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Benchmark Videos

Explaining Cradle Construction

• Video & Background
• Transcript
• Benchmarks Met

Video & Background

Click arrow to play video.

Julian: (Carries baby doll to the bed.)

Children in Judy Cagle’s mixed-age prekindergarten class decided to make a crib as part of a project on babies. The children started to make the crib by cutting away cardboard to form bars on two sides of a cardboard box. Once they sawed the pieces of cardboard to make the bars, they found that there was no way to keep the bars from flopping outward. This situation was frustrating to the children, since they wanted the bars to stand up straight. They tried to solve the problem by using rubber bands to hold the bars together. That caused the bottom of the box to pull up on either end, making the box rock. When the children discovered what they had done, the crib became a rocking cradle! They painted and decorated the cradle and were quite proud of it. They decorated the baby room with stars and moons, because that was the way that one of their families was decorating the room for an expected baby.

The children learned many things about babies as they progressed through this baby project. In a letter to the parents of the children, their teacher, Judy Cagle, said, “It is interesting to see how carefully they now handle the dolls when they are playing in the baby room. We see many behaviors (burping the dolls, talking about being careful with the dolls, gently handing the dolls from one child to another) that we had not observed prior to this project.”

In this video clip, one boy explains the construction of the cradle to three girls and answers their questions. Julian was finishing his 4-year-old year before kindergarten, and Camille and Adriana were finishing their 3-year-old year before kindergarten.

Transcript

Camille (purple): That’s the changing table.

Julian: (Pointing toward the wall.) No, that’s the changing table.

Visiting Teacher: (Points.) That’s the changing table.

Visiting 1^st Grader: Oh, that’s the changing table.

Camille: (Smiling.) That’s the changing table.

Adriana: That’s the changing table.

Visiting 1^st Grader and Adriana: (Pointing.) And that’s the bed.

Julian: (Pointing.) And that pillow over there that they’re making out of a pillow is mine.

Visiting Teacher: Oh, okay (reaches toward cradle). So, how do you get the…

Adriana: How do you get it to rock?

Julian: We just put rubber bands on here, because the baby would fall out. And then we sawed that it rocks (rocks cradle).

Adriana: Well, why’d you put tape on the rubber bands?

Julian: I don’t know (shrugging his shoulders).

Visiting Teacher: Probably to hold it together.

Camille: Probably to keep it staying on there so it won’t pop up…

Julian: Oh, it’s because we had too much things in here, and it wouldn’t carry a lot of things in here. It would like stretch. It would stretch out, and it wouldn’t rock any more. But we taped it, and it will rock a little bit.

Transition

Julian: (Pointing to bottom of cradle.) This is the bed that makes the bed soft on the bottom.

Visiting 1^st Grader: Are you saying you used a purple pillow for a mattress?

Julian: (Nods.)

Visiting Teacher: Cool.

Adriana: (Pointing to the purple pillow.) Yeah, the purple pillow is for the mattress (waves hand up and down at side of cradle). All that right there… All these pillows is the mattress.

Camille: (Pointing to center bars of cradle.) This part is like soap.

Adriana: No, these are boxes.

Camille: I know, this is the box, and the paint, the paint is real smooth.

Julian: We painted the boxes the same color.

Transition

3 Girls: (Rock cradle together.)

Benchmarks

Benchmark	Benchmark Description	How Benchmark Was Met
Language Arts 4.A.EC	Listen with understanding and respond to directions and conversations.	Julian answered questions and clarified statements made by the girls. Girls listened to boy’s explanation and ask questions to find out details on the construction of the cradle.
Language Arts 5.C.EC	Communicate information with others.	Both Julian and the girls used words and gestures to communicate.
Social Science 16.A.EC	Recall information about the immediate past.	Julian explained how they began to make a crib and discovered it would make a better cradle after they attached the bars with rubber bands.
Social/Emotional Development 32.B.ECb	Begins to share materials and experiences and take turns.	Girls cooperatively rocked the cradle.

This video clip was made possible by STARnet Regions I & III with funding from the Illinois State Board of Education.

This section of the Illinois Early Learning Web site links to activities related to the Benchmarks in the Illinois Early Learning Standards. We expect that early childhood professionals and parents will use these ideas in ways appropriate to their children and their setting. We are sure that you will find many ways to adapt these activities into themes, projects, and units in your program or at home.

An Illinois Early Learning link to a Web site does not imply an endorsement by the Illinois Early Learning Project or the Illinois State Board of Education of any product, resource, or service on that Web site.

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Spanish: Cómo se construye una cuna

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