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In this video clip you will see a mother and child in their home. Pay attention to behaviors the child uses to interact with his mother. Can you answer these questions? What behaviors did the son use to interact with his mother? What did you identify as the child’s interests? How do you know the child was interested in climbing?
In this video, a child is sitting on the porch with her grandmother. Her interest is in “reading” the paper just like her grandmother. What are the cues or behaviors the child uses to demonstrate interest in “reading” the paper?
Let's watch a parent-child interaction with a mother who is responding positively to her infant. Watch how the mother notices her child's interest in the piano. When the child begins vocalizing, she promptly replies, showing that she is paying attention to her child’s comments. The mother talks to her child about the piano, expanding on her child’s vocalizations. She helps her up so she can play the piano, extending her experience. She also plays with her, matching her child’s interest and enthusiasm.
This mother pays attention to the child’s actions and behaviors, or intent to engage. You can see the mother watching her child, and she notices she wants to play with the kitchen set. This mother then responds and says “mama” after her child said “mama.” This mother provides support and encouragement by asking “What is that?” She also introduces new information by extending with new language. When this mother says, “Is that a strainer?” she is extending and expanding her child’s language.
Let's watch a parent-child interaction with a mother who is responding positively to her child. Notice how this mother repeats what her child says and uses words to name ingredients and extend what her child says. She uses words to explain what her child is doing when she has measuring cups. She also explains the usefulness of the measuring cups. You can think of this as answering a question a child could have asked, but didn’t. She promptly replies, showing that she is paying attention to her child’s comments, but also waits after responding to let her child process what has been said.
In this video, you will see a father holding his daughter and playing a game of copycat.
In this video clip you will see a child sitting in his mother’s lap. See if you can identify the behavior he is using to interact with her. How does the child respond when his mother engages in the activity? Also note the child’s abilities that can be observed during the interaction.
In this video you will see a child sitting on his mother’s lap playing with a toy. Pay attention to the behaviors he uses to interact with his mother during this activity.
In this video clip you will see a child playing with a toy. In what does he show interest? Make some notes about what you see the child doing to interact and what abilities you observe.
In this video notice how this practitioner shows respect for this family’s culture and language.
In this video a practitioner uses family centered practices with a family who is working on helping their daughter with walking.
In this video a practitioner uses family centered practices with a family who is working on helping their daughter with walking.
In this video the practitioner describes the use and benefits of everyday activities as sources of child learning opportunities. The practitioner describes the importance of child interests and preferences for promoting child learning, in this case, the child’s interest in the laundry basket. She also provides guidance and feedback about the mom’s interaction with the child. Notice how this practitioner talked to the mother in a way that builds her skills and self-confidence.
In this video the practitioner encourages the parent to interact with their child, while she also participates in the interaction. She also encourages parent engagement and provided supportive feedback when the parent interacts with their child.
Watch this video and think about what you might do here to encourage more parent engagement.
In this video practitioners review with parents what they have accomplished when working with their child.
Watch the practitioner working with a family again (from Video 5.1). Recall the family has stated a goal for this child is to work on walking and climbing. How does this practitioner work with this family to further develop and implement a plan to meet this goal?
In this video a practitioner is reviewing with the parent what they have accomplished when working with their child and what they hope to accomplish in the future.
In this video the practitioner helping the family recognizes when they are supporting their child’s learning. The practitioner helps the family recognize when they are supporting their child’s learning with comments like “What’s he getting out of being part of your laundry?” And “You’ve got language skills going…”
In this video a mother notices her daughter’s subtle cues that she is interested in the puppet. She gazes at the puppet and her mother expands her experiences by encouraging her to play with the puppet.
Watch this video of a parent providing positive responses in her native language.
Watch this mother embed language and literacy into her interactions with her daughter using both Spanish and English. She has identified the target skill for her child as, naming parts of the face.
In this video look for prompts the teacher uses to support the child's engagement in the puzzle activity. Notice the teacher uses verbal cues and physical prompts by moving the puzzle piece closer to the correct position. She also uses sign language to prompt the child to help her with the puzzle.
In this video notice how the adults in this video provide reinforcing consequences for their children’s behavior through verbal and nonverbal responses.
In this video a child who enjoys blocks but isn’t able to lift them on his own. This parent has identified playing with blocks as a target skill. Look for the instructional supports in the video. The parent models how to play with the blocks, provides supports and accommodations so he can interact with them, and uses verbal reinforcement to encourage him when he uses the skill.
One way to support maintenance (or learning to do a skill after instruction has stopped) is to give children opportunities to continue to use their new skill while following their lead. Here are examples of adult’s following a child’s lead. These children are in their home environment.
Watch this video of a parent expanding her child’s opportunities. Notice how this mom encourages her child to use the phone and helps expand the activity by suggesting her daughter have a conversation with a relative.