When reading, Infants and Toddlers Exploring Mathematics, focus on how intentionally using learnable moments to foster mathematical thinking.
I am curios about this statement because I feel like there is more of a push for STEM now in the classroom and not as much emphasis on the arts or dramatic play. How do you feel about this? Why this push now for more STEM?
The educator’s role is to discover the child’s needs and support their learning. As you read, consider how you can respond to children’s self- initiated explorations. Remember we should follow the child’s lead.
I really enjoy this statement. It is our role as educator's to support a child in their learning adventures. Getting to know a child and finding what they are interested in then expanding on them is the best way for them to learn new things. How do you feel we can use this statement in your classroom?
And finally, play a game during a transition such as guess which object. You would hold up two objects that begin with different sounds, such as a leaf and a marker. Identify each object with the children to ensure that you all are using the same label. Guess which object begins with the /l/ sound.
I am curiose about this game and if anyone has tried this with the children they know or work with. This sounds interesting but I feel like it might be over the heads for some. What do you think?
Toddlers need to develop fine motor skills to prepare for writing. Just playing with playdough is great for building strength in hands. Practice making balls, rolling playdough into snakes, or create fun designs.
I bring out play dough at least once a week for the kids in my room to work with usually a table top in the morning during free play. I have recently started adding the scissors to the play dough tray. They seem to enjoy snipping the play dough. I love how much a child can get out of using just this one item.
One day, Sharon, the provider, had an idea to capture what children were experiencing and the conversations that were triggered by simply feeding fish. She took a photograph of the fish-feeding event and glued it to a piece of paper. Now, as children watch and converse each day, Sharon writes down children’s words and utterances that describe the feeding event. She shares it with the children when they read stories.
I love this idea of taking a picture and having the children create a conversation about what is happening in the picture. This is something I would like to try in my own classroom.
For a sensory experience, fill a small bucket with clean water and soak small sponges. Encourage children to throw the wet sponges at the side of a building or onto a flat surface. Watch the water splash and see the mark the water makes.
This activity sounds fun and engaging for the children in my room. I think I would do this outside on a warm spring day and ask the kids before what they think might happen when the sponge hits the fence. Has anyone ever tried this before?
Lead children in creative movement—sway like a tree, swim like a fish, and jump like a frog. This is a wonderful transition activity such as when waiting to go outdoors. Describe an animal that most children have seen. Ask children to show what that animal does.
I love playing this game outside with the kids there is more room to move and hop. Great way to move and release energy. Its also fun to see what the kids come up with for movements.
Information that tells you how to create positive approaches to learning
Creating a Positive approach to learning
• ZAKRZEWSKI , V. (2013, August 21). How to Create a Positive School Climate. Retrieved October 22, 2017, from https://greatergood.berkeley.edu/article/item/how_to_create_a_positive_school_climate
This article posted in greater good magazine breaks down the three easy things a teacher can do to make a positive change in the classroom. They discuss what it looks like in a positive school environment. How to assess the current climate, work with others to create a shared vision for the school. This applies to students and teachers if teachers feel valued and appreciated their classrooms with pick up on that and be more positive.
This article discusses the three R’s for infant and toddler learning. The first is Respect which is “shown when adults treat the young child in ways similar to how they would like to be treated by others!” The second is Response this is done by observing the children and becoming sensitive to their needs. Reading body language and learning their temperaments is key to their success in school. The third is Relationship creating a positive connection with each child; helps encourage a positive school and classroom environment.
In the article, they share give examples of what each R looks like in a positive classroom. They call these “Ideas Into Practice!” what the environment looks like, establishing a primary caregiving system, taking care of yourself are some of the ideas they give for how to stay positive as a teacher. They also have some activities for the children to do bubble wrap art and classroom collage are two ideas the offer. This article is very helpful in setting up a happy positive classroom.
promotes
Promotes language and communication
• Learning Language and Loving It™ Certification Workshop for Speech-Language Pathologists and Early Childhood Education Consultants/Trainers. (2016). Retrieved October 24, 2017, from http://www.hanen.org/Professional-Development/Workshops-For-SLPs/Learning-Language-Loving-It.aspx The Hanen Centre offers a professional workshop for teachers and directors to work on their language teaching skills. The Learning language and loving it workshop teaches responsive interaction strategies to promote language development. This workshop is only offered twice in the U.S. and had limited spots open. This is a paid workshop that has requirements to meet before being able to take it. This is offered around the world in many countries as a learning tool for teachers.
• Mendelsohn, A. L., Brockmeyer, C. A., Dreyer, B. P., Fierman, A. H., Berkule-Silberman, S. B., & Tomopoulos, S. (2010). Do verbal interactions with infants during electronic media exposure mitigate adverse impacts on their language development as toddlers? Infant and Child Development, 19(6), 577-593. doi:10.1002/icd.711 This article is about how language can be affected by media. Just how much the young child's language can be affected; as well as later affects this has on a child. They studied 253 families to see what affects media plays in their young child. They started at 6 months old and then checked back in around 14 months to see the impacts media had on the child. The findings were that media verbal interactions may have a positive impact on the language development of a young child.
promotes
Promotes language and communication
• Learning Language and Loving It™ Certification Workshop for Speech-Language Pathologists and Early Childhood Education Consultants/Trainers. (2016). Retrieved October 24, 2017, from http://www.hanen.org/Professional-Development/Workshops-For-SLPs/Learning-Language-Loving-It.aspx The Hanen Centre offers a professional workshop for teachers and directors to work on their language teaching skills. The Learning language and loving it workshop teaches responsive interaction strategies to promote language development. This workshop is only offered twice in the U.S. and had limited spots open. This is a paid workshop that has requirements to meet before being able to take it. This is offered around the world in many countries as a learning tool for teachers.
• Mendelsohn, A. L., Brockmeyer, C. A., Dreyer, B. P., Fierman, A. H., Berkule-Silberman, S. B., & Tomopoulos, S. (2010). Do verbal interactions with infants during electronic media exposure mitigate adverse impacts on their language development as toddlers? Infant and Child Development, 19(6), 577-593. doi:10.1002/icd.711 This article is about how language can be affected by media. Just how much the young child's language can be affected; as well as later affects this has on a child. They studied 253 families to see what affects media plays in their young child. They started at 6 months old and then checked back in around 14 months to see the impacts media had on the child. The findings were that media verbal interactions may have a positive impact on the language development of a young child.
Information about developmental milestones • Massachusetts early learning guidelines for infants and toddlers (pp. 1-206). (2011). Boston, MA: Massachusetts Department of Early Education and Care. This is a tool that teachers as well as parent can access. This offers a breakdown of what the early milestones are for children birth to 33 months of age. They have a break down into areas of development and what the child should be showing by certain ages. This is nice for teachers to use to gage where a child might be struggling and what they can do to help this child. Giving suggestions in each area for activities to try with the child.
• GOLD®. (2016). Retrieved October 24, 2017, from https://teachingstrategies.com/solutions/assess/gold/ “The authentic, ongoing, observation-based assessment system that helps teachers and administrators like you focus on what matters most for children’s success. Grounded in our 38 research-based objectives for development and learning, GOLD® supports effective teaching and assessment, while providing you with more time to spend with the children in your program. Accessed through MyTeachingStrategies™, GOLD® automatically links teaching and assessment, making it easier to connect the dots across the most important aspects of high-quality early childhood education.” This is a company that provides teachers with assessment tools that may be used in a toddler or preschool classroom to assess if a child is meeting their milestones. This comes as a packet that may download or receive in the mail. Teachers can use this to create a profile for each child and answer the questions that are in the assessment. These can then be shared with the family as well. These can be used in parent teacher meeting to show where the child stands in the milestones.
Local resources to support children and families of infants and toddlers
Local resource to support children and families. • Healthy Families. (2017). Retrieved October 24, 2017, from https://www.kdc.org/services/healthy-families/ 30 Ansel Hallet Rd, West Yarmouth, MA 02673 (508) 385-6019
The Kennedy Donovan Center located in West Yarmouth offers an array of services for families here on Cape Cod. Healthy families are one as well as Early Intervention services. They can come to you as well if that is what is needed. I think this is a great Non-Profit that helps many families who may struggle with how to raise their child. They offer different workshops for teachers as well. This program is open to all families here on Cape Cod as well as Plymouth, New Bedford, Blackstone, Attleboro, and Foxboro. With these many locations, they serve a lot of people in the community.
• Family Resource Center Cape Cod [Pamphlet]. (2017). MA: Cape cod neighborhood Support Coalilition. 29 Bassett Lane • Hyannis, MA 02601 • 508-815-5100
This is a free monthly newsletter that families can sign up for. This gives them list of activities that are going on in the month that they might find fun and provide support for the families who may be able to meet other families and connect with them. Some of the activities are free and some have a fee attached to them. The whole family is invited to every event some are geared towards mom's or dads or both but the child is always allowed to come. This is a great way to meet other people in your community that you have something in common with. October2017 Parent Education & Support List 1of 14Cape Cod Family Resource Center and Cape Cod Neighborhood Support Coalition.
tells
Cheshire, N. (fall 2007). The 3 R’s: Gateway to Infant and Toddler Learning. DIMENSIONS OF EARLY CHILDHOOD, 35(3), 36-38. Retrieved October 29, 2017, from http://southernearlychildhood.org/upload/file/SECA%20Radio/The%203%20R%27s.pdf
This article discusses the three R’s for infant and toddler learning. The first is Respect which is “shown when adults treat the young child in ways similar to how they would like to be treated by others!” The second is Response this is done by observing the children and becoming sensitive to their needs. Reading body language and learning their temperaments is key to their success in school. The third is Relationship creating a positive connection with each child; helps encourage a positive school and classroom environment.
In the article, they share give examples of what each R looks like in a positive classroom. They call these “Ideas Into Practice!” what the environment looks like, establishing a primary caregiving system, taking care of yourself are some of the ideas they give for how to stay positive as a teacher. They also have some activities for the children to do bubble wrap art and classroom collage are two ideas the offer. This article is very helpful in setting up a happy positive classroom.
Through the years, educationalsystems in the United States haveexperienced great change. The one-room schoolhouse is now uncom-mon, but in years past it was thenorm. Changes in society havebrought about demands for early care and education sys-tems that were not needed or provided as recently as 100or even 20 years ago. Families today need and deservehigh-quality care and education for infants and toddlers.
In the article, they share give examples of what each R looks like in a positive classroom. They call these “Ideas Into Practice!” what the environment looks like, establishing a primary caregiving system, taking care of yourself are some of the ideas they give for how to stay positive as a teacher. They also have some activities for the children to do bubble wrap art and classroom collage are two ideas the offer. This article is very helpful in setting up a happy positive classroom.
Dramatic play is a major support for self-regulation. When a child is pretending they are a cat, they cannot answer the phone! You must lap milk from a bowl, not drink it from a glass! Thus, the child must inhibit doing just anything – and stay within the role. If a child is playing injured, he must not move until the ambulance comes. Pretend play has inherent rules in it that must be followed, or you are “not playing right”!
I am wondering how to apply thin in my room toddlers seem to create their own ideas of how to act in our dramatic play area. There is no right or wrong just more suggestions on what the role they are playing looks like in the “real world”. The quote “not playing right!” seems a bit harsh and I am wondering if this is coming from a child or and adult when saying this. How can we as educators remind children that it is just play when this might happen in a classroom?
Try to be “transparent” when you solve problems- big ones and little ones. Talk out loud about how you are thinking as you figure it out. They really ARE listening!
Try to be “transparent” when you solve problems- big ones and little ones. Talk out loud about how you are thinking as you figure it out. They really ARE listening!” Excerpt From: Dr. Susan Eliason. “Infant and Toddler Education and Care.” iBooks. This is something I will be working on in my classroom. Using words when problem solving not just internalizing what I am doing. This can help the children see how I have worked out what might have been troubling me. Finding age appropriate words and expanding my own vocabulary in the process will help the class with language development as well. Does anyone practice this in their classroom or is this something you would like to try as well?
Self-regulation is an essential skill for success in life. Various components or skills of self-regulation correlate with academic achievement. The self regulations skills of paying attention, controlling impulsive behavior, and staying on task are most important. One particular aspect of self-regulation, inhibitory control, is used in planning, problem solving, and goal directed activity. The skills listed are essential for executive functioning. Inhibitory control is predictive of all academic outcomes but was particularly associated with early ability in math.
I connected with this because children who have a hard time self-regulating may struggle later in school when educators are not as hands on and warm with their students. For a child to succeed in life this is an early skill to master. I also connected with the video when working with my class I have face sticks that I hold up at circle time to see if the children can recognize what emotion the face is making. They really like happy and can get it every time. I like to also work with the children in real life situations. Like if a child takes a toy from another I ask the child what face the child who has lost the toy is making. This helps them understand that actions cause emotions. I will ask “does Emily have a happy face now?” to see if the child understands. I also work with the children to use words when upset; like “I’m frustrated” or “I’m happy” These are some of the techniques I use in my class what have you seen used in a classroom to promote self-regulation?
How to Create a Positive School Climate
This article posted in greater good magazine breaks down the three easy things a teacher can do to make a positive change in the classroom. They discuss what it looks like in a positive school environment. How to assess the current climate, work with others to create a shared vision for the school. This applies to students and teachers if teachers feel valued and appriciated their classrooms with pick up on that and be more positive. ZAKRZEWSKI , V. (2013, August 21). How to Create a Positive School Climate. Retrieved October 22, 2017, from https://greatergood.berkeley.edu/article/item/how_to_create_a_positive_school_climate
October2017 Parent Education & Support List (www.CapeCodFamilyResourceCenter.org)-pg. 1of 14Cape Cod Family Resource Center and Cape Cod Neighborhood Support CoalitionThis free, monthly Cape and Islands-wide listing of workshops, meetings, groups and related programs for parents, grandparents, guardians, and primary caregivers of children has been compiled and distributed free for over nine years. You can find it online and sign-up for a monthly e-mail
This is a free monthly newsletter that families can sign up for. This gives them list of activities that are going on in the month that they might find fun and provide support for the families who may be able to meet other families and connect with them.
Some of the activities are free and some have a fee attached to them. The whole family is invited to every event some are geared towards mom's or dads or both but the child is always allowed to come. This is a great way to meet other people in your community that you have something in common with. October2017 Parent Education & Support List (www.CapeCodFamilyResourceCenter.org)-pg. 1of 14Cape Cod Family Resource Center and Cape Cod Neighborhood Support Coalition.
The goal of this study was to determine whether verbal interactions between mothers and their 6-month-old infants during media exposure (‘media verbal interactions’) might have direct positive impacts, or mitigate any potential adverse impacts of media exposure, on language development at 14 months. For 253 low-income mother–infant dyads participating in a longitudinal study, media exposure and media verbal interactions were assessed using 24-hour recall diaries. Additionally, general level of cognitive stimulation in the home [StimQ] was assessed at 6 months and language development [Preschool Language Scale-4] was assessed at 14 months. Results suggest that media verbal interactions play a role in the language development of infants from low-income, immigrant families. Evidence showed that media verbal interactions moderated adverse impacts of media exposure found on 14-month language development, with adverse associations found only in the absence the these interactions. Findings also suggest that media verbal interactions may have some direct positive impacts on language development, in that media verbal interactions during the co-viewing of media with educational content (but not other content) were predictive of 14-month language independently of overall level of cognitive stimulation in the home.
This article is about how language can be affected by media. Just how much the young child's language can be affected; as well as later affects this has on a child.
They studied 253 families to see what affects media plays in their young child. They started at 6 months old and then checked back in around 14 months to see the impacts media had on the child. The findings were that media verbal interactions may have a positive impact on the language development of a young child. Mendelsohn, A. L., Brockmeyer, C. A., Dreyer, B. P., Fierman, A. H., Berkule-Silberman, S. B., & Tomopoulos, S. (2010). Do verbal interactions with infants during electronic media exposure mitigate adverse impacts on their language development as toddlers? Infant and Child Development, 19(6), 577-593. doi:10.1002/icd.711
The authentic, ongoing, observation-based assessment system that helps teachers and administrators like you focus on what matters most for children’s success. Grounded in our 38 research-based objectives for development and learning, GOLD® supports effective teaching and assessment, while providing you with more time to spend with the children in your program. Accessed through MyTeachingStrategies™, GOLD® automatically links teaching and assessment, making it easier to connect the dots across the most important aspects of high-quality early childhood education.
This is a company that provides teachers with assessment tools that may be used in a toddler or preschool classroom to assess if a child is meeting their milestones. This comes as a packet that may download or receive in the mail. Teachers can use this to create a profile for each child and answer the questions that are in the assessment. These can then be shared with the family as well. These can be used in parent teacher meeting to show where the child stands in the milestones. GOLD®. (2016). Retrieved October 24, 2017, from https://teachingstrategies.com/solutions/assess/gold/
Section I: Introduction 1 | Massachusetts Early Learning Guidelines for Infants and Toddlers Rev. 5.19.2011 Massachusetts Early Learning Guidelines for Infants and Toddlers Developed by the Massachusetts Association for the Education of Young Children with an ARRA grant from the Department of Early Education and Care
This is a tool that teachers as well as parent can access. This offers a break down of what the early milestones are for children birth to 33 months of age. They have a break down into areas of development and what the child should be showing by certain ages. This is nice for teachers to use to gage where a child might be struggling and what they can do to help this child. Giving suggestions in each area for activities to try with the child.
Massachusetts early learning guidelines for infants and toddlers (pp. 1-206). (2011). Boston, MA: Massachusetts Department of Early Education and Care.
WIC is a nutrition program that provides healthy foods, nutrition education, breastfeeding support, and referrals to healthcare and other services, free of charge, to Massachusetts families who qualify.
Women, Infants, and Children offers food services for families who may need assistance with buy food for their families. They offer service for pregnant and breastfeeding women and children under the age of five. They can also offer referrals to healthcare and other services for free. You must apply for this and qualify before using their services. This is a great way for families to buy healthy food options for their children. Women, Infants, & Children (WIC) Nutrition Program. (2017). Retrieved October 24, 2017, from https://www.mass.gov/women-infants-children-wic-nutrition-program
A fresh approach to ending hunger Project Bread brings a fresh approach to ending hunger. These are our goals: to promote sustainable and reliable access to healthy food for all, to invest in the strength and resiliency of local communities, and to collaborate with others in building a robust regional food system. With the support of our partners, donors, corporate sponsors, individuals—and tens of thousands of Walkers—we work to break the cycle of hunger and poverty by devising, funding, advocating for, and facilitating solutions that change lives across the Commonwealth. As the only statewide anti-hunger organization, we listen and learn, identify needs and opportunities, and connect people, resources, and programs—in ways both tried and new. We are public educators and thought leaders Hunger exists all across our state, but because it is concentrated in specific areas it is not always apparent. By reframing how hunger is perceived, by putting it within a larger economic and social context, and by empowering those we serve to take part in solutions, we remove the stigma, connect more people with the support they need, and, ultimately, enable those in need to give back to their own communities.
Project Bread helps families who need assistance with buying healthy food for their families. They bring together many different people to figure out solutions to end hunger in our local communities. They partner with private and government groups to operate programs throughout the state. This is helpful to families who may need food assistance but may not fall into the WIC program. (2014). Retrieved October 24, 2017, from http://www.projectbread.org/about-project-bread/
Learning Language and Loving It™ Certification Workshop for Speech-Language Pathologists and Early Childhood Education Consultants/Trainers If you’re a speech-language pathologist or an early childhood education professional who trains, coaches or consults to other educators, the Learning Language and Loving It™ Certification Workshop can provide you with an effective framework for empowering educators to create the kinds of enriched language-learning environments that help children learn best. You’ll discover how to help educators promote the social, language, and literacy development of young children (birth to five) using simple responsive interaction strategies that help all children learn, whether they’re typically developing, have or are at risk for language delays, or are second-language learners. Based on best practice in the field of adult education, Learning Language and Loving It provides you with a teaching methodology that accommodates all learning styles and ensures that educators are actively engaged in the learning, maximizing their ability to both understand and effectively apply their learning during everyday routines and activities with children.
Learning Language and Loving It™ Certification Workshop for Speech-Language Pathologists and Early Childhood Education Consultants/Trainers. (2016). Retrieved October 24, 2017, from http://www.hanen.org/Professional-Development/Workshops-For-SLPs/Learning-Language-Loving-It.aspx
The Hanen Centre offers a professional workshop for teachers and directors to work on their language teaching skills. The Learning language and loving it workshop teaches responsive interaction strategies to promote language development. This workshop is only offered twice in the U.S. and had limited spots open. This is a paid workshop that has requirements to meet before being able to take it. This is offered around the world in many countries as a learning tool for teachers.
Healthy Families is a state-wide home-visiting program available for first-time parents age 20 and under. Services are provided from the beginning of the pregnancy until the child’s third birthday. The program is funded by the Children’s Trust of Massachusetts and provided by KDC out of two locations: Greater New Bedford and Greater Plymouth. You Have Hope Learn how to nurture your child while keeping your life goals in sight. Kennedy-Donovan Center’s Healthy Families Program offers you a range of supports: we want to connect you with relevant community resources while assisting you to be the best parent for your child. Our services are free, voluntary, and 100% confidential. Prepare for parenting by learning about childbirth, baby care skills, playtime ideas, and more. Kennedy-Donovan Center Healthy Families trained staff is here to help young parents through one of the most challenging, yet rewarding, times in life. Strong parenting skills will help your child’s development and growth. We offer information and guidance on the following topics: Pregnancy and childbirth Child development, before and after birth Basic baby care skills Ways to enjoy playtime with your child Alternative forms of discipline How to stay cool when things get tough Supporting your child as a single parent or as a couple Build a bright future for your family and child by building confidence in your parenting abilities. Healthy Families can come to you! Learn about parenting on your schedule in your home or at a place that you choose. Kennedy-Donovan Center Healthy Families matches each young parent with a highly trained professional who visits with you to educate, encourage, and support you as you bond with your child. During a visit, one of our Family Support Advocates will answer any questions you have about pregnancy or your baby. We’ll do a fun activity with you and your child and, in the process, introduce you to appropriate baby care and effective parenting skills. We’ll also take the time to work with you on your personal goals, like going back to school or finding a job. You can talk with our Family Support Advocates about: Pregnancy Healthy child development Proper baby care Effective parenting skills Your personal goals, like going back to school or finding a job Why family support matters: It improves the health of mothers and their children It sets you up for success in school It improves the lives of children It promotes parent-child bonding It helps families function well Prepare for a healthy and happy life by connecting with school programs, medical care, parenting groups, housing support, and more. At Healthy Families, we want to help you with more than just parenting. Setting the stage for stability and success in other areas of your life will help you and your family prosper. Prepare for success by connecting with: School programs Medical care Job planning and career training Child care services Financial and housing support Other young moms and dads Parenting groups in the community Socialize with other young parents and have a say in future group activities. We listen to your ideas to run topic groups on issues that matter to you. Recent groups have covered child development and discipline, toilet training, child behaviors, healthy relationships, and financial supports. Using these resources will set you on track to achieve your life goals. 70% of Healthy Families Massachusetts mothers who were not in school when they enrolled in the program have gone back to finish school and receive their high school diplomas. Two years after enrollment, mothers in Healthy Families Massachusetts were nearly twice as likely to have completed at least one year of college. About Healthy Families Parents who enroll in Healthy Families get results. A study conducted by Tufts University found that Healthy Families Massachusetts: Increases the likelihood of parents achieving self-sufficiency, which includes attending college Promotes better health outcomes for mothers and babies Promotes co-parenting relationships that actively involve fathers Healthy Families is committed to connecting with mothers and fathers. Program Overview Healthy Families provides home-based family support and guidance to first-time parents who are ages 20 and under from the time of pregnancy until the child turns three. How Healthy Families Works Free and voluntary visits with an experienced Family Support Advocate Education and skills-sharing Career support Referrals to school programs; medical care; job placement agencies; Women, Infants, and Children (WIC); child care services; housing support; and more Social events and outings for the family Am I Eligible? New Bedford eligibility: Any parent-to-be or first-time parent who is age 24 or under and has a child under 12 months old at the time of referral is eligible. Plymouth eligibility: Any parent-to-be or first-time parent who is age 20 or under and has a child under 12 months old at the time of referral is eligible. Kennedy-Donovan Center’s Healthy Families Program serves young parents living in the following areas and towns:
The Kennedy Donovan Center located in West Yarmouth offers an array of services for families here on Cape Cod. Heathy families is on as well as Early Intervention services. They are able to come to you as well if that is what is needed. I think this is a great Non-Profit that helps many families who may struggle with how to raise their child. They offer different workshops for teachers as well. This program is open to all families here on Cape Cod as well as Plymouth, New Bedford, Blackstone, Attleboro, and Foxboro. With this many locations they serve a lot of people in the community.
Healthy Families. (2017). Retrieved October 24, 2017, from https://www.kdc.org/services/healthy-families/
I think the receiver took five steps after he caught the ball and I think [Sendejo] hit him with a glancing blow," Zimmer said. "He established position as a runner, took two extra steps. Xavier was trying to pull the ball out, which he ended up doing. The guy went down a little bit, but in my opinion, [Wallace] was a runner."
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