Video Transcript
Narrator: In the Social and Emotional Development domain, the strand Self includes the foundation Recognition of Agency. Children from 4 through 11 months show an understanding that they can make things happen.
Example 1
Text on screen: Shows understanding that they can make things happen
On screen: 9-month-old Aaliyah is lying on her belly on a soft rug. There are toys all around her, including a tambourine out of reach in front of her. She pulls with her arms and pushes with her feet to scoot forward to reach the tambourine. She touches the cymbals of the tambourine.
(tambourine jingling)
She presses on the edge of the tambourine, flipping it over. She grasps it by the rim, picks it up, and shakes it a few times. She sees another child sitting in front of her and scoots toward them, letting go of the tambourine.
Example 2
Text on screen: Shows understanding that they can make things happen
On screen: 8-month-old Everett sits on the floor playing with two glass disks that are larger than his hands. He picks one up in each hand and gently taps them together.
(disks clacking)
Everett looks around, smiling and wriggling happily. He mouths one disk and puts it down on the carpet. He sets the other disk down and slides them both around on the carpet. He tries to pick both up disks in one hand. One disk slips out of his grasp. He tries again to pick them up in one hand, but his hand is too small. He picks one up in each hand and taps them together again. He puts one down on the carpet and slides it around. He drops the other one. Then he picks them up and starts clacking them together again, smiling happily.
Example 3
Text on screen: Shows understanding that they can make things happen
On screen: 9-month-old Skye sits on a blanket-covered mat covered in a cozy nook. She holds a soft hand puppet and looks at it. She notices a basket of toys on floor by the mat and lets go of the puppet. She leans forward to reach into the basket. She picks up a red egg-shaped shaker, looks at it, mouths it, and puts it back in the basket.
(shaker rattling)
On screen: She holds on to the edge of the basket, stretching to reach farther into it. The basket tips under her weight. She braces herself and picks up a blue shaker. She sits back and holds the shaker, turning it and examining it. She uses both hands to shake it. She pauses, looks at the shaker again, and mouths it. She shakes it again.
(shaker rattling)
Example 4
Text on screen: Shows understanding that they can make things happen
On screen: 10-month-old Audrey is seated on a low feeding chair. There is an empty plate on the chair’s tray, along with egg scraps on the tray and on Audrey’s hands. Audrey holds her arms out in front of her and vocalizes to let her caregiver know she is done.
Audrey: (vocalizing excitedly) Da da.
Caregiver 1: Da da, all done? You wanna go play with your friends? Yes?
On screen: The caregiver approaches, and Audrey leans and reaches toward her, smiling and nodding.
Caregiver 1: Ok, all done. Can I clean your hand? I’m gonna clean your hand.
On screen: The caregiver kneels down, holding a wet towel. Audrey holds still and lets the caregiver wipe her hands.
Audrey: (vocalizing)
Caregiver 1: I know, feels weird, but we have to do it. Can I clean your other hand?
Audrey: (vocalizing)
Caregiver 1: Mm-hmm. All done. Let’s take your bib off.
Audrey: (vocalizing)
Caregiver 1: All done, yes. And then I’m going to take your tray.
On screen: Audrey wiggles with excitement as the caregiver removes the tray from the chair.
Audrey: (vocalizing)
Caregiver 1: (laughing) All done.
On screen: The caregiver unbuckles Audrey from her seat, and Audrey leans forward to be picked up.
Caregiver 1: Perfect, all done. Ready? All done.