See What Children Know
Click on the thumbnail to watch this video inside our video library. Nina and Max break clay into pieces as they sit side by side. Nina places her pieces into a tray with six recesses, having filled one tray already. Max wants the clay piece she has placed in the tray and lifts the tray away from Nina. She makes a motion to retrieve the tray, but Max shields it from her reach. Later she finds an opportunity to place clay pieces into the empty recesses even though Max still claims the tray. Max shouts,“No,” and Nina stops placing the pieces in the recesses. Instead, she hands pieces to Max, who lays them on the tray, but without targeting one piece per recess. Nina looks at the teacher as if she is pleased (01:04). Their attempts to play together continue, altercation shifting to a friendly game of “Do as I do” with Nina providing the fun.
Key points and questions: Notice how Nina places one piece of clay per recess in the tray. This is an early form of math called one-to-one correspondence, somewhat provoked by the child’s natural tendency to fill empty spaces. Notice how Nina, when thwarted from placing the clay herself because Max has taken her tray, gives the clay directly to Max. Does she assume that he might continue her one-to-one correspondence? How do you interpret Nina’s smile at the teacher (01:04)? Do you think that Nina and Max are working toward opposite goals – Nina to fill the tray recesses, Max to empty them? Regarding the altercation that begins around 01:30, would you have intervened sooner? Why do you think Max says, “Stop” instead of Nina (02:35)? Do you think that Max wants to engage Nina in games of imitation, and if so, is his interest in affiliation at odds with her interest in the clay? How do you account for the forbearance that Nina shows during the altercations? Do you think Nina is making variations in how she tosses the clay (end of clip) because the teacher is watching with interest, and Nina wants this action to be interesting?
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Notes from the Field
The Center for Early Childhood Education at Eastern Connecticut State University is pleased to announce the release of “Arranging the Classroom,” the second segment of the Guiding Young Children’s Behavior series of training videos. This segment looks at three ideas teachers can use to arrange classrooms. The segment explores how rearranging the classroom can address behavior, including behavior that is challenging. To watch this video click here.
If you prefer to have video files mailed to you, check out our new CD series Learning Moments. We previously annoucned the first two titles: Learning through Play 0 to 3 years and Learning through Play, 3 to 5 years. Our third CD has ten high resolution video clips, focusing on Children with Learning Challenges. On this CD you will see how all children reveal high level thinking when we slow down to observe them at play in their zones of familiarity. Look for the next title, Art as Literacy, which will be available in a few weeks. Use the video clips in your presentations and lectures, as well as in meetings with parents to support them in understanding how rewarding it is to discover the significance of children’s learning moments. Click on the CD titles above and learn more about these products.
