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Cognitive Self-Regulation: See

Infants and Toddlers

Cognitive Self-Regulation: Video 1

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Cognitive Self-Regulation:
Video One

Girl: Is this a cow?

Woman: No, it's a sheep. What's this?

Girl: That's a sheep.

Woman 1: This is a cow.

Woman 2: We just --

Woman 1: Almost in there. Can you get him in there?

Woman 2: There we go.

Woman 1: Hold on. I want to see.

Girl: It sounded.

Woman 1: It sounded again?

Woman 2: You want to take your apron off?

Girl: No. Leave it on.

Woman 2: She likes that apron.

Woman 1: Okay, leave it on. Okay, sweetheart.

Girl: Leave it on.

Woman 1: Okay, it's on. What other animals do you see? What is that?

Girl: A cat.

Woman 1: That's a cat? What's a kitty cat say?

Girl: Meow!

Woman 1: Yeah? Put it in there. See if it'll make the noise. Put your puzzle piece back in there. Oh. I think you got to put the puzzle piece in there.

Woman 2: Doesn't work without the puzzle piece.

Girl: I'm gonna push the button.

Woman 1: There's no button. You got to put the piece back in there.

Girl: Yeah. I put the piece back in.

[Cat meowing]

Woman 1: There you go.

Woman 2: Very good job. Your other role is that of a consultant. Sowhen she has a conversation with you, you ask her questions and engage her in that. And you do a great job with that with her. And the other is as the authority. And this is the tough one for most moms because --

Woman 1: And for Dad.

Woman 2: Because [Laughter] Sometimes, we get that role backwards. But I think you did a good job with, with setting boundaries for her and disciplining [Inaudible].

Woman 1: [Singing] Old McDonald had a farm. Ee-I--Ee-I--Oh. And on that farm he had a cow. Ee-I--Ee--I--Oh. With a moo-moo here. And a moo-moo there. Here and there. there and there. Everywhere. Moo. Moo. Old McDonald had a farm. Ee-I-Ee-I-Oh.

Close

Observation

  • Describe features of the environment (e.g., furniture, toys and materials, how space is arranged) where the activity takes place. Where are the home visitor, mother, and child seated in relation to each other? What play materials are they using? What is each person doing and saying? How does the mother support the child's exploration of the puzzle?

Application

  • The mother asks the child some recall questions as she works on the puzzle. How might these questions help the child stay focused and complete the puzzle?
  • What happens when the mother asks the child if she wants to take off her apron? What does the child say? How does the home visitor respond?

Reflection

  • Why do you think the child could stay focused, be flexible, and be persistent? How do you think this child might behave in other situations, when completing other tasks?
  • Why did the home visitor tell the mother, "You did a great job?" How might this support translate into the mother's support for the child?

Cognitive Self-Regulation: Video 2

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Cognitive Self-Regulation:
Video Two

Woman: [Speaking Spanish] [Speaking Spanish]

Andre: [Inaudible]

Woman: [Laughter] [Speaking Spanish] [Gasp ] [Laughter] [Speaks Spanish] [ Gasps ]

[Speaking Spanish]

Ohh! Almost. Oh.  Yay, Andre! Go.

[Gasps]

You did it!  You want to try, Isabella?  You want to try?  Put it here.  Yeah.  You gonna try?

Isabella: Ah!

Woman: Yay, Isabella!  [Laughter]

Yeah.  You want to try that, too?

Okay.

[Speaking Spanish]

Close

Observation

  • Describe features of the environment (e.g., toys and equipment, how space is arranged) where the activity takes place. Where is the teacher in relation to the children? What play materials are they using? How does each child explore the materials? How does the teacher engage and interact with each child? How do the children respond?

Application

  • What teaching practices does the teacher use to support infants' cognitive self-regulation? For example, what does she do to help the children remain focused on the activity? Check the "Know" and "Do" sections for ideas
  • How does the teacher vary her interactions with each child? What might she know about each child that guides her interactions?

Reflection

  • When this video segment begins, the children are placing the beads in the container. Why might the teacher have decided to show the children how to attach the beads to one another? How do the children respond when she shows them how the beads work?
  • The children in this segment seem open to trying new things. What else might the teacher do with these children and the beads?
  • How might she support children's focus, persistence, and flexibility while using other play materials?

Preschoolers

Cognitive Self-Regulation: Video 3

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Cognitive Self-Regulation:
Video Three

Teacher: Try getting it out with the stick. How are we going to get it out? There? You think it is going to come out there? What about you do it around the edges? Shall we turn it upside down so that it comes out? Insert it here. The stick, insert it here. Okay, now pull inwards, like this, like this. Whoa! You see? You got it out with the stick!

Boy: Yeah!

Close

Observation

  • Where does the action take place in this video segment? Who is involved? What are they doing and saying? How does the teacher model persistence and flexible thinking? What does she do and say to keep the child's focus and attention on the task? How does the child respond to her potential solutions to the problem at hand?

Application

  • Which teaching practices does the teacher use to help the boy persist until they succeed in getting the pumpkin out of the container? Check the "Know" and "Do" sections for ideas.
  • How might the boy apply what he has learned to other situations in the classroom or elsewhere?

Reflection

  • What might be the teacher's goal for her interactions with this boy? What might he learn from working with his teacher to get the pumpkin unstuck?
  • What could the teacher ask the boy to reinforce his learning and his ability to use this information to complete future tasks?

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,  School Readiness