Handout 14: Answer Key: It's Breakfast Time!

 

 

How did being breakfast helpers support the development of Dante and Crystal:
 

Socially?	Each took a turn performing a task that was important to the group, worked as a team of two, and included Vincent by putting his place mat at a higher table.
Emotionally?	They had mastered this routine so they felt competent about their abilities. Feelings of competence often lead to increased self-esteem.
Cognitively?	They read the helper chart by seeing their photos, used one-to-one correspondence to set the table, counted place mats needed at each table, and learned about geometry by folding the square napkins in half to make triangles.
Physically?	They used small motor skills to fold the napkin.

How does this classroom's approach to the breakfast routine support children's development?

Children take turns getting ready for breakfast using the skilled described above.
Children get themselves ready for breakfast: put away their toys, go to the bathroom, wash their hands, and find their place mats.
Adults sit with the children, offer assistance to those who need it, and engage children in conversation.
The cook tells the children about the food they are about to eat.
The food is served on platters with utensils so the children can serve themselves.
As the children finish, they clean up after themselves and get ready for the next activity.

How did the classroom team support individual children during this routine?

When Ronisha had trouble serving herself, Ms. C. helped balance the platter instead of doing it for her.
Miguel was allowed to eat five pieces of French toast rather than being limited to a set portion.
Jasmine was allowed to take as mush time to finish eating rather than having to leave the table because the other children were finished.

What strategies used by this classroom team might you try in your program?

Answers will vary according to participants' current practices.

Handout 13 | Module 3 | Index