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Learning Moments CD - How Infants Learn

ITEM #: 5500346

These CDs can be used on PC or Mac platform.

Permission is granted for use of the CD by one individual program director, trainer, or college educator presenting the material in an in-person setting.

For use online or by multiple individuals in one organization (including large early childhood organizations, colleges, and other training institutions), please email requests to [email protected].

This Learning Moments CD (for use on a computer) presents 11 real-life video files that are the perfect compliment to workshops, lectures, and online courses on how infants learn through their interactions with objects, peers, and adults. The clips include children from infancy to one year of age.

Infant competence assumes very subtle forms and emanates both from biological givens and early experience. To be a good teacher one must recognize these subtleties and be willing to speculate about the intentions of infants, to appreciate that their actions are reasonable strategies to reach their goals. We accept that infants think about what they do and make adjustments in their actions when something does not work or make changes in their assumptions when something completely unexpected happens.

These clips present a range of concepts infants work to understand and a range of adult support and provocations designed to help children learn. To see this learning, we have to slow down and look closely. We have to watch the children's eyes, study what they do with left as well as right hands, note what causes them to laugh or frown, figure out why they abort an action in mid-flight to redirect it elsewhere. We need to think about their reasons, not just their behavior. In these multiple ways we may actually witness learning in situations and come closer to understanding the full competence of children too young to tell us what they think.

Table of Contents

  • Introduction
  • Ball and Jug
    Runtime 3:50
    Can you think of some way to reduce the difficulty of this game while still making the challenge interesting? What do you think Carter would do if the adult lightly touched his left hand on the mouth of the jug?
  • Book Literacy
    Runtime 4:11
    Can you see anything in the video that indicates the girl is beginning to think about what the illustrations represent? What would you do to build upon the boy’s understanding of the book as a collection of illustrations and to help increase his sense of story?
  • Child and Child Communicate
    Runtime 1:16
    Why do you think the boy waves his arms but does not make a sound? Could this behavior be the origin of the greeting? In what ways might you help the infants’ ritualized banging become a wave?
  • Cone Calls Between Infant and Teacher
    Runtime 2:14
    What does this experience say about infants’ understandings of conversation? Did you hear the boy make any attempt to vary his pitch? What sounds would you make to draw the child into a sound making dialogue with a more definite call and answer?
  • Explaining Infants' Interests
    Runtime 2:49
    Speculate on why the child makes a choice to repeat some effects and not others and why the child, to recreate that effect, uses one strategy rather than another.
  • Infant Toots Her Horn
    Runtime 0:58
    In what ways would you work to extend the infant’s thinking about tone change and voice amplification? Consider the relevance of earlier forms of this game; for example, the near universal game we have all seen where the parent moves a hand on and off the baby's mouth while the baby voices a continuous sound.
  • Infants with Teacher: Call and Response
    Runtime 2:12
    Do you think the infant anticipates a response to the sounds she initially uttered? Where in the video does the infant work to imitate the sounds modeled by her teacher? What other indications does the infant give that she is attending to the teacher’s replies?
  • Nonverbal Play with Nesting Glasses
    Runtime 5:44
    Consider why it makes sense that a young child would twist the glass instead of rotating the spoon inside the glass. That is, why is one more likely to be produced than the other?
  • Stuck Standing Holding On
    Runtime 2:57
    Consider how a helping hand can sometimes be a physical support and sometimes more of a signal that support is available if needed. Which type do you see in this video?
  • The Joy of Infants Among Infants
    Runtime 3:58
    Why do they shake the hanging bells while not looking at them but rather looking elsewhere? Is there a contagion from one infant’s action to another? Are their babbles messages to one another or spontaneous expressions of delight? What can we infer by the slight variations on the ways in which they pull on the hanging slinky and bells? What does it mean for an infant to change from a low perspective to a higher one by pulling up on a vertical bar?
  • When the Teacher Sings "Ball"
    Runtime 3:58
    Describe three strategies the teacher uses to help the child expand his understanding of the word “ball” as the object of their game-like dialogue. Do you think these strategies are effective? In what other ways would you work to help an infant begin relating a word to the object it represents?
  • Appendix

The Learning Moments Series is produced by Videatives, Inc.