Provide Age-Appropriate Instruction (E3.2.5)

In this exemplar video, a teacher provides adequate pacing and follows the infant’s cues during book reading. Notice how the teacher asks questions and pauses, following the child’s lead for participation—an example of providing age-appropriate instruction.

In this exemplar video, the teacher uses a bear and a toy truck to introduce spatial concepts like “in-out” and “over-under.” Notice how the teacher follows the child’s non-verbal cues—pausing when the child looks at the ear, modeling how the bear goes in and out of the truck bed, and demonstrating over-under concepts using a blanket—an example of providing age-appropriate instruction.

In this exemplar video, a teacher is demonstrating age-appropriate instruction. Notice how the teacher uses responsive practices by following the child’s interest and maintaining the conversation through follow-up questions—an example of the competency, provides age-appropriate instruction.

In this exemplar video, a teacher incorporates play-based learning by inviting the infant to choose a book during a playful routine and engaging responsively in conversation about the selection. Notice how the teacher models language by labeling the infants actions and asking simple questions, while responding to the infant’s gestures and sounds—an example of provides age-appropriate instruction.

In this exemplar video, a teacher asks the toddler a simple question about the picture before reading and pauses, giving the child time to respond at their developmental level. Notice how the teacher uses patient wait time and encourages brief back‑and‑forth conversation—an example of age‑appropriate instruction aligned with early learning standards. The teacher’s approach supports emergent literacy skills by promoting comprehension, vocabulary growth, and early reading behaviors in ways that match what toddlers are expected to practice according to curriculum and developmental guidelines.

In this exemplar video, a teacher engages the toddler in simple back‑and‑forth ball play using developmentally appropriate strategies. Notice how the teacher models actions like “throw” and “catch,” uses short, familiar phrases, and slows the pace of the interaction while giving toddler time to respond and participate, an example of providing age‑appropriate instruction.

The teacher provides age‑appropriate instruction by including each toddler in the good morning routine. As she sings the good morning song, she says each child’s name and moves toward them to gently shake their hand. This warm, personal interaction helps toddlers feel recognized, supported, and ready to engage in the day’s activities.

In this exemplar video, the teachers provides age‑appropriate instruction by engaging infants in a simple movement experience using scarves. Notice how the teachers use lightweight materials, slow pacing, and repeated actions- such as tossing the scarves into the air and watching them fall- an example of providing instruction that is intentionally matched to infants’ developmental level and sensory learning needs.