Observation

• Describe features of the environment (e.g., toys and equipment, how space is arranged) where this scene takes place. Where are the teachers and children? What materials are they using? How are they interacting with each other? How are the teachers engaged with the children? How do they support the children's imaginative play?

Application

• Which teaching practices does the teacher wearing the sweater use to help the boy who wants to put on the ladybug suit? What does the teacher wearing the short-sleeved shirt use with the "ladybug" wearing red pants? Check the "Know" and "Do" sections for ideas. What do the children do once they have the ladybug suits on? What do the teachers say to the children? How does that encourage creativity?
• What does the teacher wearing the sweater say to encourage the children to engage in pretend play together? How does the "ladybug” respond? What do the other children do?

Reflection

• How might the children's imaginary play support their learning?
• Why might this classroom have multiple dress-up costumes? What other props could the teacher provide to extend children's creativity and imaginative play?
• What else might these children do during make-believe play, for example, using language in creative ways? How could their teachers support that kind of play? What would the children need from their teachers?

Observation

• Describe the environment (e.g., toys and materials, how space is arranged) in which this scene takes place. Where are the three individuals—home visitor, mother, and child—seated in relation to each other? What toy are they playing with? What does Elanore decide to do with it?

Application

• Which teaching practices do the two adults use to respond to Elanore's creative use of the toy? Check the "Know” and "Do” sections for ideas. What do the adults say and do to encourage her creativity?
• The mother tells a story about Elanore's creative play that took place on the previous day. How does the home visitor respond to this story?

Reflection

• What cues does Elanor give that suggest she enjoyed finding a new way to use the magnetic fish and rod? What do you think she learned about these materials? What do you think she learned about herself?
• What are some signs that the adults value Elanore's creative thinking? How else as might the home visitor support Elanore's mother as the primary "teacher” to continue encouraging Elanore's creativity?

Preschoolers

Observation

• Describe the physical environment (e.g., toys and materials, how space is arranged) where the children are playing and the adults are engaging with them. How would you describe the interactions between the family child care provider wearing a dress and the children who bring her things to taste? What does she say to extend their imaginative play? How do her questions stretch their thinking?
• What does the boy in the tie-dyed shirt do and say that demonstrates creativity?

Application

• Which teaching practices does the provider use when interacting with the boy in the tie- dyed shirt? Check the "Know” and "Do” sections for ideas. How does she join in with his pretend play? How does she respond to the boy when he says the chocolate has carrots and tomatoes in it?
• How does the provider respond when the boy returns with a twig "knife?” How do her prompts help the boy continue and expand his play?

Reflection

• What might the boy have learned about his own sense of creativity and imagination? About his provider from this pretend play activity?
• What could the provider do to help all the children continue their interest in pretending to make different foods? What might she do or provide to extend their play and expand their imaginations?