An Accidental Collaboration
In this video, a teacher helps a group of infants explore their surroundings.
With great curiosity, infants use their arms to bring objects to their mouth and to bang them on the floor. In this video, a teacher motivates a group of infants to further explore their surroundings. Two infants sit on Mylar sheets with paintbrushes and jars of paint nearby. Will the infants be intrigued by the paint splattered on the floor around them, or will they be more interested in the paint oozing off the brushes? How do the infants relate to one another? How does the teacher extend their investigation?
Teachers: This clip can be used to demonstrate how, with the support of their teacher, these infants are better able to think about, test, and extend their understanding of their physical and social world.
Here are some questions to ask yourself about this video:
- How does the teacher get Sarah (the child with the brunette hair) to participate?
- How does the teacher extend Sean’s (the child with the blond hair) exploration?
- What do you think Sean’s goals are as he explores the paintbrush? What are Sarah’s goals as she plays with the Mylar with her feet?
- By shaking objects like the paintbrush and exploring objects with hands, feet, and the mouth, the infants are learning about the physical properties of objects.
- Shaking objects may also be a way for a child to indicate a few things without using language: from pointing out “this one” to saying to himself, “this object excites me.”
- When Sarah rustles the Mylar, Sean looks at her while striking at the material. His look starts a social connection – knowledge that he is able to do something as a result of another’s action. This awareness of social connections represents a developmental advances.
- For Ages
- 1-2 years
- Time Required
- 7 min
- Average Rating