Sweatshirt and Hugs

Return to Practice Videos

  1. Read video background.
  2. Watch video and record observations on Watch Me Grow worksheet.
  3. See which measures we think are reflected by the evidence!
  4. Explore additional information from the California Preschool Curriculum Framework and California Preschool Learning Foundations.

1. Video Background 

This is a 22 second clip of one toddler (Marcos) exploring the train on the front of his friend’s sweatshirt, under the guidance of their teacher. Marcos is the focus of this practice observation.

2. Watch Video: Sweatshirt and Hugs

3. Measures Reflected by the Evidence 

A good piece of evidence might address multiple measures. We are not assigning a developmental level, but rather saying that this video clip could be evidence for the measures. Measures Reflected by the Evidence: Sweatshirt and Hugs

4. For more information, explore California’s Infant/Toddler Curriculum Framework for information about:

Language Development

Guiding Principles:

• “Be responsive to the active communicator and learner.” (pp. 84-85)
• “Include language in your interactions with infants and toddlers.” (p. 85)
• “Celebrate and support the Individual.” (p. 86)
• “Build on children’s interests.” (p. 87)

Learning Contexts:

• Engage in nonverbal communication (p. 90)
• “Use child directed language” (p. 90)
• “Use child-directed language.” (p. 90)
• “Use self-talk and parallel talk.” (p. 90)
• “Help children expand language” (p. 90)
• “Attend to individual development and needs” (p. 91)

Cognitive Development

Guiding Principles:

• “Relate to the child as an active meaning maker” (pp. 102-103)
• “Respect the child’s initiative and choice” (p. 103)
• “Allow ample time for children to make sense of experiences” (pp. 103-104)”
• “Describe the child’s actions and the effects of actions.”  (p. 105)
• “Give appropriate encouragement for problem solving and mastery.” (p. 106)

Learning Contexts

• “Notice what interests each child” (p. 112)
• “Use language to engage each child’s intellect” (p. 112)

Perceptual and Motor Development

Guiding Principles:

• “Recognize the child’s developing abilities” (p. 127)
• “Encourage self-directed movement” (pp. 127-128)
•  “Respect individual difference” (p. 128)
• “Be available to children as they move and explore” (p. 130)

Learning Contexts:

• “See things from the infant’s perspective” (p. 133)
• “Use common routines, activities and behaviors to allow for practice of perceptual and motor skills” (p. 134)