Roll Them Up

About this resourceReviewed: 2015

Video length: 0:56

Transcript

Mason, Jayden, Spencer, Ryan, and Sui Ping are in the block area.

Sui Ping: (to Spencer) You want me help you? Do you want me help you?

Spencer says “No” as he walks off-camera to the left. Jayden pulls his arm out of the sleeve.

Sui Ping: No. Keep it … keep it … wait. Keep your arm out so you can … uh oh. I cannot find your arm. Where’s Jayden’s arm. And they play the peek-a-boo.

There’s a loud offscreen noise. Ryder sees himself in the mirror and giggles. Jayden turns toward the mirror to see himself while Sui Ping rolls his sleeves up.

Jayden: (noticing that his sleeves are up) No!

Sui Ping: Oh. You don’t want to roll them up? (She unrolls them.) OK. Like this? And this one, too? Like this. (She tugs at her sleeves.) My sleeves are short.

Jayden raises his arms up.

Sui Ping: (raising her arms up as if to play “Patty Cake”) Peek-a-boo!

This video takes place in an infant/toddler room of a university laboratory child care center and preschool during free play time. Jayden (20 months) and the teacher, Sui Ping, are in the block area with other children nearby. Jayden has pulled his arm inside of his shirt sleeve, and Sui Ping offers to help him. She helps him put his arm back into the sleeve and rolls his sleeves up, but Jayden doesn’t like them that way. This interaction shows the teacher trying to decipher what Jayden is trying to do and what he wants.

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


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 (16-24 months)
  • Comfort child and acknowledge her or his feelings of distress; provide words for emotions the child is exhibiting
Action

The teacher responded to the faces that Jayden was making and gave him the words “you don’t want to roll them up” after he said “no.”


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 (16-24 months)
  • Acknowledge and extend what the child is expressing
Action

After Jayden said “no,” the teacher asked him if he wanted his sleeves rolled up.


Approaches to Learning
Problem Solving
Children attempt a variety of strategies to accomplish tasks, overcome obstacles, and find solutions to tasks, questions, and challenges.

Strategies for interaction (16-24 months)
  • Validate and praise the child’s attempts to find solutions to challenges
  • Narrate while assisting the child in figuring out a solution, e.g., “Let’s try to turn the puzzle piece this way”
  • Respond to the child’s communication efforts
Action

The teacher attempted to interpret Jayden’s facial expressions and verbalizations when he was fidgeting with his shirt sleeve that was too long. She could tell that he did not like how his sleeves felt. She narrated her actions and responded when he said “no.”