Video Transcript
Narrator: In the Social and Emotional Development domain, the strand Self includes the foundation Recognition of Agency. Children from 23 through 36 months show an understanding of their own abilities to make things happen. When they describe themselves, they sometimes refer to their abilities.
Example 1
Text on screen: Shows understanding of their ability to make things happen
On screen: 27-month-old Grace carefully carries a small watering can across an outdoor play area. She walks toward a table that has a plastic tub filled with dirt and plants. At the table, she pours the water over a plant, spilling some on herself. She finishes pouring the water and drops the watering can into the dirt.
Text on screen: Sometimes refers to their ability
On screen: Grace excitedly runs back to her caregivers and celebrates, bouncing on her feet and pumping her arms in the air.
Grace: Ooh! I did it!
Caregivers 1 & 2: You did it? Yay!
Example 2
Text on screen: Shows understanding of their ability to make things happen
On screen: 35-month-old Bill and 33-month-old Kate are trying to make bubbles using large bubble wands. Bill blows into and shakes his wand, making a few large bubbles. Kate pokes at the soap on her wand. A caregiver approaches them.
Caregiver 3: Can I show you how to make a lot of bubbles? Can I show you?
Bill: No.
Caregiver 3: No? OK. Can I show you?
Kate: No.
Caregiver 3: No? OK.
On screen: Kate and Bill take turns dipping their wands into the soap. They each shake the wands, successfully making bubbles that float away on the breeze. Then they each try blowing into the wand, only making a few bubbles. They go back to shaking the wands.
Example 3
Text on screen: Shows understanding of their ability to make things happen
On screen: 34-month-old Lily kneels in a sandy area outside. She is stacking sticks into a small pile to make a pretend campfire. In the background, other children are playing in the same way.
Child 1: Do you need some sand to start the fire?
On screen: Lily scoops up some sand and sprinkles it over her firewood. Then she stands and walks over to another child.
Text on screen: Sometimes refers to their ability
Lily: Gwendolyn, Look at my camp fire!
Example 4
Text on screen: Shows understanding of their ability to make things happen
On screen: 34-month-old Terrance and his caregiver are in an outside play area. The caregiver stands at a table and holds a small pitcher of water. Terrance sets an empty cup down on the table, and the caregiver begins to fill it with water.
Caregiver 4: Let Miss Katina pour. I’m gonna pour a little more. Let’s try not to spill it.
On screen: Terrance puts one hand lightly on the bottom of the pitcher and watches the water in the cup.
Caregiver 4: Oh, look, look. More. Wow. Let’s walk gently. Can you walk gently?
On screen: Terrance picks the cup up in both hands and turns quickly. Some of the water spills out.
Caregiver 4: Let’s walk gently— uh-oh, slow down.
On screen: Terrance walks across the yard slowly and carefully, holding the cup steady in both hands. He stops at a second table where a large jug is set up. He puts one hand on the jug, lifts the cup to its mouth, and pours the water in.
Text on screen: Sometimes refers to their ability
Terrence: Yes! I can (inaudible) water pour.
On screen: Terrance smiles and happily walks back toward the other table.