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My site is very good about being respectful during these routines. When diapering the teacher will say the student's name letting them know that they are next in being changed, once it's that particular student's turn to be changed the teacher will walk over to them and say, "ready? I'm going to pick you up to change your diaper real quick. One, two, three, uppie!" and she will change their diaper. With feeding we all sit with the students and talk about what they are having for lunch, we also check for any lunches that need to be heated up so that we can make sure their food is warm. During nap time we help each student rest by patting their backs or scraching their back/head until they fall asleep.

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My student teaching site is respectful towards infants and toddlers. They use respectful feeding, diapering, and napping routines. For example , respectful diapering starts with the teacher begins a conversation with the infant. Teacher B watches the infant as the teacher A prepares the supplies for a diaper change. Then teacher observers the infant and tells them are you ready to change your diaper. Then teacher A picks the infant up as the infant extends his hands to change his diaper. Teacher A tells the infant describes each action that is occurring during the diaper change. Then she cleans the diaper changing area, washes her hands, and documents each diaper change. In my perspective, respectful diapering is learning moment because the infant is included in the diaper change. For example, at my student teaching site, a toddler is familiar with diapering progress. She brings her own diaper to the teachers to let them know she's ready for a diaper change. The teachers at my student teaching site have pictures as visuals for the infants and toddlers to make the connections to the diaper changing. Respectful feeding is starting conversations with toddlers and enforcing rules. For example, if the toddler is playing with their food or not sitting down the teacher asks them "all done". The infant is standing instead of sitting down the teacher tells them they will not get their food until they sit down. Another, an example they have to wash their hands before and after eating each meal. For example, they make conversations with the infants during mealtime. For instance, A toddler really enjoyed the meat from the meal. B toddler really enjoyed the pasta and vegetables. The teachers will encourage both toddlers to try need foods. The infants and toddlers food and milk intake is documented. The infant and toddlers are to free to eat and are not forced to eat.
For respectful napping, the teachers sing lullabies to the toddlers until they fall asleep and rock them. The toddlers and infants are not forced to sleep but if the teachers observer sings of being tired they will put them to sleep.

Curriculum

Respectful Diaper changing is a curriculum because it creates everyday tasks into a learning opportunity. For example, telling the infant and toddler each step of the diaper changing process is helping their language development. Respectful diaper changing process helps infant and toddlers make connections to language development. Respectful mealtime is great learning opportunity to help them understand rules and routines. Moreover, respectful nap times gives the infants and toddlers to learn to self smooth when they are tired. Another example, is how the teachers document each mealtime, diaper change, and nap time. Moreover, the documentation is great tool to see the toddlers and infants progress. Also, for parents to see their toddlers and infants intake and rest times.

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My center is based off the RIE Method. I find it extremely respectful and I see all the benefits which I am thankful to be a part of. DIAPERING: the teachers tell the child that they are getting the table ready for their diaper change in ASL and English or Spanish. Than they get everything ready and they come get the child and let them know that they are ready to change their diaper. The infants that can walk are able to walk and climb up the stairs to the table. The infants that are not walking are informed that they are going to be picked up and the teachers wait for the child to respond. Then they are informed the whole change about what is happening, and the teachers wait for the child to respond before acting.

FEEDING: The small infants are fed when they show signs of hunger, they are told that their bottle is going in the warmer in ASL and English or Spanish. The parents are contacted and let them know if they are coming to offer the bottle. Breast babies are told that their mom is on their way. Older infants have a schedule to follow but the teacher also follows the children’s lead. They must wash hands before they eat and they are get to chose where they want to sit, their bib, their bowl, milk or water, spoon options, and more. They bring their own lunch, but snack is served family style. They are in charge of putting their own food, utensils, and bowl in the finished tub. Then they wash hands again. The children that are able to get in and out of the chairs sit in chairs, but infants that are not able to get into chairs on their own sit on a teacher’s lap. They are not put in restrictive devices nor are they put into positions they cannot get into on their own.

NAPPING: The children are not forced to nap. They wait to see signs of rest like yawning and rubbing of eyes. The children are asked if they are ready for rest in ASL and English or Spanish. Then the teacher allows them to respond and then helps their body to lay down in their crib or matt. The children self sooth. If the child’s cry elevates after about 10 minutes or before the teacher steps in to help the child by humming and rubbing or patting the child until they rest or calm. If they do not calm parents are contacted to visit or the child is taken out of the rest area.

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During feeding, diapering, and napping at my center all routines are done with care. I tend to change most of the diapers and have read the RIE philosophy on diapering changing. I have been rushing less and communicating with the toddlers and infants more which they like. My cooperating teacher takes care of nap time and is very caring with the children. She puts on a calming song and watches them on the monitor. When it comes to feeding my cooperating teacher talks to the children during breakfast and I talk to them during lunch. My cooperating teacher does a great job letting them serve their own drinks and discussed what were going to do for the day. She also has me or her read to them while they eat in the morning.

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At my student teaching site the teachers are respectful during diapering and feeding. Our site does not do napping. They communicate with the few children that do wear diapers and let them know when they are next to get their diaper changed. They involve the children in their diapering routine by letting them pick up a diaper from their cubbie and talking with them through the process, letting them know what is coming next. When it comes to feeding, the teaches encourage the children to feed for themselves. If they need help opening their snack, they encourage the children to use their words and let them know. Teachers then sit with the children and have conversations with them about their snack. Then they encourage the children to clean up after themselves and wash their hands.

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At my student teaching site, both my CT and the other primary teacher are very respectful towards children and their routines. They are very communicative to the children, guiding and providing many learning opportunities when they can. During primary care they make sure that children become active participants of the routine. Through this children gain many learning skills such as language, cognitive, self-help, and respect about themselves and others. During diapering, the caregivers are very open to children in communication. They talk to them step by step, they teach them appropriate terms, narrating the procedure and being respectful towards them. During napping they use appropriate measures to secure the child's safety. They secure a space apart from one in  another, have lullaby music to help children fall asleep. During meal time, teachers encourage conversations with the children and to each other. They ask questions, let them know what they are eating and provide and area that safe and santizied to eat on.

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At my student teaching site they practice respectful care routines. During diapering, the teachers talk with the child and let them know what is going on. For example, when a teacher is going to wipe the child she says, "I am going to wipe you now" and then wipe. She will then see how the child responds. If the child recoils, she might say "Yes, this wipe must feel cold. I am almost done." Diapering is done with respect to the child and is never rushed. During feeding, our two-year-olds are encouraged to use utensils, throw their own trash away, put their dishes in the dish bin, and try to keep their food on the table and off the ground. During feeding, we usually talk about what foods we see, what foods the teachers will be eating,  and what foods the children have in common. All this conversation leads to exploration of food and engaged the children in language development. During nap, my student teaching site will allow the toddlers to pick a book and sit in their cot. They will also allow them to take off their shoes. Making sure the children are comfortable is a teachers show their love for the children. The teachers will also sit with the children and help them fall asleep by reading a book or rubbing their back. Children are also allowed to sleep as long as they would like. Teachers respect that a child may be more tired one day over another day and want to do their best in supporting healthy development - which includes lots of sleep for young children! Overall, my student teaching site strives to always respect children in every situation.

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At my student teaching site there is a huge focus on respectful care during different routines. In the beginning weeks some of the infants didn't want me to change their diapers. My CT said it was okay and told me that I needed to spend more time with the infants to build their trust. She wasn't concerned that they wouldn't let me because she respected their decision of not feeling comfortable with that. Then as they started to get more familiar with me I was able to start changing diapers; it was a process. She promoted talking about what I was going to do and asking if it was okay to the infant. There is a huge focus on respect through the whole process. In regards to feeding all the children are capable of feeding themselves except the new infant who just started. When I feed the infant it is a one-on-one experience where there usually isn't any interruptions. It is me talking to the infant while feeding in a quiet area. In regards to napping I don't have much involvement. When it is nap time I usually change diapers and then they go and lay down on their mat. They usually don't ever need help sleeping. The infant also falls right asleep after a bottle.

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From what I have observed my student teaching site provides respectful care in diapering, feeding, and napping. When it's diapering time a teacher will ask students individually if they are ready to get their diaper change. If the student seems hesitant the teachers tell the student that they will give them a few more minutes and then ask them again. The teachers offer children the magnet that opens the steps to the changing station. During feeding, children are asked if they want water and if so, they are given a small pitcher to pour it themselves. The teachers provide help when children ask for it rather than doing things for them. Teachers ask children, before pushing their chairs closer to the table. During nap time children are asked if they would like to be covered with their blanket and if they would like to have their back rubbed.

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My student teaching site does a fairly good job at providing respectful care in the everyday routines they have with the children in the program. They make sure to tell the children they are going to pick them up before doing so, letting the children that they are going to change diapers or feed the children, they allow the children to crawl to their chairs when they are ready to eat, and they let the children know when it is time to take a nap. What they don't often do is tell the children what they are doing when they are changing a child's diaper. They do though talk to children while the children are eating during meal time. I think that the diaper changing process can sometimes be stressful for the teachers because they have to follow sixteen steps while diapering. I think this hinders their ability to talk to the children through the diapering process.