Continuity Of Care Observation

Copple and Bredekamp (2009) discuss different ways that developmental appropriate practice can be achieved in a classroom. Some of these practices include primary caregiving, continuity of care, one-on-one interactions, communication with the baby, sensory environment, play spaces, maintaining routines, and more (Copple & Bredekamp, 2009). During the observation I was able to observe some of these practices. When it comes to the primary caregiving and continuity of care Copple and Bredekamp (2009) state that there should be continuity of care so that all the infants and parents can form positive relationships with the caregivers. The caregiver should also get to know the baby and family so that they can better respond to the infant’s needs …show more content…
Their visual environment should include things that the babies can look at from their own perspective whether that is laying on their backs, crawling or walking. As soon as I walked into the classroom I could see that there were different areas for the children to be in I saw an area with a couple of cribs, another area had a carpet with a slide and steps the babies could go up and down on. There was also an area for the babies to eat their food with a table and chairs in which they could reach and sit all on their own. The toys that were in the classroom were all within the babies reach and the walls were all decorated. One of the walls had a tree with pictures of the babies and their parents. There were also pictures of the babies themselves on the wall and there were things hanging of the ceiling that the babies could look at while laying on their …show more content…
The caregivers observe what the babies are doing and what they are playing with. The caregivers should be sensitive to the interests of each baby and play games that are appropriate for them (Copple & Bredekamp, 20009). I noticed that the babies were allowed to roam the classroom and play with what they found interesting and explore the different areas. When Jennifer and Rebecca or the student workers would play with the babies they would engage in what the baby was playing with already. Some of the babies were playing with hand mirrors, looking at themselves and laughing. The student worker that was there picked up a mirror herself and began asking them if they were looking at themselves and if they saw their eyes or look at herself and then laugh just like the babies were. I also noticed that the babies that were non-mobile were also played with but in a way that best fit their age. The two non-mobile babies couldn’t sit on their own yet so they had “tummy time.” During this time the student worker would talk to them and rub their backs along with shaking toys in front of them. She would also hold the toy up above their heads so that they could practice keeping their heads up. When their tummy time was over they were laid down on the floor and the other babies would come and play with them. The student worker just watched and made sure that the older babies were not being too rough with them. Based on my