Video Transcript
Narrator: In the Cognitive Development domain, the strand Emergent Mathematical Thinking includes the foundation Spatial Thinking. Children from 23 through 36 months figure out how objects will fit and move in space without trying every possible solution. They also understand and use some words for describing sizes, locations, or directions in space.
Example 1
Text on screen: Predicts how objects fit without trying every possible solution
On screen: 32-month-old Jet is outdoors making a tower of large blocks. He picks up a square interlocking-style block and removes a triangular block from the top of the tower. He steps up on a platform and tries to place the interlocking block on top of the tower, peg side down. He adjusts the block and realizes there’s no hole in the block below to fit the peg into. He flips the block to be peg-side up.
Jet goes to a nearby shelf that has more blocks. He gets another interlocking block and returns to the tower. He carefully places the new block hole-side down. He looks into the space where the two blocks meet, concentrating as he adjusts the top block until it slots into place.
Jet returns to the shelf to get another interlocking block. He turns it over in his hands and identifies which side the hole is on. He steps onto a stool to reach the top of the tower. He balances the block on his head and adjusts his grip. In one smooth motion, he leans forward and slots the block into place.
Example 2
Text on screen: Predicts how objects fit without trying every possible solution
On screen: 35-month-old Cesar sits beside his caregiver, working on stacking blocks that form a pyramid when stacked largest to smallest. There is a partially constructed pyramid of blue, red, and yellow blocks beside him, and several loose blocks on the floor.
Cesar holds a tiny orange block in one and a small green block in the other. He places the green block on top of the partial pyramid. He takes another green block from a container. He drops the orange block into a second yellow block on the floor. It falls through the center.
Cesar looks at where the orange block fell. He picks up the yellow block. He briefly places it onto the partial pyramid then takes it off. He removes and then replaces the green block.
Cesar: No. Wait, there we go.
On screen: Cesar takes a larger blue block from the container and sets it on the ground. He places the yellow block onto the blue one, drops the orange block in, and then puts a green block on top. He takes another blue block from the bin and shakes his head.
Cesar: Nope.
Caregiver 1: Nope, we got them all?
Cesar: Look. See.
On screen: Cesar picks up the container to show his caregiver it is empty.
Caregiver 1: Yeah, I see. That’s empty.
On screen: Cesar places the container back on the floor and turns to examine the second pyramid he built. He places the blue block on top, and it slides down over the green and yellow blocks.
Cesar: There it is.
Example 3
Text on screen: Predicts how objects fit without trying every possible solution. Uses some words to describe location.
On screen: 32-month-old Jet stands at a table working on a bug themed puzzle. He already knows where the pieces will fit. He holds a caterpillar-shaped piece by the knob. He attempts to place it on the board, but it does not fit. He twists the puzzle piece around until the caterpillar fits into its spot.
Jet: Put that in caterpillar. Put that in (inaudible singing)
On screen: One after the other, he quickly and easily places puzzle pieces of a spider, ants having a picnic, and a butterfly.
Jet: Put that in. Ladybug, ladybug. Where is the-
On screen: Jet picks up the final puzzle piece – the ladybug. He places it on the board but struggles to align it correctly with its spot. He turns it back and forth a few times and leans in to look more closely. Then he switches hands and tries again. This time he’s able to fit the ladybug to complete the puzzle.
Example 4
Text on screen: Uses some words to describe size, location, and direction
On screen: 23-month-old Quinn and her caregiver are seated outside. In the caregiver’s outstretched hand is a wriggling worm. Quinn watches and points at the worm. She holds her index finger and thumb close together to show “tiny.”
Quinn: Wormy tiny. Wormy tiny, tiny. Wormy roll, roll.
On screen: Quinn moves her hand in a circular rolling motion.
Caregiver 2: Rolling, rolling?
On screen: Quinn steps closer to her caregiver, learning in to get a closer look at the moving worm.
Quinn: Me see.
Caregiver 2: You want to see?
Quinn: Wormy need down.
On screen: Quinn looks down and points at the ground, then glances back up at the worm.
Caregiver 2: Should we put him back in the earth?
Quinn: No. In the dirt.
On screen: Quinn point to a patch of dirt beside them.
Caregiver 2: In the dirt.
Quinn: Yeah.