I chose a video of an infant (presumably under the age of two) interacting with puppies while receiving instructions or feedback from what looks to be the parents and the caregiver of the dogs. In the video, the little boy is meeting with new born puppies under the supervision of his parents and the puppy caregiver. Although this video is eight minutes long, the part that I observed ran from 3:29-6:24. He interacts verbally and physically with the puppies. The adults are facilitating learning and cognitive development through their body language, speech and interactions with the child (textbook, p 155). My video is found at the link attached: https://www.youtube.com/watch?v=k2luLTiygQM.
I will be evaluating this video from Vygotsky’s (and …show more content…
This more experienced person will identify the child’s zone of proximal develop (ZOPED). The ZOPED refers to the area where a child cannot achieve this task alone but can achieve it with the help of support (lecture). Scaffolding comes into play when support guides the child to achieve a certain task (lecture). A school tutor is a good example of social scaffolding as they are asked to help the student succeed through guidance but not by doing the problems or assignment for …show more content…
It involves the verbal and non-verbal cues by either party to gain the attention of the other in order to share the same focus. An example of a cue is pointing. There are many examples of joint attention in the video by both the child, and the adults. At 4:44, the puppy caregiver points at another dog while talking about it. Meanwhile, the little boy follows her finger to the subject. He also says “look at the baby” to his mother several times while she repeats and follows his instructions.
The mother uses her own language to help her son develop his. This is a method that works best when tied in with joint attention. The idea is that the mother tries to emphasize certain words when sharing the same image. From a very young age, around one-year-old, infants tend to look at objects that their caregiver looks at regardless if they are acting on it or not. When parents take advantage of this and use situations to teach their children new words, studies have shown that this gaze “greatly increases children’s ability to learn from other people” (textbook, p159). She also encourages his vocabulary by using her infant directed speech by keeping her language short, simple, and
I will be evaluating this video from Vygotsky’s (and …show more content…
This more experienced person will identify the child’s zone of proximal develop (ZOPED). The ZOPED refers to the area where a child cannot achieve this task alone but can achieve it with the help of support (lecture). Scaffolding comes into play when support guides the child to achieve a certain task (lecture). A school tutor is a good example of social scaffolding as they are asked to help the student succeed through guidance but not by doing the problems or assignment for …show more content…
It involves the verbal and non-verbal cues by either party to gain the attention of the other in order to share the same focus. An example of a cue is pointing. There are many examples of joint attention in the video by both the child, and the adults. At 4:44, the puppy caregiver points at another dog while talking about it. Meanwhile, the little boy follows her finger to the subject. He also says “look at the baby” to his mother several times while she repeats and follows his instructions.
The mother uses her own language to help her son develop his. This is a method that works best when tied in with joint attention. The idea is that the mother tries to emphasize certain words when sharing the same image. From a very young age, around one-year-old, infants tend to look at objects that their caregiver looks at regardless if they are acting on it or not. When parents take advantage of this and use situations to teach their children new words, studies have shown that this gaze “greatly increases children’s ability to learn from other people” (textbook, p159). She also encourages his vocabulary by using her infant directed speech by keeping her language short, simple, and