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In this video, four-year-old Matthew draws members of his family, using a photograph to support him. He begins by drawing his dad, starting with his head. Matthew draws a circle and says, “Ta-da!” He refers back to the photograph (00:15) as he decides what feature(s) to add next and says, “And then, we have, eyes!” Matthew demonstrates a sense of proportion as he positions the eyes halfway down the face. Next, Matthew represents the mouth by drawing a horizontal line on the lower portion of the circle (00:27).

At the beginning of the school year, a small group of pre-kindergarten children work alongside each other on a large magnetic wall.  Note that while working on a vertical surface, the child’s body does not get in the way, as it often does when working on a carpet or raised platform.  Observe that the children can easily manipulate the flexible, open-ended materials – bendable tracks, movable magnetic letters

The teacher in this video deliberately holds the children to one question, how can we make the up side of the plank (on a fulcrum) go down without pushing on the up side?  While the use of passive weight to make a plank move, as opposed to pushing on it with your hands, may be slightly above these children's experience, we still need to figure out how a teacher can introduce such ideas.

In this video clip, Kaia and Lincoln agree to begin sorting a collection of donated materials by separating out the glass pebbles, which the children refer to as marbles. The children initially have different ideas about how to sort the pebbles.