Submitted by Videatives Admin on Fri, 10/15/2010 - 13:13
This is a video of a group of three children in a 4-year-old classroom. The teacher discovers two boys hiding under a futon and begins filming. Soon a girl joins the group and asks the boys what they are doing. They declare that they are “Invisible Rats” and thus begins a conversation about being invisible. The children relocate to a new area in the classroom. As if they realize they are in full view, they pretend to dig deep holes that are dark and prevent them from being seen. The teacher joins the children’s play by stating that she hears something, but can’t see anything.
Submitted by Videatives Admin on Sun, 09/19/2010 - 15:06
Why not give this group of one-year-old children child-sized brooms? Maybe it is useful for them to confront non-trivial problems by using the big brooms and to be successful. Maybe the very fact that these are grown-up brooms explains why the children love to use them and why they persist in spite of difficulties.
Submitted by Videatives Admin on Wed, 09/08/2010 - 13:47
The girl in this video is putting several pieces together to build a toy car. She does not realize that she has the wheel section facing up, so when she places the canopy on top, the wheels are not on the bottom of the chassis. She senses that something is wrong, but the boy in the video knows what has to be done. He asks if he can show her what to do, and she passes the toy car to him. He inverts the wheel section, and the girl immediately understands and wants to finish what she has begun. She adds the canopy, and starts to play with the car by rolling it on the floor.
Submitted by Videatives Admin on Fri, 08/27/2010 - 07:16
After a bit of rough and tumble play that had the potential to inflict hurt on one or more participants, Diane asked the children to discuss strategies to reduce that potential. The children came up with some interesting ideas: from verbal warnings, to time-outs, to naps, to putting repeat offenders in jail. Diane wanted the children to consider creating a form of play that was satisfying but not dangerous.
Submitted by Videatives Admin on Tue, 08/03/2010 - 15:42
When two children enter the frame of peer teaching, we witness both cleverness and a few gaps. We are not sure why Justin asks Sami if she can whistle by blowing out, when in fact her whistle by sucking in is excellent (00:07 – 00:12). Could this be a case of Justin looking for something to teach? He loves to teach, as we see in an earlier video, “Can Three-Year-Olds Teach?” We should credit him for knowing what he can do and also for recognizing how Sami’s cheeks indent when she sucks in to make her whistle sound.
Submitted by Videatives Admin on Sat, 07/31/2010 - 16:55
A group of eight five-year-olds participate in phonics activities with their teacher during classroom meeting time. In the first part of the video clip the teacher invites the children to sound out two-letter blends such as “CH”, and “SH”. In the second part of the video the teacher encourages the children to name, and make the sound associated with, several different lowercase letter forms.
Submitted by Videatives Admin on Sat, 07/31/2010 - 16:10
In this video clip, a group of four-year-olds share with their teacher ideas about what criteria differentiate a town from a city. Some of the children think that a town or city can be determined based upon size (area of land). For example, Molly explains her understanding about the difference between a town and a city by inventing an analogy using the features of the gymnasium.
Submitted by Videatives Admin on Sat, 07/31/2010 - 15:54
At first all we see here is a two-year old girl putting a paintbrush in water, then in the dish of paint pigments. She has no clear intention to make marks on the paper. She seems content to mull the pigments in the dish. But as may often happen, a miss of the dish yields a mark on the paper. She repeats this accident now as a deliberate voluntary action. We have witnessed in this instance a case of “incidental learning,” an important form of learning throughout the life span. Learning can happen by predicting an effect and then testing to see if you can make that particular effect happen.
Submitted by Videatives Admin on Fri, 07/30/2010 - 12:12
Sticky surfaces present children with non-trivial problems to solve. In this video clip a young child is intrigued when an object sticks to her fingers. Her actions suggest she may wonder, "How do I get a sticky object off my fingers? I can shake my fingers. But if that does not work, can I pull the object off with my other hand?"
Keywords: Ones, Child-Object, Feather, Problem Solving, Sticky Length of video: 11 seconds
