Video Transcript
Narrator: In the Approaches to Learning domain, the strand Motivation to Learn includes the foundation Engagement and Perseverance. Children from 4 through 11 months try to make things happen and repeat actions they find interesting.
Example 1
Text on screen: Tries to make things happen and repeats actions they find interesting
On screen: 8-month-old Matthew lies on his back on a mat under a mobile. He is holding a bug stuffie with many rings and rattles. He explores it by pulling at it and shaking it, making it jingle.
Caregiver 1: Hmm?
On screen: Matthew kicks his legs a few times. He turns the toy so he can grasp the antennae. His caregiver moves to sit closer to him.
Caregiver 1: Can I come over here and talk to you?
On screen: Matthew glances up at his caregiver. She leans over him, smiling. Matthew glances up at the mobile and notices a hanging sensory toy.
Caregiver 1: There you go. Hi. Oh, you see that one?
On screen: He reaches toward the toy and touches it. It turns slightly.
Caregiver 1: Yeah? There you go.
On screen: Matthew lets go of the bug stuffie, turns onto his side, and uses both hands to pull on the dangling toy.
Caregiver 1: Ah there’s Angelina. Yeah, Angelina’s here.
On screen: Matthew shakes the toy a few times, looking at it closely. He pulls harder on the toy, bringing it to his mouth. He mouths the toy, exploring its texture. He takes the toy out of his mouth to examine it visually and with his hands.
Caregiver 1: Yeah.
Example 2
Text on screen: Tries to make things happen, repeats actions they find interesting, and expresses pleasure when accomplishing a simple goal
On screen: 6-month-old Amelia is lying on her back. Her caregiver sits in front of her, looking down and smiling. Amelia holds a soft rattle shaped like a banana in her hand. The focus child for the example, 9-month-old Phoebe, plays independently in the background.
Caregiver 2: Ooh, yellow banana.
On screen: The caregiver gently tickles Amelia’s chest. Amelia smiles and begins shaking the rattle in her hand.
Caregiver 2: Shake, shake. Shake, shake, shake.
On screen: The caregiver picks up an avocado shaped rattle and shakes it over Amelia. Amelia shakes her banana again. The sound of the rattles draws Phoebe’s attention, and she begins crawling toward Amelia and the caregiver.
Phoebe: (vocalizing)
On screen: The caregiver notices Phoebe approaching.
Caregiver 2: Shake, shake. Would you like to join us?
On screen: Phoebe reaches out and grasps at the caregiver’s leg.
Caregiver 2: Would you like to shake, shake, shake?
On screen: The caregiver opens her arm in invitation to Phoebe and shakes the avocado rattle where she can see it. Phoebe reaches into the caregiver’s lap and tries to pick up a sheer scarf.
Caregiver 2: Shake, shake, shake. Shake, shake, shake. Would you like to see this?
On screen: Amelia brings her banana rattle to her mouth and begins to roll over onto her side. The caregiver holds the scarf up in front of Phoebe’s face and begins playing peekaboo. Phoebe smiles as they play.
Caregiver 2: Peekaboo. Peekaboo. Peekaboo.
On screen: The caregiver pauses to look back at Amelia, still mouthing her banana. Phoebe reaches out to try to get the caregiver’s attention again.
Example 3
Text on screen: Tries to make things happen and repeats actions they find interesting
On screen: 6-month-old Daniil lies on his back. He’s holding a large geometric rattle made of wood pieces held in shape by elastic ties. He holds the toy up, turns it in his hands, then lowers the toy to rest on his stomach. He glances around the room. Then he gently taps a wooden knob on the toy a few times, making a small sound with his hands. He again holds the toy up to turn it and look at it. Then he rests it on his stomach. He continues tapping the toy lightly.
Example 4
Text on screen: Tries to make things happen and repeats actions they find interesting
On screen: 9-month-old Madelyn and her caregiver sit on the floor.
Caregiver 3: (speaking Spanish) Let’s see what’s here.
On screen: Madelyn crawls toward a spinning toy next to her caregiver. She hits it, and it spins quickly with a rattling sound.
Caregiver 3: Yes? Do you like that one better? Yes?
On screen: Madelyn hits the toy again, smiling as it quickly spins. When the toy stops, the caregiver reaches out to slowly turn it until a mirrored face is visible. She points to the mirror.
Caregiver 3: Who’s here? Who’s here? Uh-oh.
On screen: Madelyn hits the toy to make it spin again.
Caregiver 3: Let’s go.
Text on screen: Repeats actions they find interesting and expresses pleasure when accomplishing a simple goal
On screen: The scene cuts to Madelyn sitting back away from the toy. She leans forward on her hands and knees to spin the toy again. The caregiver points to another part of classroom.
Caregiver 3: Let’s go to the houses. Look, there it is.
On screen: Madelyn stays focused on the toy. She watches it slow down. Then she leans in and puts her mouth on the toy before sitting back.
Caregiver 3: Did you give it a kiss? Bravo! You gave it a kiss. Yes.
On screen: Madelyn beams with excitement.
Caregiver 3: Let’s go (inaudible) look.
On screen: Madelyn leans in again and spins the toy. She watches intently until it stops, and she spins it again.