Early Learning Project
Video & Background
This clip shows part of a study group meeting of four preschoolers (Sylvie, Kaya, Simon, and Noah) and their teacher, Becca, at University Primary School in Champaign, Illinois. Along with another mixed-age classroom, this class has been investigating ways to turn the school playground into an outdoor learning area.Prior to the meeting, the study group experimented with a commercially made marble run to find out about how objects move on ramps and slides (inclines). The children focused on ways to slow a marble’s movement from the top to the bottom of the marble run. Then they drew individual plans (which they call “designs”) for ramps and slides to go with a water feature that was being planned for the outdoor learning area. Finally, they built models based on their designs using items from the school’s supply of recycled materials.
The children have come to this meeting expecting to take turns describing their models and how they think the models will work while Becca holds their drawings. The drawings serve several functions. They make it possible for the children to express complex ideas, much as a book illustration does. The drawings also represent the children’s planning, their predictions about what will happen in real life. These plans also help the children (and the teacher) remember their ideas.
This clip begins immediately after Becca has held Noah’s (4 years, 7 months) drawing up for the group to refer to, asking him to explain how his model of a water slide will work. He had initially called his design “The Spinner.” Noah begins by telling where the water will “start” in his structure, pointing to or touching the parts of his model as he talks about them. As Noah talks, Becca sometimes interjects, restating what Noah has said to make sure that she has heard him correctly. She also asks some clarifying questions, such as “Where do you dump it out?” and “Does that help it slow down a little bit…?”
At one point, Simon (4 years, 5 months) moves without speaking from where he has been sitting and looks at Noah’s model, seeming to listen intently to what Noah and Becca are saying.
Becca draws Noah’s attention to the part of his model that inspired him to name it “The Spinner”—a wheel taped to the top. She wants him to clarify its purpose, so she asks, “If this was really working, would this be spinning?”
Noah has changed his mind about the role of the wheel, however. He now says that it will stay still. Becca refers to his earlier plan and asks if he changed his idea after he built the model. He confirms that he has, and she asks him to explain why he changed his idea. Noah seems to be looking for the right words, and finally says, “I don’t want to do that.”
Becca restates what Noah says and then offers another possible explanation that expands on his statements: that the model turned out to be “a little bit different than you thought.” Noah seems to accept her interpretation of his reasoning.
Transcript
Noah: (Indicating each step by pointing or touching the part he is talking about.) This is, this, you just have to put water, scoop out water in this and put in here—Becca: Scoop out the water and put it in there—
Noah: —and put in here and put in the roller coaster thing and put in the cup and it goes all the way through here and you, you dump it out.
Becca: You dump it out. Where do you dump it out?
Noah: Right here, it—right here. On the bottom.
Becca: All the little holes—does that help slow it down a little bit so it’s like a rain?
Noah: Yeah.
Becca: That’s a good idea. (Points to part of the model.) If this was really working, would this be spinning? Would the wheel be spinning? Or is it going to stay still?
Noah: It stays still.
Becca: Stays still? Because on your drawing you said it starts in the wheel and then fills up the cup, goes down through the box over to the basement, and then squirts out the squirter part. Do you still think that’s how it would work, or do you think, did you change your idea once you built it?
Noah: I changed my idea.
Becca: You changed your idea. And why did you change your idea?
Noah: ‘Cause I want to use this, and I want to change it. And it’s, and I’m, I don’t want to do that.
Becca: You don’t want to do that any more. Well, that’s okay because once you started to build it you saw that it was a little bit different than you thought, right?
Noah: Mmhm.
Becca: Right!
Benchmarks
| Benchmark | Benchmark Description | How Benchmark Was Met |
|---|---|---|
Language Arts |
Predict what will happen next using pictures and content for guides. |
Becca refers Noah to his original drawing in which he predicted that water would move a particular way in his model. Noah responds by attempting to explain how he has changed his mind about how the model will work. |
Language Arts |
Listen with understanding and respond to directions and conversations. |
Noah listens to Becca’s questions and replies to them appropriately. Becca also models responsive listening. |
Physical Development and Health |
Use appropriate communication skills when expressing needs, wants and feelings. |
Noah uses both words and gestures when explaining how his model would work. When Becca points out that he has changed his explanation of how his model works, Noah seems to think about what she is asking him. He then uses three closely related but slightly different ways of explaining why he changed his idea. |
Social/Emotional Development |
Exhibit eagerness and curiosity as a learner. |
Simon moves quietly to a position where he can look at Noah’s model while Noah talks. |
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: Un ingeniero cambia de opinión
Disclaimer
The opinions, resources, and referrals provided on the IEL Web site are intended for informational purposes only and are not intended to take the place of medical or legal advice, or of other appropriate services. We encourage you to seek direct local assistance from a qualified professional if necessary before taking action.
The content of the IEL Web site does not necessarily reflect the views or policies of the Illinois Early Learning Project, the University of Illinois at Urbana-Champaign, or the Illinois State Board of Education; nor does the mention of trade names, commercial products, or organizations imply endorsement by the Illinois Early Learning Project, the University of Illinois at Urbana-Champaign, or the Illinois State Board of Education.