Case Study 1 Question 1

Shawna and Ronnie used the DAP guidelines 2G (1&2) which states that "teachers recognize and respond to the reality that in any group, children's skills will vary and they will need different levels of support. Teachers also know that any one child's level of skill and need for support will vary over time." The second aspect of this DAP is that "scaffolding can take a variety of forms; for example, giving the child a hint, adding a cue, modeling the skill, or adapting the material and activities." 

Shawna and Ronnie follow both of these guidelines as they constantly speak with the children even though they are not developmentally ready to speak to themselves because they know that even though they cannot speak yet, they are still processing what is going on and interacting with the speech of others. Shawna and Ronnie both know that by interacting with the children they are already encouraging their literacy behaviors for the future. 

Shawna and Ronnie know that even though the infants are not developmentally ready to speak, they still are 100% able to communicate with them to let them know what they need or want. As they communicate verbally with the infants, the infants communicate back to them with gestures and facial expressions and even their own form of verbal communication. Shawna and Ronnie as teachers know their vital role in the language development of the infants, even at such a young age. By narrating as they do when they are doing activities with the children such as feeding them or changing diapers, they are helping to develop their beginning vocabulary which will mostly consist of words that reflect their social environments.