Instructions: Read this vignette, then answer the questions on the next page.
Handout 13: It's Breakfast Time!
Mrs. K. taps Dante and Crystal on their shoulders and stoops down to talk with them. She points to their pictures on the helper chart posted on the wall and reminds them that they are this week's breakfast helpers. The children get paper plates, napkins, cups, and place mats from the storage shelf. There are eighteen laminated place mats decorated with individual photos of the children and three with photos of the classroom team.
At each of three large tables, Dante arranges six children's place mats and one adult place mat. He remembers to put Vincent's place mat at the higher table so his wheelchair will fit underneath. Crystal puts one paper plate and one cup on each place mat. The two children fold the napkins in half to make triangles and put them next to the plates.
While Crystal and Dante set up for breakfast, the other children put away their playthings, use the bathroom (if needed), and wash their hands. Each child then walks to a table, searches for the place mat with her or his photo, and sits down. After they finish setting the tables, Crystal and Dante wash up and join the others.
Mrs. F., the cook, brings breakfast to the classroom on a large rolling cart. She greets the class and says that today's menu features baked French toast strips made with whole wheat bread. This is a popular choice, as is evident from the high fives Zach and Jake give each other. Each adult goes over to the cart, chats with Mrs. F., and takes the serving platters and utensils back to one of the tables where the children are sitting. Ms. C., Mr. S., and Mrs. K. join the children at their tables.
At each table, food is passed clockwise, and the children help themselves. When Ms. C. spots Ronisha having trouble balancing the platter while using the spatula, she steps in to steady the serving plate for her. She puts her hand under Ronisha's to provide support, while commenting on her improved skills.
Ronisha passes the serving platter to Mai; Ms. C. returns to her seat and resumes talking with the children about an upcoming visit from the librarian. Excited conversations, in Spanish and Vietnamese as well as English, are coming from the other tables. The children at one table debate the relative athletic abilities of various sports stars. Miguel makes his point after finishing his fifth piece of French toast. At another table, the children respond to Mr. S.' s questions about their plans for the day.
As the children finish, they clear their dishes and wipe and put away their place mats. Soon, everyone but Jasmine is washing their hands or brushing their teeth. Mrs. K. pulls up a seat next to Jasmine and talks quietly with her while she finishes her meal.
How did being breakfast helpers support the development of Dante and Crystal:
Socially? Emotionally? Cognitively? Physically?
How does this classroom's approach to the breakfast routine support children's development?
How did the classroom team support individual children during this routine?
What strategies used by this classroom team might you try in your program?
Handout 12 | Handout 14 | Module 3 | Index