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Emotional Functioning: See

Infants and Toddlers

Emotional Functioning: Video 2

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Emotional Functioning: Video 2


Teacher #2: Is he weed-whacking it? Is he getting all the weeds? Teacher: Layla. I see you.

Teacher #2: Let's go change your diaper. You ready? Teacher: [Gasps] I see you.

Teacher #2: Let's go change your diaper. Come on. I got to go change your diaper. Oh, I know. You can come back over here when you're done. Okay? I got to go change it.

Teacher: I see you. What are you doing?

Close

Observation

  • Describe features of the environment (e.g., toys and equipment, how space is arranged) where the action takes place. What do you observe in each teacher’s interactions with each child? What does the teacher do and say to support the child whose diaper needs changing? What does the other teacher do and say to help the children continue their play? How does each child respond?

Application

  • Which teaching practices do the adults use to support children’s expression of emotions? Check the “Know” and “Do” sections for ideas. How are these practices similar and how are they different? Why might these teachers use different practices with each child? What are the goals of their interactions?
  • How does the environment support the infants in learning about themselves?

Reflection

  • What do you think each infant gained from their different experiences? What might each child have learned about herself and about her teacher?
  • Why might the first teacher have given the infant advance notice that it is time for a diaper change? How is this related to emotional functioning?
  • Why might the second teacher initiate a game with the infant? How might she know that the child was enjoying the game and how might she build on this enjoyment in the future?

Preschoolers

Emotional Functioning: Video 3

Download the video [MP4, 26 MB] Download the transcript
View the transcript

Emotional Functioning: Video 3


Teacher: [Gasps] Oh. I have a sad friend. Argus said he is sad. Let's look at Argus' face. Does Argus look sad?

Boy: No, he looks really happy.

Teacher: I think he looks pretty happy. Do you think we can move Argus in the "pretty happy" bucket?

Girl: Yeah. Teacher: Yeah. I think so. Maybe he just put it in the wrong bucket. Let's see. Let's see who else we have. We have a lot of happy friends. Let's see how many happy friends we have. One, two, three, four, five. Six happy friends.

Boy: And let's count how many mad friends.

Teacher: Well, let's see. Oh. Oh, I have tired friends in this classroom? Two tired friends? My two tired friends are right here. Are you really that tired? Let's see. Can we help Riley and Torin? What can they do if they are that tired?

Addison: Maybe we can make funny faces!

Teacher: Maybe you can make a funny face and make them feel better. What do you think? Funny faces?

Boy: No.

Teacher: No. You say no. What else can we do? Let's think. Addison: Maybe we can make another project.

Teacher: Maybe we could make another project! Whoa. Look at that. You made Torin become happy. What about my friend Riley? Oh, Riley's happy, too. Kiss your brain, Addison. That was awesome. Nice thinking. Oh, no. Now I have...

Boy: Three mad friends.

Teacher: I have the angry friends. Let's see if we can help... Addison: Maybe we can...

Teacher: Well, let's see why they're angry.

Jonah. Jonah is angry. Why are you angry, Jonah? Look at that angry face he has. What's going on? Do you want to tell us?

Jonah: My mommy makes me mad. Teacher: Uh-oh. Mommy made him... Addison: Maybe we can make funny faces.

Teacher: What about Addison saying maybe we can make funny faces so you get better? Is it gonna work? No. Mm. Let's think of something else.

Girl: Another song.

Addison: Maybe we can make jewelry.

Teacher: Sing a song? We can sing a song for you. Will that make you happy? We can sing a song? No. He said no.

Addison: Maybe we can make a picture, a painting.

Teacher: A picture for you. We can paint a picture for you. No? Allison: Want to hear a joke?

Teacher: Oh, look. Allison has a joke. Is a joke gonna make you happy? What do you think is gonna make you happy?

Addison: Hey, Jonah. Knock knock.

Teacher: Uh-oh. We have a joke. A joke here. There's a joke on the way. Let's say, "Knock knock." No? He says, "I don't want a joke." Tell them. Say, "I don't want a joke."

Girl: Knock knock.

Teacher: Use your words.

Addison: A trumpet.

Teacher: A trumpet? That was a good trumpet. You know what makes me happy sometimes? If I just breathe through my nose, make my belly really big, and then I blow it out from my mouth like this...[Inhales deeply] And then I blow it out like this... [Exhales deeply] Do you want to try it? Try it. Try it. [Inhales deeply] And then blow. [Exhales deeply]

Close

Observation

  • Describe features of the environment (e.g., materials, how space is arranged) where the activity takes place. What do you observe the teacher doing and saying? How do the children respond to her questions and comments?

Application

  • Which teaching practices does the teacher use to support children’s expression of a broad range of emotions? Check the “Know” and “Do” sections for ideas. What are the goals of the teacher’s interactions with individuals and with the group?
  • How does this large group activity support the children in learning about their own emotions and those of others?

Reflection

  • What do you think individual children gained from this activity? What might each child have learned about emotions and how to express and manage them appropriately?
  • What else might this teacher do throughout the day to help children identify, name, and express their emotions and recognize those expressed by their peers?

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School Readiness