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This set of video clips shows a developmental progression in the strategies young children use to collaborate with peers. Infants establish a social connection and gain inter subjective awareness as they encounter peers who are similarly attracted to interesting objects and toys. One year old children use their growing understandings about their own intentions, and the intentions of others, to foster shared experiences based on imitation, often in the form of an action script such as “do as I do”, or “lead and follow”.

Molly and Zev are involved in pretend play, using Magna Tiles and replica figures to explore ideas about good vs. evil. Rather than giving you our analysis of this clip, we have provided you with a set of questions you can use to discover the significance of this clip. 1. Cite specific examples of ways that Molly keeps Zev interested in sharing a common story line. 2. What observable features of his replica toy does Zev use to indicate that the knight is a good knight, and why do you think he chooses these particular attributes? 3.

In this video clip, taken during the first week of school, Summit seems to use a familiar book to engage a new teacher. He recites the book, We’re Going on A Bear Hunt, to her in a way that invites interaction. He starts from the beginning and goes through each page, reading the story aloud. He seems to use this familiar book to share his interests with his new teacher. Notice his excitement upon seeing the cave. He knows this picture marks a key feature of story structure – suspense.

In this video clip, taken during the first week of school, Summit seems to use a familiar book to engage a new teacher. He recites the book, We’re Going on A Bear Hunt, to her in a way that invites interaction. He starts from the beginning and goes through each page, reading the story aloud. He seems to use this familiar book to share his interests with his new teacher.

In this video clip, taken during the first week of school, Summit seems to use a familiar book to engage a new teacher. He recites the book, We’re Going on A Bear Hunt, to her in a way that invites interaction. He starts from the beginning and goes through each page, reading the story aloud. He seems to use this familiar book to share his interests with his new teacher.

In this video Luna, has been invited to draw, using pastels over paper that has been placed on a ramp on the outside deck. Luna begins her work by moving her body up and down on the ramp, and in between the movement she makes marks on her paper. Luna adds sound in addition to the movements, and her movements range from jumping to sliding on her knees. Why does Luna include this type of action while drawing? When thinking about how young children play and create, we often observe them doing so by using their whole bodies, often times trying to make themselves bigger.

These 7 minutes of video begin with three children looking for interesting ways to use moveable elements in their classroom: chairs, fabric, baskets. Ellymae takes the lead. Penelope joins now and then. Luther’s interests take him elsewhere after a minute or two. Why would teachers give so much time and space to free play? Here are some possible reasons with pointers to examples in the video clip. Leadership After losing Penelope as a partner, Ellymae shifts the game from tying fabric to aligning the chairs into a train 03:07.