Rory is sad

Developmental	Routine/time of day	Educator strategies	Subject area	Child	Setting	Caregiver
physical development gross-motor development fine-motor development sensory development language development aesthetic/creative development cognitive development emotional development social development	arrival/departures feeding/eating diapering/toileting sleeping/naptime playtime one-on-one getting dressed/undressed tidy up directed activity looking at books transition cleaning and sanitizing	health/safety/hygiene setting up verbal communication non-verbal communication affective relationships guiding behavior stimulating and engaging environment materials partnerships with parents encouraging autonomy following the child's lead facilitating strategies	science learning math learning social studies learning visual arts learning music learning physical education/nutrition learning language arts/literature learning	Name[+] Alan Arianne Artur Bruno Caitlyn Cassie Charlie Charlotte Christopher Diego Ellis Errald Flavio Gio Ian Jasmine Leanna Lexie Liam Maro Matteo Matthew Maya Melissa Nicolas Nina NourAllah Oakley Phoenix Piper Priea Raene Richard Rory Sarrinah Vincent Yacouba Yahya Gender[+] Male Female Age[+] infants young toddlers older toddlers multi-age	Big Step CPE Les Petites Cellules CPE Kari’s home daycare Estrellita’s home daycare	Annette Kari Catherine Estrellita Karen Litsa Moneth Montse Papa parent Resource People Sherma Suzanne Thresa

Rory is sad, but about what, we don't know. Sherma responds to Rory's facial expression and body language with an affective reflection; she reflects back to Rory how she sees her feeling. Sherma also uses non-verbal strategies: she leans in close, softens her tone of voice and gently strokes Rory. Sherma is communicating to Rory that it's okay to feel sad sometimes. Sherma's response helps Rory learn to recognize, accept and regulate her own emotions. This is a learning opportunity for the other children as well; by responding with empathy to Rory's emotion, the educators model for the rest of the group how they could respond when one of their peers is sad.

Featuring:
Karen
Sherma
NourAllah (2 years)
Rory (2 years, 10 months)
Yacouba (1 year, 11 months)

Child-care centre: Big Step

Date and Time: March 12, 2010, afternoon

See keywords for this video

acceptance • acknowledge • affective reflection • affective relationships • answer • Big Step • body movement • body orientation • body position • CPE • drink • emotional development • empathy • expressive language • facilitating strategies • feeding/eating • feelings • female • food • language development • large group • listen • male • modelling • non-verbal communication • NourAllah • older toddlers • paraphrase • pronounce • pronouns • pronunciation • question • receptive language • Rory • routines • sad • sentences • Sherma • snack • social development • speak • talk • tone of voice • touch • understand • unhappy • verbal communication • warmth • words

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