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At my student teaching site, one of the teachers during routines would always let the children know what it was she was going to do. For example, when it was lunch time or snack time the teacher would tell the children its time for for lunch. After that the teacher would say we need to wash our hands, and would bring a child one by one to wash their hands. She made sure they knew what was going to happen next and I believe that's significantly important.

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At my student teaching site the teachers would sit at the table with the children, be at the same level and have conversations about the food they were eating, and their weekend.

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There were many times where the teacher would ask if the child was ready to get their diaper changed and then waited if the child was not ready.

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One time, I observed the teacher ask the toddler during hand-washing, "Can you extend your arms out to reach for me?" The toddler anticipated what the next step was and extended her arms and opened the palm of her hands.

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The teacher would let all the students know "we are going to go outside to the sandbox after everyone gets a diaper change" so they would always know what was going on.

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At my student teaching site during diapering one of the teachers would make sure to always tell the children what was going to happen next. She would always give them a warning and say "After Aariv I will change your diaper next Stella". She would allow the children to climb onto the changing table by themselves.

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The teacher will give verbal warnings to children when they were going to do something such as diapering.

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I noticed that they were very vocal during these routines. Whenever diapering occurred, they had conversations with the children and made the experience very influential for them. They told the children what they were doing as they performed each task. I liked that it was a positive situation and learning occurred as these tasks were happening. Even if the children are young infants and don't fully understand, they can still learn so much by having conversations and performing routines.

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The teachers narrate to the infant what she will do like, "I’m going to pick you up, for a diaper change." She will ask for permission first before anything.

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During the diapering care routine, my cooperating teacher would let the child know ahead of time what she was going to do. For example, she would give warnings if they were playing, like "In 5 minutes I will check diapers and see if we need to change" During the meal time care routine, she or myself would assist the child in hand washing first. For example, if we came from outside to go have lunch inside, she would say, "Teacher Deicy is going to help wash hands so our hands are nice and clean to eat." She used the concept of narrating her actions to prepare the child. Whereas during nap time, the child would let the teacher know if they were tired or the teacher would ask them, "Are you ready for your nap?" This allowed her to check in with the child first and not just picking them up and placing them on the mat.

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My Cooperating Teacher would consistently go down to the eye level of children and ask if they were ready for diaper time. This gave children the chance to stop their activity on their own instead of being disrupted.

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During circle time, the head teacher would be getting everyone's lunch ready while the children were having story time. Then the children would go and wash their hands and then find a seat at the three tables they eat at. After they have sat down and show they are ready to eat, the teacher asks each child if they are ready for the first part of their lunch, when they were ready for the next thing, they would ask the teacher, and then this continued for each student with each thing they ate in their lunch.

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The teacher would give students a notification to let them know that diapering was happening in 5 minutes. Then after the 5 minutes was up, the teacher would ask the child if they were ready to change their diaper. For meals, the teacher would give the children as much time as they needed to eat and she would let them use their own utensils, whether it be a spoon, fork, or their hands. Nap time was based on the children, there were no set times for napping. If the children were starting to look really sleepy, she would ask them if they were ready to take a nap and then she would show them to the napping area.

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The teacher would tell the student, "Johnny, I'll be picking you up in 3 minutes to get you clean diaper." Then, she would thank them for being good listeners.