Pretty Up High

About this resourceReviewed: 2014

Video length: 3:10

Transcript

Connie: More purple. Lots of purple.

Devan: Uh-oh.

Connie: Uh-oh. It went through the hole in the paper.

Devan: Yeah. (Looking behind the paper). Thing.

Connie: Yeah. That’s the other side.

(There’s off-screen chatter about a car.)

Devan colors with a marker in each hand and looks at the tip of a marker.

Connie: Hmm-hmm.

Devan moves to other side of easel.

Connie: You all done now?

Devan walks to and points to the other side of easel.

Devan announces something that sounds like “I done dat eer.”

Connie: Oh, on the other side?

Devan: Oh, yeah.

Connie: You’re going to go to that side.

Devan: Yeah.

Connie: OK, you can do that. Do you want me to come over there too?

Devan: Yeah.

Connie: OK. (She moves to the other side.)

Connie: What color do you have again? Purple.

Devan draws circles.

Connie: Circles. Two circles. Two circles—blue and purple.

Devan: Blue and purple. Blue and blue? Blue and bl–.

He draws on the bottom right side of the paper.

Connie: Working down low again. Using two hands. Making lines.

Devan uses alternating hands to make lines with the markers on the paper. He then reaches up high above his head to draw lines.

Devan: Up high.

Connie: Up high. Purple up high. You can barely reach up there. Did you stand on your tiptoes to do that?

Devan begins to draw low on the paper and accidently colors on the easel’s marker tray.

Connie: Nope. Stay on the paper.

Connie: There you go. (Devan continues to draw on the paper.) Can’t see it. It isn’t pretty here (pointing to the tray). It’s pretty up here (pointing to the paper).

Devan: Pretty up high. (Reaching up high to draw on the upper part of the paper.)

Connie: Yeah. It’s pretty up high, too.

Drawing lines, then circles, at top and in the center of paper.

Connie: I saw some more circles.

Devan points to his eyes and says something indistinct.

Devan: Yep. Little circles.

Devan starts to draw on his face. Connie reaches for his hand and moves it away from his face.

Connie: Nope. Not on our face.

Devan: Write here.

Connie: Are we supposed to write on the paper or on our face?

Devan puts the marker on paper and stands very close to it.

Connie: On paper. Yeah. We don’t want to write on our face.

Devan makes small marks on the paper.

Connie: Little tiny ones?

Devan: (speaking in a high, quiet voice) Little tiny.

Connie: (quietly) Little tiny ones.

Devan: (speaking loudly) Now big ones.

Connie: Big ones.

Devan enthusiastically says something about a road.

Connie: Yes.

Devan: Cars.

Devan: (He stands back to admire his work.) Pretty down there.

Connie: Yeah. We’re not supposed to write on there, are we?

Devan: Write here?

Connie: Yes. We write right there.

Devan: A (pointing to the paper.)

Connie: There is an A. You made an A.

Devan: Yeah.

Connie: How about that?

Devan: I make D.

Connie: Can you make a D? D’s are hard.

Devan: Yeah.

Connie: Does that look like a D?

Devan: Help. Help.

Connie: Here, I’ll make a D for you. Make a line. And then you make a little circle.

Devan: (Proudly) D!

Connie: Can you do that?

Devan: Yeah-hmm. Help. (Devan gives Connie the other marker.)

Connie: This one too?

Devan: Yeah.

Connie: Make a line. Then you make a little circle. Make a D for Devan.

Devan: A D. (He draws with the marker in his left hand.) More?

Connie: Make a line, then make a little circle (as he is making a line and circle). Line, now make a little circle.

Connie: That’s pretty good. That almost looks like a D. Yes. Good job, Devan.

Devan: A big D!

Connie: That’s a big D.

Devan: A purple D.

Connie: Connie just made little ones. Are you going to make a purple one?

Devan: Help. (Devan offers Connie the marker).

Connie:(pointing to the paper) Make a line.

Devan: Help-help!

Connie: You can do it. Make a line.

Devan: Help.

The video takes place in a toddler room of a university laboratory child care and preschool. As children are arriving for the day, they are free to choose an activity. The clip includes two segments. In the first segment, Devan (27 months) is coloring with markers and paper at the easel. The teacher, Connie, is behind him observing and commenting on his actions. In the second segment, they both move to the other side of the easel. Connie continues to narrate Devan’s actions and provide guidance and encouragement to him. This clip shows the caregiver engaging in a nice interaction with Devan and expressing interest in what he is doing.

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)
  • Focus on extending the child’s experiences through the interaction between adult and child instead of focusing solely on objects
Action

The teacher helped Devan focus and sustain his attention by asking him what colors he was using, describing what he was drawing, and showing him how to draw the first letter in his name.


Developmental Domain 1: Social & Emotional Development
Relationship with Adults
Children demonstrate the desire and develop the ability to engage, interact, and build relationships with familiar adults.

Strategies for interaction (21-36 months)
  • Provide materials with which the child can play
  • Provide choices for the child to help him or her feel more in control
  • Respond with interest as the child engages in conversation
Action

The teacher provided appropriate materials for Devan and allowed him to be in control of the interaction when he moved to the other side of the easel. The teacher responded with interest as Devan continued to draw.


Developmental Domain 2: Physical Development & Health
Fine Motor
Children demonstrate the ability to coordinate their small muscles in order to move and control objects.

Strategies for interaction (21-36 months)
  • Provide experiences and objects that promote fine-motor development
Action

The teacher provided the supplies to promote fine-motor skill development by offering the easel and markers for Devan to use and encouraging him as he drew.


Developmental Domain 2: Physical Development & Health
Perceptual
Children demonstrate the ability to distinguish, process, and respond to sensory stimuli in their environment.

Strategies for interaction (21-36 months)
  • Spend time with the child; draw, paint, and color together
  • Allow the child to explore freely and have fun while learning
Action

The teacher spent time with Devan as he drew at the easel, imitating the letters that she had drawn at his request. The teacher let Devan draw whatever he wanted and only corrected him when he drew off the paper.


Developmental Domain 3: Language Development, Communication, & Literacy
Social Communication
Children demonstrate the ability to engage with and maintain communication with others.

Strategies for interaction (21-36 months)
  • Engage in conversations with the child every day
  • Listen carefully to the child and follow his/her lead when communicating
Action

The teacher engaged Devan in conversation around the easel and engaged in his interest in drawing the first letter of his name by modeling it for him.


Developmental Domain 3: Language Development, Communication, & Literacy
Receptive Communication
Children demonstrate the ability to comprehend both verbal and nonverbal communication.

Strategies for interaction (21-36 months)
  • Continue to label the child’s environment for him or her
Action

The teacher described what Devan was drawing as it was happening.


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)
  • Speak in simple sentences when communicating with the child
  • Model but do not correct when the child is speaking
Action

The teacher used simple language to describe what Devan was drawing and to reiterate the rules for using the easel. She also listened to Devan and responded as he requested help and showed interest in writing letters. When Devan says “Pretty up high,” the teacher responds, “Yeah, it’s pretty up high, too.”


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 opportunities for the child to use art materials such as paper, paint, and crayons
Action

The teacher provided Devan the opportunity to use art materials and provided narration about size, color, letters, and location during the interaction.


Developmental Domain 4: Cognitive Development
Concept Development
Children demonstrate the ability to connect pieces of information in understanding objects, ideas, and relationships.

Strategies for interaction (21-36 months)
  • Incorporate learning about colors into songs, reading, and sensory play
Action

By narrating throughout the activity, the teacher incorporated learning about colors, letters, size, and location as Devan was drawing at the easel.


Developmental Domain 4: Cognitive Development
Spatial Relationships
Children demonstrate an awareness of how objects and people move and fit in space.

Strategies for interaction (21-36 months)
  • Provide puzzles and other fine-motor activities for the child to engage in
  • Engage in movement activities that promote balance skills
  • Describe everyday objects by size, shape, and other characteristics.
Action

The teacher provided fine-motor activities and described Devan’s drawings using size, shape, and other characteristics.