Down There

About this resourceReviewed: 2014

Video length: 1:08

Transcript

Max and Levi are sitting in a glider chair looking at a familiar book containing nursery rhymes together.

Levi: (pointing to book and rolling his hands like the wheels on the bus) Round and round. Round round round round. […] … Rabbits on the bus go hop hop hop, hop hop hop, hop hop hop. Rabbits on the bus go hop, hop, hop all through town. All through the town.

Max: (pointing to the white spots in the illustration on the page in the book) Happy, happy, happy, happy, happy.

Max’s repetition of “happy” gets more intense until he shuts the book abruptly and starts rocking the chair excitedly.

Max and Levi rock the chair together.

Levi touches Max’s head.

Levi: Hair.

Max and Levi: Happy, happy (repeating happy many times and giggling).

More rocking.

Levi leans over the arm of the chair and turns over.

Max: (looking out at the room) Bebe. (A teacher has just used the word “baby” in a sentence, and he seems to be repeating it.)

Max slides off the chair.

Levi turns himself so that he is lying on the chair, looking at Max.

Levi: No Max, what you doing down there?

Levi gets down from chair and walks away as Max crawls back up.

Max picks up the book and gets back up into the chair.

The video takes place in a toddler room of a university laboratory child care and preschool. Max (19 months) and Levi (27 months) are in the glider chair looking at a nursery rhyme book together. They are engaged in the books for a short while and then begin to rock the chair together. The nearby teachers did not intervene in the interaction after setting the stage for them.

Illinois Early Learning Guidelines for Children Birth to Age Three and strategies that caregivers used.


Self-Regulation: Foundation of Development
Attention Regulation
Children demonstrate the emerging ability to process stimuli, focus and sustain attention, and maintain engagement in accordance with social and cultural contexts.

Strategies for interaction (21-36 months)
  • Create a quiet space and limit distractions for children to attend and focus
Action

The teacher created a quiet space and limited distractions to let Max and Levi focus on the book.


Developmental Domain 1: Social & Emotional Development
Relationship with Peers
Children demonstrate the desire and develop the ability to engage and interact with other children.

Strategies for interaction (21-36 months)
  • Provide toys that can be played with by two or more children at a time
Action

The teacher provided toys that can be played with by two or more children at a time, allowing them the opportunity to read books together.


Developmental Domain 2: Physical Development & Health
Gross Motor
Children demonstrate strength, coordination, and controlled use of large muscles.

Strategies for interaction (21-36 months)
  • Provide safe climbing structures
Action

The glider chair was a safe place for Max and Levi to climb on and off.


Developmental Domain 3: Language Development, Communication, & Literacy
Expressive Communication
Children demonstrate the ability to understand and convey thoughts through both nonverbal and verbal expression.

Strategies for interaction (21-36 months)
  • Allow children to play and experiment with language through songs and word rhymes
Action

The teachers let the children play and experiment with language throughout the interaction.


Developmental Domain 3: Language Development, Communication, & Literacy
Early Literacy
Children demonstrate interest in and comprehension of printed materials.

Strategies for interaction (21-36 months)
  • Provide access to magazines and books throughout the child’s day
Action

The teacher provided books in the classroom throughout the day. Max and Levi demonstrated an understanding of the book as they repeated words from the book.