Video Transcript

Narrator: In the Approaches to Learning domain, the strand Goal-Directed Learning includes the foundation Problem-Solving. Children from 11 through 23 months use trial and error to solve problems, with caregiver support.

Example 1

Text on screen: Uses trial and error to solve problems, with caregiver support

On screen: 20-month-old Mavis and her caregiver stand at a small table where a set of four colorful nesting cups is spread out. The caregiver gestures toward the cups on the table.

Caregiver 1: Give me your cups.

On screen: Mavis approaches the table and picks up a large orange cup in one hand. She picks up a small red cup in her other hand and easily places it in the orange cup. She hands the nested cups to her caregiver.

Caregiver 1: Thank you. What about those ones?

On screen: The caregiver points to the remaining cups. Mavis picks up the medium-sized green cup. She places the green cup on top of the nested cups the caregiver is holding, but it won’t fit inside the small red cup.

Mavis: (inaudible)

Caregiver 1: It doesn’t fit.

On screen: Mavis returns to the table, sets the green cup down, and picks up the last cup, a larger red one. She tries to place it inside the small red cups her caregiver is holding, but again, it does not fit.

Mavis places the largest cup back on the table. Then she picks up the medium-sized green cup in her right hand and the large red cup in her left. She holds the green cup out toward the caregiver’s nested cups but quickly pulls back. She places the green cup inside the larger red cup and trades cups with the caregiver.

Example 2

Text on screen: Uses trial and error to solve problems, with caregiver support

On screen: 21-month-old Felix sits at a table outside playing with a colorful wooden block puzzle. The blocks of different colors fit together in nested circles. A caregiver is nearby, holding and soothing another child.

Caregiver 2: (in Cantonese) Try it! Felix try it first.

On screen: Felix picks up two blue pieces that complete the center of the puzzle. He examines them closely then places them in the puzzle, adjusting their positions as he tries to make them fit.

With the center pieces in place, Felix briefly lifts the puzzle. Then he notices a puzzle piece nearby on the table. He puts the puzzle down and picks up the piece.

Felix attempts to fit the piece inside the puzzle, but he can’t place it correctly. He pauses, turns to his caregiver, and holds up the piece for her to see.

Example 3

Text on screen: Uses gestures and simple phrases to seek help and uses trial and error to solve problems, with caregiver support

On screen: 18-month-old Noah and 20-month-old Sage play next to each other on a wooden climbing structure consisting of an arched bridge and a flat walkway. Sage sits on top of the bridge. Noah is next to the bridge in an awkward position. He has one hand reaching behind him to hold the bridge, one leg out to the side, and the other leg bent under him. He cries out to get a caregiver’s attention.

Noah: (vocalizing in mild distress)

Caregiver 3: Are you stuck?

Noah: (vocalizing)

Caregiver 3: You need help?

On screen: The caregiver walks toward Noah and gently helps him let go of the bridge. Noah transitions from an awkward squat to standing.

Noah walks to the base of the bridge and begins carefully climbing it. The caregiver sits beside the structure, observing. As Noah climbs up one side of the bridge, Sage begins to move down the other side to the walkway. They pause and speak to each other.

Noah: My turn.

Sage: (vocalizing)

Noah: My turn, my turn, my turn.

On screen: Noah secures his legs around one rung of the bridge and sits up, looking concerned. Sage is sitting on the walkway, but she’s holding onto a rung of the bridge and blocking Noah’s path. He glances toward his caregiver and uses his hands to sign “more,” expressing that he wants to move forward.

Noah: My turn. (vocalizing)

Caregiver 3: You want more? Do you want to keep going over?

On screen: The caregiver signs “more” back to him and points over the bridge. Sage starts to back away.

Noah: ‘Cuse me. (grunting)

On screen: Sage finishes getting off the structure. Noah continues climbing forward, and Sage goes around to begin climbing up behind him. Noah reaches the top of the bridge and pauses to figure out how to finish crossing it. He begins crawling down headfirst. He reaches out one hand to grip a lower rung. Once he has a stable hold, he brings his other hand to the same rung. The caregiver continues to watch Noah’s attempt

Caregiver 3: Sage, do you want to scootch more over here? That way you can give Noah some space.

On screen: Sage lets go and steps off the structure. Noah braces his feet on a bridge rung and brings one knee forward, then the other.

Sage: Space.

On screen: Noah places his hands on the flat walkway and quickly finishes crawling over the bridge and across the walkway.

Caregiver 3: Yeah. Yay, Noah did it!