see if you get a different response.

YOU SEE:  My older baby doesn’t stay put to do any of the activities with me, they just want to crawl around..

WE SEE:  Your older baby is learning to be a separate person, exploring the space and moving away from you is the first step.

WHAT WE DO:  Follow them. Engage your child in whatever unique way seems to work for them in the moment (definitely try some of the bonding activities at home during quieter times).  OR Watch them and be prepared when they show signs that they are ready to engage again.

 

When is my baby ready to move to the Level 1 class

Children ready for Level 1 show many of the following characteristics: Not sure? Have a conversation with your Kindermusik Educator about which level is best.
Physical

  • Is gaining confidence when walking

  • Increasing ability to purposefully manipulate objects (ex: shaking eggs, tapping a drum)

Cognitive

  • Explores cause/effect relationships by pushing, pulling, and throwing objects

  • Is learning to use toys and objects in symbolic ways, including enjoyment of sensory properties

  • Can interact in a directed activity

  • Connects to an activity; participates a play sequence

  • Frequently responds to own name by looking at person speaking

Emotional

  • Beginning to use gestures and language to deal with frustration, as apposed to just crying or whining

  • May experience separation anxiety when caregiver is out of sight

Language

  • Language is emerging, sometimes able to express wants and needs symbolically (gestures, words)

  • Is beginning to use meaningful language (spoken or sign) to express needs and wants

  • Reads with caregiver cooperatively. Enjoys books even if caregiver is just labeling the pictures on a page.

Social

  • Is interested in what other children are doing

  • May be very social and outgoing but reserved around strangers or new situations

Musical

  • Recognizes music vs. silence (reacts when a song is sung and stopped before the end of the song)