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Exploration and Discovery: See

Infants and Toddlers

Exploration and Discovery: Video 1

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Exploration and Discovery, Video 2


Jen: Cap. You see the water? Mother: [Speaks native language] Jen: I'm gonna add some color.

Mother: She just want to feed the duck. [Laughs]

Jen: I understand. We're gonna -- We'll do some water play. Do you mind if we -- We'll spread this out and then she can play in the water. Look, look, look. Ready? Miss Jen's gonna add a drop and let's see if the water changes colors.

Mother: Oh, yes! [Speaks native language] Jen: We make yellow water for the duck. Mother: Yellow.

Girl: Yellow.

Jen: Let's put the cap -- Mother: Yellow.

Jen: Here, can you shake it up?

Mother: Want to shake, shake, shake? [Speaks native language] Shake, shake, shake. Jen: Shake, shake, shake.

Mother: Shake, shake, shake. [Speaks native language] Shake, shake, shake. Shake, shake. Jen: Shake, shake, shake. [ Gasps ] Ooh!

Mother: Shake, shake, shake, shake, shake.

Jen: Oh, thank you. Look, should we make some red water? Look, you see it's clear? We're gonna add some drops to make it red.

Mother: Juice. [Laughs]

Jen: It does look like juice. It does look like juice. Mother: Apple juice.

Girl: Apple juice.

Mother: Apple juice.

Jen: Do you like apple juice? Look, you want to hold the cap?

You want to hold the water while I put it in? Mother: [Speaks native language]

Jen: We're gonna put the cap on after we put the drops. Mother: [Speaks native language]

Jen: Watch, watch, watch. Here's our red. Ready? Do you want to hold the water? Girl: Ready.

Jen: Ready. Girl: Ready. Jen: One.

Mother: Ooh, great. [Speaks native language] Jen: Two.

Mother: Shake, shake, shake. Jen: We're gonna shake it up.

Mother: Shake, shake, shake. Come on. Shake, shake, shake, shake, shake. Jen: Ooh!

Mother: Shake, shake, shake. Girl: Juice.

Jen: That was so good. We made yellow juice and red juice. Is it for the duck? Girl: [Inaudible]

Mother: [Speaks native language] Jen: Thank you. Oh, thank you.

Close

Observation

  • Describe the physical environment featured in this video segment. Where are the home visitor, mother, and child seated in relation to each other? What materials do they use? Who starts the activity? What do each of these individuals do and say when the child reaches for the duck? How do the home visitor and mother direct the child’s attention during the activity? How does the child respond to each of the adults? How does the child learn to shake the bottle?

Application

  • Which teaching practices do the home visitor and the mother use? Check the “Know” and “Do” sections for ideas. How do they support the child’s understanding of causal relationships? Why do they make yellow water and then red water? How might the child apply this understanding to future experiences?
  • How do the adults respond to the child’s use of language, as when she says, “yellow,” “apple juice,” and “ready?” In what situations did the mother use her home language with the child?

Reflection

  • What examples of scaffolding did you see used by the adults in this video segment?
  • How does the home visitor support the mother and encourage her interactions with her daughter? What might these three participants do next to build on this experience exploring colored water?

Exploration and Discovery: Video 2

Download the video [MP4, 6.5MB] Download the transcript
View the transcript

Exploration and Discovery, Video 1

Teacher: Gonna put on your head like a hat? Hat? Hat? See? Hat? Hat? Yeah. Hat? You want a hat? Okay. Hat. Tristian has a hat on. Where's Tristian? Tristian, where'd you go? [Gasps] You took your hat off. You wanna get it? Ooh. There's more things inside. Pop, pop, pop. Pop. Pop.

Close

Observation

  • Describe the physical environment featured in this video segment. Where is the teacher sitting? Where do the children sit in relation to her? What does the teacher do to engage with the girl? How does the girl follow the teacher’s lead? What does the teacher do to engage with the boy in her lap? What happens when he reaches for the hat? Describe the toy the children are using in the next clip. How does the toy support the children’s understanding of cause and effect?

Application

  • Which teaching practices does the teacher use to engage with the children and support their exploration of cause and effect? Check the “Know” and “Do” sections for ideas. How did she support the children’s understanding of causal relationships?
  • How does the teacher vary her attention and interactions to include all the children playing near her?

Reflection

  • What might the teacher say to the children to help them understand their explorations, discoveries, and cause and effect? What other activities and play materials could she offer the children to support their explorations and discovery?
  • How could the teacher share with families what their children have been exploring and learning? How could families support their children’s learning about cause and effect at home?

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