"filmID","creator","title","date_of_publication","runtime","series_title","summary","format_type","associated_entity","geography","subject_group","genre","image_url","direct_url"
"fod1000189828","","Teaching the Writing Craft","","28 min 43 sec","['Inside Writing Communties']","This program examines whole-class instruction in the writing workshop, looking at why teachers choose this type of instruction and how they integrate it with other instructional strategies such as working with individuals and small groups.","stream","[]","[]","['Effective teaching', 'Teaching', 'Education']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_85c39nll/version/100031/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189828"
"fod1000189827","","Reading/Writing Connections","","28 min 38 sec","['Inside Writing Communties']","Through interviews and classroom footage, this program demonstrates how teachers, including Christine Sanchez, Cristina Tijerina, Sheryl Bock, and Mark Hansen, incorporate works by published authors into their writing instruction.","stream","[]","[]","['Effective teaching', 'Teaching', 'Education']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_5xw2i1qr/version/100031/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189827"
"fod1000189826","","Reading Like a Writer","","28 min 40 sec","['Inside Writing Communties']","The relationship between reading and writing in the intermediate classroom is explored. The program demonstrates ways in which reading inspires students and helps them learn the craft of writing, including the use of touchstone and mentor texts.","stream","[]","[]","['Effective teaching', 'Teaching', 'Education']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_qvxfb9sa/version/100021/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189826"
"fod1000189825","","Fostering Choice and Independence","","28 min 27 sec","['Inside Writing Communties']","Viewers will see strategies and practices that encourage students to write. Teacher Mark Hardy's first days of school provide an example as he sets up the writing workshop by allowing his third graders to choose both the genre and the topic for their first pieces. Silvia Edgerton's fifth-grade class engages in a status-of-the-class activity.","stream","[]","[]","['Effective teaching', 'Teaching', 'Education']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_udha83t8/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189825"
"fod1000189824","","Reasons for Writing","","28 min 27 sec","['Inside Writing Communties']","This program examines practices that motivate students to write: choosing their own topics and making writing decisions, keeping a writer's notebook for recording their thoughts, focusing on authentic audiences for their writing, and having opportunities to publish their pieces.","stream","[]","[]","['Effective teaching', 'Teaching', 'Education']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_ez9q2ede/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189824"
"fod1000189823","","Teacher as Writer","","28 min 27 sec","['Inside Writing Communties']","This program shows third-grade teacher Latosha Rowley sharing her writing with her students and reflecting on the experience as a writer and as a teacher. It also includes several vignettes featuring other teachers who build community in their classrooms through modeling and sharing their own writing.","stream","[]","[]","['Effective teaching', 'Education']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_bgt2k34v/version/100031/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189823"
"fod1000189822","","Building a Community of Writers","","28 min 27 sec","['Inside Writing Communties']","How can teachers of grades 3 to 5 create classrooms that nurture and support students' confidence in their ability to write and help them forge their own writing identities? This program explores strategies and practices to help establish successful writing communities within classrooms.","stream","[]","[]","['Effective teaching', 'Education']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_snctghev/version/100021/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189822"
"fod1000189820","","Accoustic Neuroma, Brain Space Tumor","","1 min 41 sec","[]","Acoustic neuroma is a condition where a usually benign tumor grows on the nerve that affects hearing and balance. It only happens to one in 100,000 people per year, so identifying the problem and finding specialists who can treat it can be tough. In this program, a woman talks about her symptoms, diagnosis, and treatment for accoustic neuroma.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_hs6e9lap/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189820"
"fod1000189819","","Sociological Perspectives","","9 min 16 sec","[]","Introducing the idea of varying perspectives in sociology, this program discusses the functionalist perspective,explaining manifest and latent function. It discusses the conflict perspective with a look at Marx, feminism, and the work of DuBous. The program also considers the interactionist perspective of Weber, Mead, and Cooley.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_p9xsbaa4/version/100052/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189819"
"fod1000189818","","Culture, Volume 3","","9 min 22 sec","[]","This program introduces the idea of culture war, discusses Shalom Schwartz's work on values that are shared and differ across cultures, and considers the idea of dominant ideology. It also considers the concept of and gives examples of subcultures and countercultures.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_i4uhgnpq/version/100042/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189818"
"fod1000189817","","Culture, Volume 2","","8 min 13 sec","[]","This program presents examples and looks at the concepts of material and non-material culture, culture lag, and sociobiology.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_1vcggkce/version/100042/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189817"
"fod1000189816","","Emotion-Focused Therapy With Dr. Ladislav Timulak, Understanding Emotional Pain (EFT) – Claire’s Review of the Session","","7 min 31 sec","['Emotion-Focused Therapy With Dr. Ladislav Timulak']","In this program, a client who is working through feelings of trauma through EFT discusses her session with psychologist Ladislav Timulak.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_0iqnkc59/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189816"
"fod1000189815","","Emotion-Focused Therapy With Dr. Ladislav Timulak, Understanding Emotional Pain (EFT) – Ladislav’s Review of the Session","","27 min 53 sec","['Emotion-Focused Therapy With Dr. Ladislav Timulak']","In this program, psychologist Ladislav Timulak reviews his EFT session with a client experiencing trauma.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_tl09azai/version/100061/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189815"
"fod1000189814","","Emotion-Focused Therapy With Dr. Ladislav Timulak, Understanding Emotional Pain (EFT) – Discussion on Research Developments","","37 min 1 sec","['Emotion-Focused Therapy With Dr. Ladislav Timulak']","This program features a discussion with psychologist Ladislav Timulak about research developments that have contributed to EFT.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_742kvkxi/version/100061/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189814"
"fod1000189813","","Emotion-Focused Therapy With Dr. Ladislav Timulak, Understanding Emotional Pain (EFT) – Therapy Session With Commentary","","45 min 2 sec","['Emotion-Focused Therapy With Dr. Ladislav Timulak']","This program features an EFT therapy session between psychologist Ladislav Timulak and a client who is exploring the emotional impact of a traumatic experience associated with the birth of her daughter. It includes commentary from Timulak about his therapeutic strategy and EFT theory as it relates to practice.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_y528czrz/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189813"
"fod1000189812","","Emotion-Focused Therapy With Dr. Ladislav Timulak, Understanding Emotional Pain (EFT) – Therapy Session","","43 min 53 sec","['Emotion-Focused Therapy With Dr. Ladislav Timulak']","This program features an EFT therapy session between psychologist Ladislav Timulak and a client who is exploring the emotional impact of a traumatic experience associated with the birth of her daughter.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_3kt750az/version/100051/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189812"
"fod1000189751","","Battle of Social Networks","","53 min 4 sec","[]","Roughly five billion people around the world own a mobile phone, and more than half of them are smartphones. Millions of texts, images, and videos circulate daily through social networks, a perfect weapon for social organization. This program looks at the ways in which social networks are used as a tool for education, justice, and disseminating information, as well as how they are abused for personal and political gain.","stream","[]","[]","['Technology', 'Technological innovations']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_0qe73phk/version/100071/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189751"
"fod1000189748","","Passing Shower","","59 min 56 sec","[]","A humble love story between a college student with a dream to be a cartoonist and a house wife who wants to become a painter.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_x56h9ttg/version/100061/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189748"
"fod1000189747","","Building Stairs With Blocks","","5 min 30 sec","['Block Play: 3, 4, and 5 Years']","In this video clip, four-year-old Jack and his teacher, have been working on the problem of building stairs using unit blocks. Jack repeatedly tries to build a set of stairs more than three blocks high, but each time he adds the fourth block, the structure tips over.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_btx770u2/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189747"
"fod1000189746","","Unequal Weights Can Balance","","2 min 20 sec","['Block Play: 3, 4, and 5 Years']","Physics can surprise us when a condition exists that we do not consider. In this video clip, a child balances log cross-sections on a board that rests on a large curved block. Viewers can follow the boy's thinking as he changes the positioning of the log.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_8ajasfj0/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189746"
"fod1000189745","","Bottomless Boxes Are Better","","4 min 41 sec","['Block Play: 3, 4, and 5 Years']","In this video clip, four year olds Evan (in yellow) and Alex (in red) rearrange bottomless wooden boxes into play props that have qualitatively different functions: a train to sit in, a tunnel to crawl through, a bridge to walk over, an enclosure to hide toy animals inside, and a chute to toss a ball into. When a child is able to change the function of an object by changing his perspective to that object, he learns an important lesson. When I want a new function, I do not need to discard the object. I can change (e.g. rotate) the object instead of exchange the object. This important lesson in problem solving.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_cxta4txe/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189745"
"fod1000189744","","Photographs as Plans Rather Than Records","","4 min 54 sec","['Block Play: 3, 4, and 5 Years']","In this video clip, six four-year-old boys meet to rebuild a block structure that was photographed the day before. At two points in this video clip they go to the photograph for guidance. They do not have enough long blocks to finish the roof. At the teacher’s suggestion they look at the photographs and discover that the long blocks were used as the floor and a white tray served as the roof. Michael returns to the block structure to annex it with the white tray. The boys forego the problem of the incomplete roof.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_ywa43ral/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189744"
"fod1000189743","","Building Towers With Unifix Cubes","","2 min 53 sec","['Block Play: 3, 4, and 5 Years']","In this video clip, Ben and Lane, two four-year-old boys, work along side each other building towers with Unifix cubes. As the clip beings, the children share their goal, to build towers that are “big” and “high.” Unifix cubes provide the children with a standard unit of measurement, similar to a tape measure or a ruler. What comparisons and/or predictions could the teacher encourage the children to make in order to help Ben and Lane learn about the conventions of standard measurements?","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_n5fik08v/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189743"
"fod1000189742","","Building Support","","5 min 45 sec","['Block Play: 3, 4, and 5 Years']","In this video clip, Sammy and Lincoln, both three years old, are working to build supports on which to balance a large board. The boys initially have different ideas about where Sammy should place the rectangular block he is holding. After some discussion, Sammy contentedly moves his block under the board. Why does Sammy change his mind? What do you think encourages him to collaborate? Lincoln prefers to use a toy car instead of the ball that Sammy was trying. Think about the differences between these two objects and identify the different strategies used to make them roll all the way down the incline. Reflect upon the ways the children relate to each other throughout the episode. How would you characterize the boys’ relationship? Do you think they play together often?  Later, the boys express a sense of shared success.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_89585yah/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189742"
"fod1000189741","","The Story Wins the Day","","10 min 44 sec","['Block Play: 3, 4, and 5 Years']","This video clip follows three year olds Corbin and Annie play at the same table, making marble ramps and catches. At first Corbin is unsure if he can create what he has planned, so he asks Annie. It shows their interactions and the development of their game.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_j3u5lwb6/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189741"
"fod1000189740","","Fixing One End Undoes the Other","","4 min 1 sec","['Block Play: 3, 4, and 5 Years']","Some problems require that the child realize that fixing one thing might at the same time undo something that was previously fixed. How does the child adjust to the back and forth of creating a problem by solving a problem? In this video clip, a three year old tries to support both the right and left ends of a long balance beam, changing his goal along the way. Instead of walking along a level beam elevated by two supports on each end, he allows one end to remain unsupported as he walks up the incline. After all, the rules of play are fluid. Play gives children the option of either solving or bypassing a problem with no loss of face. Indeed, the playful child finds joy in simplifying a task. Also notice how the children do not take an ordinary step off the end of the beam. The children jump up with excitement to accentuate that they have made it to the end, even when they reach the end of the two by four laying flat on the floor. Perhaps they realize that the challenge does not come from the distance of the beam from the floor, but rather from the narrowness of the beam itself. Therefore, successfully walking the length of a long two by four flat on the floor merits the same excitement as walking the length of that same beam held aloft six inches off the floor.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_jhb5q338/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189740"
"fod1000189738","","Working with Scissors","","3 min 54 sec","['Motor Development: Infants 1-2 Years']","This video clip captures an experience with four two-year-old children who are working with scissors for the first time. Each child has a pair of scissors, along with a large piece of paper to cut. The children sit side by side, experimenting and testing out this new studio material.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_2uan7lc6/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189738"
"fod1000189737","","What Twos Know About Shoes","","2 min 35 sec","['Motor Development: Infants 1-2 Years']","In this video clip, a two-year old demonstrates Executive Function by deliberately working to solve a problem. Watch as the child persists for more than two minutes in her efforts to put on her shoes. Notice that the girl has already invented strategies to make the task more manageable.  In the context of Executive Function, the child evidences her ability to break the problem down into smaller steps, or subfunctions. Although the goal is clear, the girl demonstrates how the solution is more challenging than may first appear.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_r8pl060v/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189737"
"fod1000189736","","A Moveable Stage for Twos","","1 min 35 sec","['Motor Development: Infants 1-2 Years']","In this video clip, children ages two to two-and-a-half years old are impressed with how well they can move and reform a large mat that folds into four sections. There is a bit of pretend danger of being trapped, and there is the remaking of a tent like structure into a stage, upon which the children begin to dance. Notice the “presentational voice” of the children that marks their intention to be heard by an audience. Notice words like “okay, guys…” to frame what follows as instruction and “watch out” to caution peers about the approaching movement of the large mat. Notice the importance of having both a leader to initiate a dancing game and a follower to authenticate the movement as a game for all. Think about the importance of moveable objects that are large, not just loose parts that are small. Large objects have affordances that are different from smaller scale objects. Can you describe what specific actions resulted from the affordances of these large-scale moveable objects? What do the children do to manage the alternating accordion folds of the mat? Certainly, the children’s play shows their physical development. Can you talk about what other competencies are strengthened by the children’s play with these large-scale moveable objects?","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_s3vwmn40/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189736"
"fod1000189735","","An Invented Game","","1 min 33 sec","['Motor Development: Infants 1-2 Years']","In this video clip, three two-year-old girls enjoy playing an invented game. The girls work to coordinate their movements, accommodate a third player, and lend structure to their play by singing refrains from a familiar nursery rhyme.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_nln8czzm/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189735"
"fod1000189734","","The Twist of the Key","","33 sec","['Motor Development: Infants 1-2 Years']","This video clip follows one-year-old girls trying to twist a key. Notice how these girls twist the key once they place it on the keyhole in the doorknob. While they may not have found the key the fits deeper into the keyhole, they still let us know that twisting defines the object as a key, and not simply some random shape that fits into a hole.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_ryh2yy5x/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189734"
"fod1000189733","","Stuck Standing Holding On","","2 min 47 sec","['Motor Development: Infants 1-2 Years']","This video clip shows how a young boy’s curiosity causes him to pull up to a standing position to see what he can see. As he crawls across the floor, Connor appears to know that he wants to stand, and he recognizes that the shelf on the opposite wall will give him support. Notice how the teacher reads his intentions as she moves the teddy bear so that Connor can see it without turning away from the shelf he is holding. She then gingerly offers Connor her hand in case he wants to bend down. Later, Connor tries to reseat himself on the floor. However, the rim he holds rises slightly higher than his head, so Connor cannot place his hand on the floor to break his fall without first letting go of the rim. He cries out, and the observant teacher guides him down gently, but not without first allowing Connor to make a few attempts on his own. 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 of help do you see in this video?","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_nfqeazw7/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189733"
"fod1000189732","","Beyond the Five Senses","","2 min 35 sec","['Motor Development: Infants 1-2 Years']","Four toddlers are walking on contact paper, sticky side up, taped to the floor. Most often such an activity is called “sensorial play” and justified with phrases such as “they are exploring their sense of touch.” Such phrases, perhaps derived from Montessori’s phrase of “educating the senses,” imply that the children are learning what objects are smooth, what objects are rough, what objects are sticky, what objects are not. The emphasis is placed on a refinement of the sense, in this case touch, so that with experience, like a sculptor choosing the right wood, the child can determine the texture, the temperature, the grain, or the adhesiveness of objects. The literature on sensorial play seldom reveals the strategies the children use to make these distinctions and seldom reveals the extensions the child makes once an attribute, such as adhesiveness, is discovered. What does it yield for something to be sticky? What can I do with sticky? How can I have fun with sticky?","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_4v75i6k7/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189732"
"fod1000189731","","Ones Sweep – at Least Move – Leaves","","3 min 56 sec","['Motor Development: Infants 1-2 Years']","This video clip depicts one year olds using child-sized brooms, showing that it may be useful for them to confront non-trivial problems by using the big brooms and to be successful. Perhaps the very fact that these are grown-up brooms explains why the children love to use them and why they persist.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_qrtaabjr/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189731"
"fod1000189730","","How Toddlers Play With a Life Size Box","","5 min 20 sec","['Motor Development: Infants 1-2 Years']","In this video clip, four children, ages one to one-and-a-half years old, explore a large box that was brought into the community space as part of a school wide investigation. Why do the children tag the back of the box? Is this action functional or simply a conspicuous move that could be seen and imitated? Is it to confirm that they have entered into the box as far as they can go?","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_t11td744/version/100002/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189730"
"fod1000189729","","Infants Explore the Harp","","3 min 34 sec","['Motor Development: Infants 1-2 Years']","In this video clip, infants Olivia and Michael explore an unusual object, a toy harp. At first Olivia fingers the features that protrude. The teacher models how to pluck the wire strings to make a musical sound. Olivia is intrigued, but on her way to try this new strategy, she cannot resist fingering the protruding posts once again. She changes her movement from a pinch of the post to a grasp of the string, followed by a pluck made by swiping the wire strings with her fingers. This progression reveals how infants think. They want to activate a new movement (the one seen) but upon seeing the posts, the old pinching movement is activated. Infants have a tendency to repeat a previous action upon presentation of the eliciting stimulus, sometimes called “percept bound.” Learning often requires the suppression of a habit. But the strength of Olivia’s mental image of the teacher’s action retains sufficient power to cause her to shift.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_238zrdns/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189729"
"fod1000189728","","Infant Climb","","1 min 18 sec","['Motor Development: Infants 1-2 Years']","This video clip shows two infants crawling and climbing in their classroom, illustrating how infants explore their world with their whole bodies.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_2tcmqa6n/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189728"
"fod1000189727","","Stretching the Infant’s Reach","","2 min 56 sec","['Motor Development: Infants 1-2 Years']","This video clip shows an adult helping an infant grasp a desired object and also enticing her to obtain an object just beyond a comfortable reach. A child’s development depends on both the support and the challenge offered by a parent or teacher. Watch how this calm and responsive adult shakes the rattle to elicit the infant’s orientation to the object, but also smiles intermittently to let the infant know that this is a shared experience. The game is not simply about grasping the noise-making object. The triangle of infant, adult, and object makes this encounter one of framing the game as safe and fun, achieving a voluntary grasp of a rather large object, and bonding with the familiar face of the adult. The adult knows that she can elicit an automatic grasping reflex by placing the object directly in the palm of the infant’s hand. But on this day the adult decides to raise the child’s curiosity in the object by shaking it and through her smiles inviting the child to reach, contact, and close her fingers around the object as a pre-mediated, voluntary act. The adult makes several adjustments in her strategy when playing this game with a second infant.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_pvuwevbu/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189727"
"fod1000189726","","Infants Hold Hands","","3 min 27 sec","['Motor Development: Infants 1-2 Years']","For young infants, gripping another child’s hand is most often a physical rather than a social act. Over time, physical actions such as these develop to include social applications. This video clip shows two infants holding and releasing each other’s hands. By looking carefully at both their timing and the direction of their gazes, we can begin to understand more about the infants’ inner-world.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_d48uvyr5/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189726"
"fod1000189724","","Hunter Explains the Rain Cycle","","1 min 11 sec","['Discovery Through Nature']","This video clip shows five-year-old Hunter explaining the rain cycle as he points to his drawing. Quite often, and in this episode as well, children add new twists to their theories after they draw an event. The elements of the drawing, the mountain, the moving clouds, the teacher’s question about what makes the clouds start to rain, were not yet parts of an integrated theory of what causes what. As children navigate their drawings in the context of trying to explain how things work, they invent solutions. This process, called “drawing to learn,” reveals that symbols have both a representative power (putting down on paper what one knows) and a generative power (helping children construct an understanding that goes beyond their original theory).","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_vspdi4eo/version/100002/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189724"
"fod1000189723","","Tree Trunks, Balance and Power","","5 min 6 sec","['Discovery Through Nature']","This video clip shows four five-year-old children and a teacher as they work to build a tower using large sections of tree trunk. As the children arrange the wood to create a platform for their structure they encounter a problem that they attempt to solve.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_quik3vh2/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189723"
"fod1000189722","","Evidence of Dragon Destruction","","1 min 2 sec","['Discovery Through Nature']","This video clip shows four year olds on a walk through the forest near their school. Finding the remains of an adult tree, the children wonder what happened to the missing parts. One child speculates that a dragon took down the tree. Rather than ask if dragons are real, the teacher uses this opportunity to engage in a little discussion about evidence. Watch this clip and offer your comments on the value of these few moments for the children. Also comment on what you might have said in addition to or instead of what the teacher said. Offer some comments on how the boy’s ability to actually throw a rock at a fallen tree might have contributed to his choice of saying the dragon might have done the same.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_06ls91je/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189722"
"fod1000189721","","Leaves – Making Connections With Peers and Nature","","1 min 16 sec","['Discovery Through Nature']","This video clip shows a four year old covering herself with leaves. Her friends come over to see what she is doing. The teacher explains that she’s “getting covered up,” and the friends want to try it too. What makes it fun for children to cover themselves up with leaves? Perhaps the fun resides in the paradox of creating a sense of coziness out-of-doors. Children may enjoy reversing a primary attribute of the open outdoor space.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_isumzukj/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189721"
"fod1000189720","","She’s Not Listening","","2 min 49 sec","['Discovery Through Nature']","In this video clip, four-year-old Avery wants her dog, Jasmine, to lay her head on the floor. When Jasmine does not understand what Avery wants, Avery speaks louder and pats Jasmine’s head down firmly. She behaves as if Jasmine is not listening, as opposed to not understanding English. This idea of ‘listener blaming’ is common among four-year-olds. Avery invents innovative strategies to communicate her wish to her dog, including modeling the act of laying her head down herself. The choices Avery makes allow us to learn about her emerging understanding of her pet’s desires and needs. It also clearly portrays the growing theories children have about communication and persuasion.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_fb46catm/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189720"
"fod1000189719","","Growing a Garden to Music","","2 min 32 sec","['Discovery Through Nature']","In this video clip, a group of four year olds decides to act out the emergence of plants from the earth. They gather under a brown blanket meant to represent the dirt in a garden and listen for the music to guide them to grow. “Soon, the music will tell your body what to do, and it might tell your voice what to do as well. Just listen,” their teacher explains. The children are patient and listen to the music. As the music crescendos Lara begins to “grow” but stops when she notices her friends are not. They rise from the “ground” together and use their bodies to represent the plants. The children are then invited to use instruments to represent more garden sounds.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_9d0daev6/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189719"
"fod1000189718","","A Butterfly Landed on Me","","1 min 32 sec","['Discovery Through Nature']","This video clip shows a four-year-old interacting with a teacher and looking at a butterfly. Viewers see different strategies that teachers and children use hundreds of times a week. As you think about these strategies, consider all that we can learn from them about how children think and about how teachers enter and extend the child’s world of wondering.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_jkkp3sho/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189718"
"fod1000189717","","Mr. Pat Helps But Supports Self-Help","","6 min 12 sec","['Discovery Through Nature']","For many weeks, three-year-old Dryden has shown an interest in unusual rocks. He collects them near the school. Today he has found a rather large rock, too heavy for him to carry. He requires the help of an adult. This video clip shows his actions and the way in which his teacher, Mr. Pat, balances helping with encouraging the children’s planning.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_ps63hya7/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189717"
"fod1000189716","","Protecting Sluggy the Snail","","3 min 3 sec","['Discovery Through Nature']","Children have a great curiosity about little creatures that move. As adults, how do we help children form a more complex relation to bugs and slugs that creates an empathic me-to-them connection? In this video clip the teacher begins by asking the three-year-old girl to give the slug a name. Watch the rest of the clip and comment on how the teacher scaffolds the play so the child can reach this objective of taking care of “a neighbor,” as the teacher says at the end. Comment on where the teacher gives direct ideas and when she asks the girl to come up with an idea. Why does the teacher make the choice to use one of these two strategies. Why do you think the girl decided not to put Sluggy where the log was? What was the girl thinking as she pulled grass to add to the spot where she lay Sluggy?","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_im7sq3m7/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189716"
"fod1000189715","","Why Bring Leaves Into the Classroom","","1 min 17 sec","['Discovery Through Nature']","This video clips shows the dynamics of three two-year-old boys attempting to play in the same space. The teacher uses a variety of strategies to assure safety while honoring the children’s goals. Notice aspects of actions that help us infer a child’s intention, such as eye contact, sequence, and timing. Note how Alex reacts to Henry as Henry tries to make entry into the play space. The teacher redirects Jackson to the pile of leaves on the floor so that he can play without standing in the elevated water basin. Alex picks up on whatever the teacher says, such as ‘feet’ and ‘be gentle’ and ‘leaves on the floor’. Consider how these observations can help us answer the question: Why might we bring leaves into the classroom? How might these observations help us decide where we might take this activity tomorrow?","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_eygbzxlb/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189715"
"fod1000189714","","Earthworm","","1 min 21 sec","['Discovery Through Nature']","This video clip shows a two year old in the garden picking up an earthworm. Does her surprise and excitement influence her to repeat this action? What learning opportunities might have been missed if the teacher had scooped up the worm for Zinnia? Why do you think is it often important for a toddler to repeat an action?","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_nplstgbw/version/100042/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189714"
"fod1000189713","","The Paradoxical Shell","","1 min 58 sec","['Discovery Through Nature']","In this video clip, an 11 month old rotates, probes, and rubs a white shell. Let’s try and figure out what he might be thinking. By reading his actions as high level thinking we reveal the incredible intelligence manifest during the first year of life, intelligence that is sadly often reduced to phrases like “hand-eye coordination” or “using the five senses.” Watch this video and decide if you agree that Truman is actually comparing these two sides.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_fqzpodpr/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189713"
"fod1000189711","","Taking Turns","","3 min 43 sec","['Social and Emotional Learning: Infants 1-2 Years']","This video clip shows how a teacher helps two year olds find an age-appropriate unit of time for taking turns.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_bb3b26jt/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189711"
"fod1000189710","","Helping Toddlers Help Each Other","","5 min 51 sec","['Social and Emotional Learning: Infants 1-2 Years']","This video clip shows two-year-old children learning to negotiate social rules surrounding their play with blocks.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_i2xl1wgh/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189710"
"fod1000189709","","Party of Chairs, Making Meaning of Others’ Actions","","14 min 46 sec","['Social and Emotional Learning: Infants 1-2 Years']","This video clip shows two-year-old Maddie walking over to pull a chair out from the table. Maddie clears the floor and stands in front of the chair as if she might sit down, but then goes to get another chair. Notice that Maddie rotates the second chair as she slides it. This rotating action tells us that she is planning ahead. Maddie is thinking about how to orient the second chair in order to face it in the same direction as the first. Also, notice that she carefully adjusts the chairs so that they abut each other. This adjacent placement suggests that Maddie may not be thinking about the chairs as seats, but as objects to be arranged – like blocks.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_ml6rjapz/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189709"
"fod1000189708","","Gracious Toddler – It Was Mine, But Let Me Help","","2 min 0 sec","['Social and Emotional Learning: Infants 1-2 Years']","This video clip shows how toddlers can value friendship more than objects. We have presented our analysis as a Thinkprint. We wrote what the children might be thinking, not in these exact adult words, but in effect. Writing Thinkprints is a useful way to see more in the children’s actions since you are searching for their intentions.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_u5dweao0/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189708"
"fod1000189707","","Young Toddlers Imitate Each Other","","1 min 28 sec","['Social and Emotional Learning: Infants 1-2 Years']","This video clip shows one year olds imitating each other.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_cspaonu9/version/100002/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189707"
"fod1000189706","","Rocking Horse Rumble","","3 min 7 sec","['Social and Emotional Learning: Infants 1-2 Years']","This video clip shows one year olds Ella and Julia riding rocking horses. Rather than mount the horse that remains empty, Jacob uses several strategies to gain access to the horse that Ella is riding.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_9szvkit3/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189706"
"fod1000189705","","Are They Talking?","","1 min 59 sec","['Social and Emotional Learning: Infants 1-2 Years']","This video clip shows how babies begin to ‘pronounce’ word-like sounds before pronouncing actual words. If you listen for a while you will realize that these sounds are strung together into a small number of sentence-like patterns used repeatedly. If you watch how children orient to each other as they make these sounds, you can determine if the speaker is trying to communicate something to his friends. Speculate about what the children in this video might be thinking as they pronounce these sounds.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_kbrg83t8/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189705"
"fod1000189704","","Negotiating Social Boundaries","","3 min 43 sec","['Social and Emotional Learning: Infants 1-2 Years']","These video clips capture a social interaction between Talia, 12 months old and Brady, 2½ years old. Brady’s teacher took the first clip as she observed their interactions from a distance. Talia’s teacher took the second clip as Talia was sitting in her lap. Both clips reveal interesting perspectives.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_kkt42p1m/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189704"
"fod1000189703","","Was She Giving or Unloading?","","36 sec","['Social and Emotional Learning: Infants 1-2 Years']","This video clips shows Jenna, a one-year-old girl offering a cup to an infant. Would you say she is giving the cup to the infant? Getting rid of a cup she does not want to hold anymore? Seeing if the infant will toss it to the ground? Seeing if the infant will continue to hold the cup after it is passed to her? Pay particular attention to her utterances like, “Uh-oh”, her laughter, her body language, and the way she adjusts the placement of the cup before releasing it.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_iihsepsu/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189703"
"fod1000189702","","George Understands","","1 min 11 sec","['Social and Emotional Learning: Infants 1-2 Years']","This video clip shows two infants trying to play with the same object and how one appeases the other, reducing the conflict.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_7w8aa2e5/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189702"
"fod1000189701","","Two Babies Observe Each Other","","1 min 22 sec","['Social and Emotional Learning: Infants 1-2 Years']","This video clip shows two babies making eye contact and one touching the arm of the other. Take time to write a transcript of their thoughts, as if at this young age they have full command of English. This “think print” activity often helps you see features of the video that a more literal analysis misses. Consider the importance of vision during the early months of life when mobility has not fully developed. What can infants learn by looking? What indications for learning do you see in this video? And if you don’t see much indication of learning, write down what the infants might do that would so indicate they have learned something.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_chd5897f/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189701"
"fod1000189699","","That’s Not an N…It’s a W","","6 min 10 sec","['Literacy: Sound to Symbol Relationship']","This video clip offers us a look at three five year olds, who are working to make “open” and “closed” signs for their dramatic play store.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_5zall378/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189699"
"fod1000189698","","Writing Happy Birthday","","5 min 18 sec","['Literacy: Sound to Symbol Relationship']","In this videative (video clips with text), five-year-old Alexandra writes “Happy Birthday” on a card for her grandfather with the support of her teacher. On occasion, two of her classmates help to figure out what letter comes next. Their interaction invites us to explore how young children are challenged by the frequently arbitrary relationships in the English language between letter names, letter sounds, and letter forms (graphic representation). We examine when the strategy of “sounding out” effectively helps a child to determine the next letter in a word. And by studying the teacher’s choices and speculating about her reasoning, we consider which nuances of the English language to exploit, and when it might be helpful to take a more didactic approach.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_ooiaisiz/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189698"
"fod1000189697","","Creating a Sound Alphabet on the iPad","","3 min 9 sec","['Literacy: Sound to Symbol Relationship']","This video clip begins with three children and two adults exploring MadPad™, an iPad app that allows children to create sound tracks to a set of twelve images arranged in a 3 by 4 matrix. The children can use the front video camera on the iPad to create a short video of themselves making sounds, or they can use the rear camera to take snap shots or video clips to go with sounds. When they touch any one of the twelve images, the respective audio loop plays once. The app also includes a large number of prefabricated images with sounds that the children can touch. Perhaps the children require more time with the MadPad before they can generalize the formal properties of this device in order to suggest new uses for it. The adults move the experience forward by responding to the children’s wish to use the iPad to make their own sounds.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_nf5fzf8t/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189697"
"fod1000189696","","Writing Pineapple","","4 min 23 sec","['Literacy: Sound to Symbol Relationship']","Five year olds Nicholas and Jack are working at the table with their teacher. Jack would like to write the word ‘pineapple’ and throughout the video clip the teacher helps Jack determine what letters to write next by giving him phonetic clues.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_kojsv7ea/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189696"
"fod1000189695","","What Sound Does This Make?","","5 min 55 sec","['Literacy: Sound to Symbol Relationship']","This video clip shows a group of eight five-year-olds participating in phonics activities with their teacher during classroom meeting time. In the first part of the video clip the teacher invites the children to sound out two-letter blends such as “CH”, and “SH”. In the second part of the video the teacher encourages the children to name, and make the sound associated with, several different lowercase letter forms.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_4guw07v3/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189695"
"fod1000189694","","Lauren Builds Letters With Marks","","3 min 6 sec","['Literacy: Sound to Symbol Relationship']","The two four year olds in this video clip are working together to write the date on the meeting board. Harriet is dictating the letters of the word, “January” to Lauren. Harriet points to and calls out each letter in the sequence: J-A-N-U-A-R-Y. Lauren writes each letter as called. She accepts some looseness in her “U” that looks more like an “O.” But her “Y"" gives her pause. She tries a couple of times to rewrite it, stating, “That’s not a ‘Y’. I drawed a ‘4’ for a ‘Y.’  Her difficulty reminds us that building the correct form of a letter has its own obstacles.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_zbsc6pqb/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189694"
"fod1000189693","","The Challenge of Printing Ns","","4 min 29 sec","['Literacy: Sound to Symbol Relationship']","This video clip captures two four-year-old friends explaining strategies for writing their names to one another. These children have been in class together since infancy. It is clear that they are very comfortable and trust each other, enough to open themselves up to debate and to receive/offer feedback.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_wkyvh3ij/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189693"
"fod1000189692","","Helping Maddie Learn New Words","","4 min 55 sec","['Literacy: Sound to Symbol Relationship']","In this video clip, four-year-old Maddie sits on the floor with her regular teacher (foreground) and her speech teacher (in the back). The teachers use hand signs and words to ask Maddie to point to one of two pictures, the one for which the word and sign refer. Watch this video carefully, noting which concepts Maddie understands and to look at specific aspects of Maddie’s thinking.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_az0x07eg/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189692"
"fod1000189691","","Making Named and Naming Sounds","","2 min 32 sec","['Literacy: Sound to Symbol Relationship']","This video clip shows three toddlers and a theater teacher researching sound. Initially, they are listening to sounds that they hear from a recording. The boy recognizes baby, firetruck, and door sounds. Then the process reverses from naming the sounds they hear to intentionally trying to create those sounds, particularly the sound of a “fire truck.”","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_1pk0mjr9/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189691"
"fod1000189690","","When the Teacher Sings “Ball”","","3 min 47 sec","['Literacy: Sound to Symbol Relationship']","This video clip shows how when the teacher sings word-like sounds to Blake (10 months old), he orients more intently to the teacher. Notice how the teacher first invites Blake to make the same sounds she does. Then she elevates the invitation to consider that the word “ball” refers to the object she moves gently in her hand. By shifting back and forth between the game of “make my sounds” and “this object is called a ball” Blake might soon use the word “ball” himself in reference to the object. There is one place where Blake holds the ball up to the teacher, as if to invite her to share in his attention. Perhaps this is the beginning of shared reference, the first component of using a word to communicate to someone else the presence of a known object.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_qtqdg8wk/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189690"
"fod1000189688","","How Holes Add Focus","","1 min 34 sec","['Games With Rules']","Depciting the importance of a good focus to a good game, this video clip shows children playing with a rimmed tray with a hole in the center. The empty container below clearly defines the goal of getting the ball to roll through the hole by tilting the tray. The tray is large enough to require a player on each side. To control the path of the ball the children need to split their attention between their own moves and their partners’ moves. An audience of peers motivates the children to play longer and shares in their fun. Consider how the challenge of the game might increase if the tray and ball were of different sizes or shapes or the rules of the game were changed.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_138lnyv0/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189688"
"fod1000189687","","Children Construct the Rules for Checkers","","3 min 7 sec","['Games With Rules']","In this video clip, five year olds Golden and Emma are playing a game of checkers. Golden is teaching Emma how to play. Notice how patient and flexible he is as he tries to explain the rules and she doesn’t quite follow. Golden seems to demonstrate an understanding that Emma is making sense of the game in her own way. Notice the different ways he scaffolds her learning.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_puj9ik4n/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189687"
"fod1000189686","","Duck, Duck, Goose!","","5 min 16 sec","['Games With Rules']","In this video clip, Chaislyn and Maddie play a game of Duck, Duck, Goose with their teachers. The girls use many strategies during their play. Chaislyn loves being the goose, but she knows that this role is supposed to be avoided. How does she handle this restriction? She invents an expression of feigned disappointment (“Oh man!”) in order to cover her deliberate strategies to “lose.” This feigned expression is an indication of her ability to think about other people’s thinking. See how Chaislyn and Maddie modify other rules to make the game more fun. In the process of playing group games, young children come to understand fairness and the perspective of others.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_gc1bxla7/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189686"
"fod1000189685","","Elastic Rules Mean More Can Play","","2 min 48 sec","['Games With Rules']","This video clip begins with two boys, Jaylin in green and Ethan in a blue shirt, standing against a brick wall in anticipation of a start signal for the race from Jeriah, wearing blue pants. Jeriah stands away from the wall as if to establish his role as ‘starting gun’. He sees that Ethan is looking at him, so he raises his hand to signal that the starting word (“Go”) is about to be spoken. But Jaylin is not looking at Jeriah, nor is Jeriah concerned that one of the racers is not ready. We might infer that the game is not about winning, and therefore there is no need for an equal chance for all to start at the same time. From these simple cues we will try to deconstruct what the children may be thinking and what rules their actions imply they are using. We can follow the ebb and flow of rules as they change with different leaders and new children joining the race.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_y99o07cn/version/100042/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189685"
"fod1000189684","","Why Children Play Follow-Me","","1 min 41 sec","['Games With Rules']","What do the three-year-old children in this video clip gain from playing the game of following one another in a circle?  This video clip highlights what children know and how they interact during ordinary moments, showing how some children whose strategies keep the game going for the others.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_9oov2p42/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189684"
"fod1000189683","","Pole Play for Twos (Ring Around the Rosy)","","2 min 9 sec","['Games With Rules']","This video clip can be studied via several dimensions: the affordance of playground structures to support social play, the way the children adjust the rules of “Ring Around the Rosy” to fit the environment, and the way the children adjust their actions to avoid getting dizzy and their subsequent use dizziness as part of falling down.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_gi9rx8ws/version/100042/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189683"
"fod1000189682","","How Spaces Support Social Play","","2 min 13 sec","['Games With Rules']","We know that round spaces afford conversation, enclosed spaces afford intimacy, and high spaces afford achievement – for children as well as adults. However some features of a classroom might not be commonly identified for what they afford. In this video clip, four two-year-old children race back and forth between a wall mirror and a cushioned corner. A study of this clip reveals yet another affordance of space. Let’s call it “bounding events.”","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_g00xwagw/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189682"
"fod1000189681","","Peek-a-Boo, Playing With the Rules","","2 min 18 sec","['Games With Rules']","This video shows two year olds initiating a game of Peek-a-Boo on the playground. It begins with two toddlers playing Peek-a- Boo over a fence. While they are enjoying this game, a third child attempts to join by popping up on one side of the partition. When this is unsuccessful, he leaves. Other children join in and the rules change.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_6t32yxhf/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189681"
"fod1000189680","","Lead and Follow","","1 min 34 sec","['Games With Rules']","Laurel and Jenna are meeting for the first time. In this video clip, we see how the girls establish a relationship through a series of leading and following actions. Notice what other movements Laurel introduces and study how Jenna works to follow her lead. When another child joins them on the mat consider how his style of relating to Jenna differs from Laurel’s approach. Notice when the roles of leader and follower shift.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_ub5dtqy2/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189680"
"fod1000189679","","Screen Literacy – Peek-a-Boo Replay","","52 sec","['Games With Rules']","In this video clip, two infants discover the joy of disappearing and re-appearing on opposite sides of a climb-through tunnel. In the second segment, the screen is divided into a replay of the peek-a-boo episode in the background and on the lower left we see a clip of the boy looking at this same episode on a computer screen. We see the boy stoop several times while he looks at the peek-a-boo episode on the computer. His actions can be seen as evidence of “screen literacy,” that is, this pre-verbal child finds implication for action by “reading” the screen. Furthermore, he re-enacts the game without adult suggestion.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_ywktv8l2/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189679"
"fod1000189677","","Children Construct the Rules for Checkers","","3 min 7 sec","['Children as Teachers']","In this video clip, five year olds Golden and Emma are playing a game of checkers. Golden is teaching Emma how to play. Notice how patient and flexible he is as he tries to explain the rules and she doesn’t quite follow. Golden seems to demonstrate an understanding that Emma is making sense of the game in her own way. Notice the different ways he scaffolds her learning.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_2iwr4jdk/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189677"
"fod1000189676","","Xavier Writes to Wesley","","2 min 35 sec","['Children as Teachers']","This video clip illustrates the value of authentic literacy experiences for young children. The video begins with Xavier attempting to send a message to Wesley. Xavier asks Wesley how to spell his name. What does the request indicate about Xavier’s understanding of messages? Notice the peer scaffolding that occurs during the process, when Wesley encourages Xavier even when he makes mistakes. Wesley returns to Xavier to add Xavier’s name to the work. This step changes the intention of the message that was originally a message from Xavier to Wesley. How does the skill of name writing empower children?","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_hn5g02dm/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189676"
"fod1000189675","","That’s Not an N…It’s a W","","6 min 10 sec","['Children as Teachers']","This video clip offers us a look at three five year olds, who are working to make “open” and “closed” signs for their dramatic play store.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_46xtdd37/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189675"
"fod1000189674","","Building a Toy Car Together","","1 min 2 sec","['Children as Teachers']","This video clips shows a young girl putting several pieces together to build a toy car. She does not realize that she has the wheel section facing up, so when she places the canopy on top, the wheels are not on the bottom of the chassis. She senses that something is wrong, but the boy in the video knows what has to be done. He asks if he can show her what to do, and she passes the toy car to him.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_ckcs62vh/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189674"
"fod1000189673","","Child as Teacher","","2 min 22 sec","['Children as Teachers']","This video clip shows a role-reversal between teacher and child. At the water table,four-year-old Chris has discovered how to use his hands to blow bubbles. Chris’ teacher encourages him to step into the role of instructor. She begins by imitating Chris’ manner of positioning his hands to make bubbles. She then directly asks Chris to give her instructions. The teacher continues to seek Chris’ guidance for each step in the bubble making process.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_6du547i2/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189673"
"fod1000189672","","Evan Shows Jose","","8 min 15 sec","['Children as Teachers']","In this video clip, four-year-old Evan shows Jose, a new child, his favorite parts of the playground. In the first segment Evan speaks and gestures to Jose, showing him how to put his foot next to the bottom of the wall. Next, Evan demonstrates to Jose, who stands holding onto a vertical pole, how to use the pole as a pivot for walking round and round. Jose tries this on another pole but bumps into horizontal bars that stop him from going all the way around. Evan continues to walk around the “Maypole”, and soon other boys join in. Comparing this clip to Dancing the Freeze illustrates how Evan has changed and developed","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_hbx0xi0m/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189672"
"fod1000189671","","The Challenge of Printing Ns","","4 min 29 sec","['Children as Teachers']","This video clip captures two four-year-old friends explaining strategies for writing their names to one another. These children have been in class together since infancy. It is clear that they are very comfortable and trust each other, enough to open themselves up to debate and to receive/offer feedback.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_w5l84849/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189671"
"fod1000189670","","The Whistle Lesson","","1 min 2 sec","['Children as Teachers']","When two children enter the frame of peer teaching, we witness both cleverness and a few gaps. This video clips shows a three year old teaching another three year old how to whistle.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_d23ed9dn/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189670"
"fod1000189669","","Can Three Year Olds Teach?","","4 min 43 sec","['Children as Teachers']","This video clip shows how three-year-old Max cannot close his zipper purse. Justin announces, “I will teach him.” As Justin starts to zip his own purse he tells Max, “Now watch this. I can do it. Hold on the bag and pull.” It highlights how young children teach by demonstration.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_vjkk75tq/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189669"
"fod1000189668","","Tricycle Tour","","1 min 21 sec","['Children as Teachers']","In this video clip, three-year-old Ella enjoys helping her younger friend Grace, have a ride on a tricycle. In her leadership role, Ella is challenged to guide the tricycle with a seated passenger. Notice that Ella is able to maneuver the tricycle more easily by pushing it backward.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_rhp9vxn6/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189668"
"fod1000189667","","When Toddlers Read to Friends","","42 sec","['Children as Teachers']","This video clip shows a two year old reading to her friend. Let’s think for a moment about how a well-known story in pictures advances language development. We can dismiss memorizing in the literal sense because we hear Kaia’s invented phrases and the occasional inverted sequences. Yet, she is articulate and expressive beyond everyday discourse.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_q6f25cxm/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189667"
"fod1000189665","","Invisible Rats - Reality in Fantasy","","5 min 18 sec","['Dramatic Play']","This is a video clip of a group of three children in a 4-year-old classroom. The teacher discovers two boys hiding under a futon and begins filming. Soon a girl joins the group and asks the boys what they are doing. They declare that they are “Invisible Rats” and thus begins a conversation about being invisible. The children relocate to a new area in the classroom. As if they realize they are in full view, they pretend to dig deep holes that are dark and prevent them from being seen. The teacher joins the children’s play by stating that she hears something, but cannot see anything. In your opinion, what is the teacher’s goal for entering the children’s play? How does her strategy alter the play?","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_zhp8vz6x/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189665"
"fod1000189664","","Hamilton's Towing","","3 min 23 sec","['Dramatic Play']","In this video clip, five-year-old Devon receives a pretend business call while he is busy getting a pretend hair cut, so Jared helps out by answering the ringing telephone. Watch how the children deal with the language requirements of the telephone.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_p7438psz/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189664"
"fod1000189663","","Discovering Our Plan","","2 min 36 sec","['Dramatic Play']","This video clip shows three five year olds playing together by animating a butterfly and two toy turtles. These animals become the central characters around which the children collaborate to develop a pretend script. Study how the children use symbols in their play and consider why some symbols are constant while others change. Observe how pretending together encourages the children to reject certain symbols while accepting others. Observe how the children demonstrate knowledge about negotiating pretend play scripts with peers. As you notice how the teacher works to extend the children’s pretend script and what strategy she uses to hold the children accountable for their symbol use, consider where you think she is most effective.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_uw4pgwxd/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189663"
"fod1000189662","","Sock, Boot, Ski Then Slide","","2 min 14 sec","['Dramatic Play']","In this  video clip, three-year-old Mackenzie labels her pretend action in sequence, sock on, ski on, sock on, ski on. Emily reminds her to put on her ski boots. Emily realizes that socks on skis would not work. Mackenzie gets it. But Mackenzie does not take off her imaginary ski before she puts on her ski boots. She simply rustles her hands around her foot as if to “erase” the last placement. She does honor the sequence that boots go on before skis. The symbolization here is mostly about putting a list of items in the proper sequence. She even reverses the sequence correctly by taking off her pretend skis before taking off her boots. She does not symbolize putting her weight on her boot to insert it onto the ski. Her movements of putting on socks, boots, and skis are rather generic. Mackenzie’s symbols capture sequence and location (her foot), but do not capture the shape of action required to don a sock or connect boot to ski. In early symbolization, sequence and location are manifest earlier than the shape of an action.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_r9inz296/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189662"
"fod1000189661","","Co-constructing Stories","","3 min 40 sec","['Dramatic Play']","This is a clip of two four-year-old children co-constructing a dramatic play story. The children continually use the terms: “and then,” “how ‘bout,” and “OK?” as they negotiate the play. What does this strategy tell us about the children’s understanding of effective collaboration? The clip shows how the children offer each other space to lead the story at alternating times.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_3fo3xz4l/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189661"
"fod1000189660","","Sick Baby","","5 min 35 sec","['Dramatic Play']","This video clip shows four year olds Emma, Brenna, and Julia caring for a baby with a ‘boo-boo’. Brenna animates the Mom (doll) who feeds the baby. Julia talks on the telephone. As the children explore their conceptions about friendship, illness, treatment, doctors, police officers, mommies, and telephone conversations, we learn how dramatic play supports children’s social and emotional development.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_7u3kjjrs/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189660"
"fod1000189659","","Pretend You Like Me","","6 min 18 sec","['Dramatic Play']","In this video clip, five-year-old Miles tries to enter the play of two five-year-old girls, Jacey and Hannah. This is a classic example of “May I play with you?” Hannah and Jacey are pretending to be puppies. See how Miles uses pretense in order to gain acceptance into the girls’ play. He recognizes Hannah as the leader of the play, and works to establish communication with her.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_im4lm9qo/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189659"
"fod1000189658","","Pretend Washing","","1 min 10 sec","['Dramatic Play']","When children act out a scene in pretend play they let us know a great deal about their understanding of the physical and social world. This video clip shows three-year-old girls pretending to wash their hands.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_c2ssu58x/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189658"
"fod1000189656","","Elastic Rules Mean More Can Play","","2 min 48 sec","['Executive Function']","This video clip begins with two boys, Jaylin in green and Ethan in a blue shirt, standing against a brick wall in anticipation of a start signal for the race from Jeriah, wearing blue pants. Jeriah stands away from the wall as if to establish his role as ‘starting gun’. He sees that Ethan is looking at him, so he raises his hand to signal that the starting word (“Go”) is about to be spoken. But Jaylin is not looking at Jeriah, nor is Jeriah concerned that one of the racers is not ready. We might infer that the game is not about winning, and therefore there is no need for an equal chance for all to start at the same time. From these simple cues we will try to deconstruct what the children may be thinking and what rules their actions imply they are using. We can follow the ebb and flow of rules as they change with different leaders and new children joining the race.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_sh1zmb54/version/100042/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189656"
"fod1000189655","","Breaking to Build, Boys and Blocks","","6 min 0 sec","['Executive Function']","In this video clip, four-year-old Dusk and his friends are interested in building a track for their racecars. As a provocation, some of the chairs are lined up in the classroom. The children see this line of chairs as a good location for their track. Dusk decides to extend the line of chairs and recruits his friends to help. Listen as he repeats the words “more, more, more!” Watch how Marty responds and how the boys get to work, spurred on by Dusk’s motivational speaking throughout the footage. Dusk gathers his friends to explain where to build the track and what to do once the track is finished.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_7vdi2m4p/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189655"
"fod1000189654","","Sick Baby","","5 min 35 sec","['Executive Function']","This video clip shows four year olds Emma, Brenna, and Julia caring for a baby with a ‘boo-boo’. Brenna animates the Mom (doll) who feeds the baby. Julia talks on the telephone. As the children explore their conceptions about friendship, illness, treatment, doctors, police officers, mommies, and telephone conversations, we learn how dramatic play supports children’s social and emotional development.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_2i3wek7b/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189654"
"fod1000189653","","Duck, Duck, Goose!","","5 min 16 sec","['Executive Function']","In this video clip, Chaislyn and Maddie play a game of Duck, Duck, Goose with their teachers. The girls use many strategies during their play. Chaislyn loves being the goose, but she knows that this role is supposed to be avoided. How does she handle this restriction? She invents an expression of feigned disappointment (“Oh man!”) in order to cover her deliberate strategies to “lose.” This feigned expression is an indication of her ability to think about other people’s thinking. See how Chaislyn and Maddie modify other rules to make the game more fun. In the process of playing group games, young children come to understand fairness and the perspective of others.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_wkykvvjd/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189653"
"fod1000189652","","Taking Turns","","3 min 43 sec","['Executive Function']","This video clip shows a group of two-year-olds working to voluntarily control their behavior in order to engage in turn-taking with peers. The children know that taking turns involves a period of waiting and a period of activity. One child asserts the “five-minute” rule as a means to negotiate turns swinging. While the children understand that time can be measured, they have trouble determining the actual time span of five minutes. The teacher offers the children a more manageable unit of time by suggesting they count from one to ten. Counting together provides the children a verbal guide by which to regulate their behavior and make the period of waiting more tenable.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_sh8as8uh/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189652"
"fod1000189651","","Stacking Tires","","7 min 11 sec","['Executive Function']","This video clip follows a five-year-old as she exhibits Executive Function by devising and executing a plan to achieve her goal – building stacks made of heavy automobile tires.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_r23vmpu5/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189651"
"fod1000189650","","A Clear Purpose Supports Persistence","","6 min 39 sec","['Executive Function']","In this video clip, Sohum, 20 months old, attempts to stand three thin square blocks in a row, like dominoes, an arrangement he has just finished building with ease, and he announces his success loudly as he stands.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_ldwh0zis/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189650"
"fod1000189649","","Overcoming Obstacles","","9 min 17 sec","['Executive Function']","This video clip shows two-year-old Jack demonstrating conscious control by carrying out a series of deliberate actions as a clear means to an end while working to remove obstacles from his path. Jack, is attempting to ride a small car down a slotted ramp. The child knows that to begin his ride, he has to “park” the car at the top of the ramp where a well holds the back wheels secure. After enjoying a ride, Jack returns for subsequent  trips down the ramp but has to figure out how to move obstacles from his path.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_otfd7kcm/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189649"
"fod1000189648","","What Twos Know About Shoes","","2 min 35 sec","['Executive Function']","In this video clip, a two-year old demonstrates Executive Function by deliberately working to solve a problem. Watch as the child persists for more than two minutes in her efforts to put on her shoes. Notice that the girl has already invented strategies to make the task more manageable.  In the context of Executive Function, the child evidences her ability to break the problem down into smaller steps, or subfunctions. Although the goal is clear, the girl demonstrates how the solution is more challenging than may first appear.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_exqei52v/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189648"
"fod1000189647","","Self-Regulation During Year One","","4 min 9 sec","['Executive Function']","This video clip shows a 10-month-old infant soothing herself when frustrated, focusing her attention in spite of distraction, and organizing her behavior into an effective sequence, thereby exemplifying an area of development called “self-regulation.” Although her attention is temporarily directed elsewhere, she leaves some mental space for the game so that she can pick up where she leaves off. Having these two levels of attention supports the child’s regulation of her actions toward a goal, thereby indicating the emergence of important skills underlying the infant’s executive function.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_qqs6ofpk/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189647"
"fod1000189645","","Clever Teamwork Works","","7 min 20 sec","['The Young Child as Scientist']","In this video clip, eleven children work together to retrieve a plastic soda bottle from the other side of a chain link fence. They use fingers, feet, a rubber hose, but most essentially, their minds. When one child inadvertently pops the bottle farther from reach, the children, undaunted, attempt to bring it back in reach. The clip shows the number of strategies the children invent “on the fly”, some more impulsive, others very intentional and clever. It is the children’s general willingness to “try anything” that rewards their constant effort. They are not bound by “rules” as many adults are – rules that tend to constrain creativity and innovative solutions.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_pwbexkqc/version/100042/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189645"
"fod1000189644","","Girls Experiment With Mixing Colors Over a Light","","5 min 1 sec","['The Young Child as Scientist']","This video clip follows four-year-old girls talking “science” as they use eyedroppers to create colored liquids. The close proximity of the girls, each with her own eyedropper, making new colors that are under-lit by the overhead projector – all of these factors support thinking out loud as they express their surprise, their predictions, and their methods of making new colors. The teacher poses interesting questions to help the children reflect on what was done and what could be done during this investigation of mixing colors. Listen as the girls continue to put their actions into words. Decide for yourself if you think the children make a transition from naming new colors to explaining the process by which new colors are made. Also, think about the strategies the teacher uses to facilitate the flow and the thinking in this investigation.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_7bpha3tj/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189644"
"fod1000189643","","What Makes These Stars on the Floor?","","58 sec","['The Young Child as Scientist']","This video clip shows toddler Carter looking at the effect a mirror balls creates in a room. The action picks up with Carter asking, “Where’d go?” holding his palms up in a questioning gesture. He holds the mirror ball and has stepped out of the path of sunlight. The question itself indicates that Carter wonders if these delightful spots of light will return. He searches with his eyes, sees a single spot, and points to it. Again his behavior suggests he understands this event to be repeatable, not a one-time “pop”.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_2n5cip1o/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189643"
"fod1000189642","","Animal Train","","7 min 48 sec","['The Young Child as Scientist']","Pretend play can encourage children to think about how things work (function) rather than how things look (description), and to add motive and intention to pretend characters. This video clip shows two year olds Tucker and Ayla placing animals on a train going ‘to the office’. George asks, “Well, so you don’t want me to put it (horse) over here?” Ayla explains, “No, this goes right there. The horsie eats hay.” Ayla adds motive to the horse’s placement by repositioning it near a raised block that looks like a hay trough. When George shows interest in a tube Tucker calls a drill, Tucker acts out a turning and pressing motion.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_3bc23oy9/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189642"
"fod1000189641","","Beyond the Five Senses","","2 min 35 sec","['The Young Child as Scientist']","Four toddlers are walking on contact paper, sticky side up, taped to the floor. Most often such an activity is called “sensorial play” and justified with phrases such as “they are exploring their sense of touch.” Such phrases, perhaps derived from Montessori’s phrase of “educating the senses,” imply that the children are learning what objects are smooth, what objects are rough, what objects are sticky, what objects are not. The emphasis is placed on a refinement of the sense, in this case touch, so that with experience, like a sculptor choosing the right wood, the child can determine the texture, the temperature, the grain, or the adhesiveness of objects. The literature on sensorial play seldom reveals the strategies the children use to make these distinctions and seldom reveals the extensions the child makes once an attribute, such as adhesiveness, is discovered. What does it yield for something to be sticky? What can I do with sticky? How can I have fun with sticky?","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_i931iux3/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189641"
"fod1000189640","","Designing a Rich Problem Solving Set Up","","2 min 27 sec","['The Young Child as Scientist']","In this video clip, three-year-olds Henry and Caleb watch how feathers and fabric behave differently in two wind tubes made from fans and Plexiglass, highlighting variables that present opportunities for discovery. The design of the space allows several children to play at the same time and to enter the play at their own level, encouraging discovery.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_nx7lnd3a/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189640"
"fod1000189639","","Balance Scale","","3 min 23 sec","['The Young Child as Scientist']","The three year olds in this video clip are exploring scales and balance. “It’s even,” Charlie exclaims after adding two similar rocks to either side of a scale. He continues to add one rock to each side and announces, “It’s even” each time he adds a rock. At this point in the video, do you think Charlie’s definition of even is correlated with the number of rocks on each side or the balance of the scale? He seems to solidify his theory that even is correlated with the number of rocks on each side. The video shows his further experiments with the scale.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_2u0j9zya/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189639"
"fod1000189638","","Owen's First Fan","","47 sec","['The Young Child as Scientist']","This video clip shows three-year-old Owen exploring wind from a fan to figure out the boundaries and intensity of its effects. He feels the wind on his face and realizes the source of this invisible force. At first he approaches the front of the fan with one hand, palm parallel to the grill barrier over the blades. As the cool force hits his palm, he smiles at his teacher, communicating his joy.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_asxwglyq/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189638"
"fod1000189637","","Playground Physics","","3 min 0 sec","['The Young Child as Scientist']","When children play outdoors, they are doing more than developing their gross motor skills and self-confidence. They are also experimenting with the physics of their bodies on swings, seesaws, and jungle gyms. This video clip shows a four year old at the playground as he experiments with a board that tilts, depending on which side holds more of his weight. Brayden’s behavior reveals his theories about playground physics; these theories are based on a sensori-motor logic described most clearly by Jean Piaget. His discovery illustrates a type of thinking called renversibilite’. A child’s thoughts are said to have renversibilite’ when the child understands that one movement can serve two opposing functions. This is a milestone in cognitive development and is fundamental to child’s understanding of higher forms of logic later in life.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_q9nv1ydu/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189637"
"fod1000189636","","Does Body Movement Influence Our Way of Thinking?","","51 sec","['The Young Child as Scientist']","In this video clip,three-year-old Luna, has been invited to draw, using pastels over paper that has been placed on a ramp on the outside deck. Luna begins her work by moving her body up and down on the ramp, and in between the movement she makes marks on her paper. Luna adds sound in addition to the movements, and her movements range from jumping to sliding on her knees. Why does Luna include this type of action while drawing?","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_nsqqrg81/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189636"
"fod1000189635","","Why Blake and Lou Move Like Tops","","1 min 43 sec","['The Young Child as Scientist']","Young children often imitate an action that they see. This action could be an early form of representation; that is, making a symbol that “stands for” a referent that happened in the immediate past. By imitating the event, the child in a sense “puts a handle” on the event so that she can mentally “grasp” it. In these two short video clips and associated text, viewers see what occurred with the infants and then an interpretation of what the child and the teacher might have been thinking, not literally as explicit thoughts, but rather as some intuitive level of their intentions.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_nt995m6a/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189635"
"fod1000189634","","The Paradoxical Shell","","1 min 58 sec","['The Young Child as Scientist']","In this video clip, an 11 month old rotates, probes, and rubs a white shell. Let’s try and figure out what he might be thinking. By reading his actions as high level thinking we reveal the incredible intelligence manifest during the first year of life, intelligence that is sadly often reduced to phrases like “hand-eye coordination” or “using the five senses.” Watch this video and decide if you agree that Truman is actually comparing these two sides.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_pihpo07f/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189634"
"fod1000189632","","When the Teacher Sings Ball","","3 min 47 sec","['How Infants Learn']","This video clip shows how when the teacher sings word-like sounds to Blake (10 months old), he orients more intently to the teacher. Notice how the teacher first invites Blake to make the same sounds she does. Then she elevates the invitation to consider that the word “ball” refers to the object she moves gently in her hand. By shifting back and forth between the game of “make my sounds” and “this object is called a ball” Blake might soon use the word “ball” himself in reference to the object. There is one place where Blake holds the ball up to the teacher, as if to invite her to share in his attention. Perhaps this is the beginning of shared reference, the first component of using a word to communicate to someone else the presence of a known object.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_0sbp5m2j/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189632"
"fod1000189631","","The Joy of Infants Among Infants","","3 min 48 sec","['How Infants Learn']","This video clip celebrates the joy of infants among infants as they share the delight of bells, jiggles, and babbles. As we watch their movements, we wonder what they wonder. Why do they shake the hanging bells while 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?","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_e1wrdxwz/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189631"
"fod1000189630","","Stuck Standing Holding On","","2 min 47 sec","['How Infants Learn']","This video clip shows how a young boy’s curiosity causes him to pull up to a standing position to see what he can see. As he crawls across the floor, Connor appears to know that he wants to stand, and he recognizes that the shelf on the opposite wall will give him support. Notice how the teacher reads his intentions as she moves the teddy bear so that Connor can see it without turning away from the shelf he is holding. She then gingerly offers Connor her hand in case he wants to bend down. Later, Connor tries to reseat himself on the floor. However, the rim he holds rises slightly higher than his head, so Connor cannot place his hand on the floor to break his fall without first letting go of the rim. He cries out, and the observant teacher guides him down gently, but not without first allowing Connor to make a few attempts on his own. 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 of help do you see in this video?","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_rlg4koae/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189630"
"fod1000189629","","Nonverbal Play With Nesting Glasses","","5 min 35 sec","['How Infants Learn']","In this video clip, George uses a completely nonverbal strategy to engage in parallel play beside one year olds. George’s goal is to offer some actions that are new as provocations. The strategies Shayna utilizes to imitate George provide a clear example of imitation as an active process that involves understanding the purpose of a set of actions and then translating that purpose into a set of unique actions that are not identical to what is observed.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_dtjex0uw/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189629"
"fod1000189628","","Infants With Teacher, Call and Response","","2 min 3 sec","['How Infants Learn']","In this video clip, four infants and a teacher sit together on the floor exploring objects. As they play one of the infants utters a series of consonant-vowel syllables that sound something like a song verse. She says, “Da-dah, da-dah, dah”. Notice how the teacher treats the infant’s babbling as an intentional effort to communicate and follows the child’s lead by responding with a verse of her own. Also observe how the teacher repeats the same consonant-vowel syllable introduced by the infant but works to extend the child’s initial contribution by varying the rhythm and creating a longer verse. In addition, the teacher scaffolds the infant’s knowledge about the pragmatics of language use by highlighting the turn-taking structure of their exchange. She cues the child by saying, “Your turn.” As their game continues watch how the infant works to imitate the sounds modeled by her teacher by incorporating rising intonation into her next series of sounds.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_9k9np8fq/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189628"
"fod1000189627","","Infant Toots Her Horn","","49 sec","['How Infants Learn']","This video clips whos an infant experimenting with what the sounds a toy horn can make and how she can alter the sound, providing a window to how infants think and process information.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_bl61dpjv/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189627"
"fod1000189626","","Explaining Infant Interests","","2 min 39 sec","['How Infants Learn']","Infants explore their world continually during their waking hours: pushing, pulling, poking, prodding. Why do some events capture their interests and cause them to make that event occur again and again? This video clip shows an infant pushing and pulling and scraping objects attached to a wall. These objects move and also make sounds. We can say more than “the child is learning about cause and effect.” We can speculate on the relations among the infant’s body, the shape/location of the object, the ease and reliability of making a particular effect happen again, and so forth. But more than all of this, we should speculate on why the child makes a choice to repeat some effects and not others and why the child, to re-create that effect, uses one strategy rather than another. These speculations move us closer to understanding how children think.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_8r3uh40w/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189626"
"fod1000189625","","Cone Calls Between Infant and Teacher","","2 min 5 sec","['How Infants Learn']","This video clip shows an infant using a traffic cone like a megaphone to project his voice. He and the teacher play a call and answer game. The boy makes staccato sounds at the same pitch but in a steady rhythm. The teacher replies with slightly more complex sounds by varying her pitch. 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?","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_5jux8ujt/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189625"
"fod1000189624","","Child and Child Communicate","","1 min 6 sec","['How Infants Learn']","This video clip shows children of different ages working to accomplish the same thing – engaging in early communication with peers. It follows a pair of infants, a trio of one-year-olds, and a pair of two-year-old boys as they use different strategies of discourse to communicate with each other.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_16tbbfm2/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189624"
"fod1000189623","","What Is a Book Anyway? Book Literacy","","4 min 2 sec","['How Infants Learn']","Young children will understand a book, as a cultural artifact, at different levels. We might call these early levels a form of pre-literacy. Is a book an interestingly hinged object to fold open and shut or pages that carry information in a sequence? Are the color patterns pretty decorations or pictures that refer to real things? Does the cover of a book have a different purpose than the inside of the book?  What actions do we look for to answer some of these questions? This video clip shows two one-year olds at slightly different levels of treating a book as more than a physical object.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_zj1gfghw/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189623"
"fod1000189622","","Ball and Jug","","3 min 41 sec","['How Infants Learn']","In this video clip, an infant demonstrates that he knows about inside and outside. He holds a large clear jug steady with his left hand, while using his right hand to insert the ball into the narrow mouth. Notice how Carter maintains his focus despite the challenges he encounters. Despite several unsuccessful attempts, Carter is able to manage his feeling of frustration and persist in his efforts. 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 an adult lightly touched his left hand on the mouth of the jug?","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_ph98iwj3/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189622"
"fod1000189620","","Why Children Make Play Challenging","","2 min 22 sec","['Playspaces That Support Learning']","In this video clip, three five-year-old boys pretend to jump over a crevice flowing with hot lava. By degrees they increase the gap, thereby increasing the danger and fun of the game and illustrating concepts of pretend play.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_9zbo4f8d/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189620"
"fod1000189619","","How Holes Add Focus","","1 min 34 sec","['Playspaces That Support Learning']","Depciting the importance of a good focus to a good game, this video clip shows children playing with a rimmed tray with a hole in the center. The empty container below clearly defines the goal of getting the ball to roll through the hole by tilting the tray. The tray is large enough to require a player on each side. To control the path of the ball the children need to split their attention between their own moves and their partners’ moves. An audience of peers motivates the children to play longer and shares in their fun. Consider how the challenge of the game might increase if the tray and ball were of different sizes or shapes or the rules of the game were changed.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_8p3h8okm/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189619"
"fod1000189618","","The Giant Shadow","","1 min 45 sec","['Playspaces That Support Learning']","This video clip captures toddlers interacting with their shadows. Joey, the first child names his shadow size, calling, “Big, big, big, giant.” As teachers, how might we introduce the vocabulary: big, bigger, biggest to provoke his further understanding of relative size? The first child manipulates his shadow by walking closer then further away and also attempts to combine his shadow in the corner, eventually causing his shadow to disappear. When the teacher asks the child a question to encourage him to verbalize his theory about shadows, the child moves away. How can we help children move from the manipulation of shadow to an understanding of shadow? As Chance, the second child, enters the scene, we notice the sheer joy in “playing” with shadow in a fashion reminiscent of Peter Pan. What can children understand about their own bodies by working with shadows?","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_gpmnt0gy/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189618"
"fod1000189617","","Table Lights Become a Medium to Move","","2 min 27 sec","['Playspaces That Support Learning']","In this video clip, four children, each a little over a year old, sit around a square table, covered with white paper onto which a video projector casts lights from a computer. The lights change pattern in sync with music. The children do not control the movement of the lights, but at times they think that they do.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_6u8j600u/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189617"
"fod1000189616","","Screen Literacy - Peek-a-Boo Replay","","52 sec","['Playspaces That Support Learning']","In this video clip, two infants discover the joy of disappearing and re-appearing on opposite sides of a climb-through tunnel. In the second segment, the screen is divided into a replay of the peek-a-boo episode in the background and on the lower left we see a clip of the boy looking at this same episode on a computer screen. We see the boy stoop several times while he looks at the peek-a-boo episode on the computer. His actions can be seen as evidence of “screen literacy,” that is, this pre-verbal child finds implication for action by “reading” the screen. Furthermore, he re-enacts the game without adult suggestion.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_6mzm5gw9/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189616"
"fod1000189615","","Designing a Rich Problem Solving Set Up","","2 min 27 sec","['Playspaces That Support Learning']","In this video clip, three-year-olds Henry and Caleb watch how feathers and fabric behave differently in two wind tubes made from fans and Plexiglass, highlighting variables that present opportunities for discovery. The design of the space allows several children to play at the same time and to enter the play at their own level, encouraging discovery.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_g5kp0lcd/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189615"
"fod1000189614","","Sounds That Accentuate Effects","","4 min 32 sec","['Playspaces That Support Learning']","In this video clip, a teacher asks four year olds to figure out how to increase the number of bounces the balls make on the drum. The teacher challenges the children to produce three sounds by rolling only one ball. Note that the children repeatedly release the ball near the top of the ramp. The children assume that the farther they are from the drum, the more sounds they will produce. Typically, the more one does, the greater the effect. However, this is an inverse relation. The shorter the distance from the drum, the more drumbeats produced. This concept is a bit counter-intuitive and initially deters the children from releasing the ball at the bottom of the ramp. In what ways might you redesign this setup so that the children’s desire to make more sounds is motivated by the setup rather than by the teacher? What would you add to this design the next day?","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_hbfhfvy5/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189614"
"fod1000189613","","The Right Place for Props","","1 min 32 sec","['Playspaces That Support Learning']","This video clip shows how a setup carefully staged to include a tablecloth, wooden plates, and a floral centerpiece gives children a sense of purpose. Notice the importance the toddlers assign to these props as the centerpiece becomes a catalyst for debate that encourages the children to negotiate.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_wyr0o08v/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189613"
"fod1000189612","","Bottomless Boxes Are Better","","4 min 41 sec","['Playspaces That Support Learning']","In this video clip, four year olds Evan (in yellow) and Alex (in red) rearrange bottomless wooden boxes into play props that have qualitatively different functions: a train to sit in, a tunnel to crawl through, a bridge to walk over, an enclosure to hide toy animals inside, and a chute to toss a ball into. When a child is able to change the function of an object by changing his perspective to that object, he learns an important lesson. When I want a new function, I do not need to discard the object. I can change (e.g. rotate) the object instead of exchange the object. This important lesson in problem solving.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_v4ydrpdi/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189612"
"fod1000189611","","An Accidental Collaboration","","6 min 55 sec","['Playspaces That Support Learning']","Highlighting the relationship between scale and collaboration, this video clip shows a teacher encouraging two infants to explore the objects around them without bringing them to their mouths. She places a large sheet of Mylar on the floor along with jars of paint and brushes. Will the infants experiment with spreading paint over the Mylar or with squeezing paint from the brushes? The highlight is a brief moment of accidental collaboration that quickly becomes deliberate. With the support of their teacher, these infants are better able to think about, test, and extend their understanding of their physical and social world.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_w5mrszwd/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189611"
"fod1000189609","","Puzzle Persistence","","8 min 6 sec","['Children With Learning Challenges']","In this video clip, Nathaniel works diligently to fit vehicle-shaped pieces into a puzzle. Occasionally he orients a piece incorrectly and struggles to complete the fit. When he gets stuck, Nathaniel often unseats and reseats a previously placed piece. This ‘success’ seems to restore his confidence and willingness to attack the troublesome piece. After two successful completions of the puzzle, Nathaniel’s teacher rotates the form board 180 degrees. When the pieces do not fit in their usual location, Nathaniel senses that something major is amuck. Instead of just trying the pieces elsewhere, he removes all of the pieces and rotates the form board to its usual orientation. Nathaniel reminds us that knowing how to make a problem simpler is also a form of intelligence.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_6gu23jtj/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189609"
"fod1000189608","","It Takes Two to Tie a Shoe","","5 min 38 sec","['Children With Learning Challenges']","Among other themes, this videative (video clip with text) demonstrates the unique dynamics of collaborative efforts between children in inclusive classrooms. Chaislyn and Alyssa spend a full 19 minutes alternately frustrated and somewhat successful at tying each other’s shoes.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_lotv3lx9/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189608"
"fod1000189607","","Teddy Builds a Ramp","","6 min 35 sec","['Children With Learning Challenges']","This video clip showcases Teddy’s sense of symmetrical design that both helps and hinders him while building a functional ramp. Viewers see how he invents a way to keep track of ‘good blocks’ and ‘bad blocks’ by placing them in different locations. Teddy overcomes his habit of aligning blocks so that he can make a working ramp by stacking blocks. The action of a small car causes Teddy to compare the difference between balanced design and functional form. When his symmetrical bridge does not work, he makes it asymmetrical so the car will roll down to the lower side. The duration of Teddy’s focus and attention draws us into the mind of this four-year-old boy engaged in reflective thought and action.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_8a8zgb1u/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189607"
"fod1000189606","","Elastic Rules Mean More Can Play","","2 min 48 sec","['Children With Learning Challenges']","This video clip begins with two boys, Jaylin in green and Ethan in a blue shirt, standing against a brick wall in anticipation of a start signal for the race from Jeriah, wearing blue pants. Jeriah stands away from the wall as if to establish his role as ‘starting gun’. He sees that Ethan is looking at him, so he raises his hand to signal that the starting word (“Go”) is about to be spoken. But Jaylin is not looking at Jeriah, nor is Jeriah concerned that one of the racers is not ready. We might infer that the game is not about winning, and therefore there is no need for an equal chance for all to start at the same time. From these simple cues we will try to deconstruct what the children may be thinking and what rules their actions imply they are using. We can follow the ebb and flow of rules as they change with different leaders and new children joining the race.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_q5l71gyy/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189606"
"fod1000189605","","Evan Shows Jose","","8 min 15 sec","['Children With Learning Challenges']","In this video clip, four-year-old Evan shows Jose, a new child, his favorite parts of the playground. In the first segment Evan speaks and gestures to Jose, showing him how to put his foot next to the bottom of the wall. Next, Evan demonstrates to Jose, who stands holding onto a vertical pole, how to use the pole as a pivot for walking round and round. Jose tries this on another pole but bumps into horizontal bars that stop him from going all the way around. Evan continues to walk around the “Maypole”, and soon other boys join in. Comparing this clip to Dancing the Freeze illustrates how Evan has changed and developed","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_907ps0nu/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189605"
"fod1000189604","","Chris Builds With Window Blocks","","1 min 49 sec","['Children With Learning Challenges']","In this videative (video clips with text), five-year-old Chris builds with window blocks on a classroom table. This video is an excellent opportunity to watch Chris engage in spatial problem solving. Viewers observe how he modifies his strategies to accommodate for the effects of physics concepts like balance and center of gravity and see how Chris persistently works to achieve bilateral symmetry in the design of his structure. The video also shows the flexibility of Chris’s thinking as he works in a rule-bound fashion, within the limits of a self-prescribed rule.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_7koqkkc3/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189604"
"fod1000189603","","It Helps to Laugh","","6 min 6 sec","['Children With Learning Challenges']","Chaislyn and Chris have a routine: Chris does something to move the play in a particular direction and Chaislyn follows his lead. Chaislyn likes to create obstacles to assert her presence in the game. This video clip shows these four year olds playing and Chris giving stern admonishments, causing them both to laugh. Their laughter signals the end of a round of play; the next round begins with Chaislyn following Chris’ direction again. They take turns deciding when to ‘stop’ a specific action, although they fully intend to start it once again. Their ‘stop’ command functions more as a signal that ‘we are playing together’. The intimacy between two friends supports their ability to establish shared leadership and play together successfully.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_5us07e0t/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189603"
"fod1000189602","","Duck, Duck, Goose!","","5 min 16 sec","['Children With Learning Challenges']","In this video clip, Chaislyn and Maddie play a game of Duck, Duck, Goose with their teachers. The girls use many strategies during their play. Chaislyn loves being the goose, but she knows that this role is supposed to be avoided. How does she handle this restriction? She invents an expression of feigned disappointment (“Oh man!”) in order to cover her deliberate strategies to “lose.” This feigned expression is an indication of her ability to think about other people’s thinking. See how Chaislyn and Maddie modify other rules to make the game more fun. In the process of playing group games, young children come to understand fairness and the perspective of others.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_5fif6asr/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189602"
"fod1000189601","","The Meaning and Function of Writing","","5 min 30 sec","['Children With Learning Challenges']","This video clip follows five-year-old Chaislyn writing the names of her teachers and peers, highlighting how a young child’s writing reveals her understanding of text conventions and what she believes is the function and purpose of writing. It shows the symbols she invents to represent writing and the sounds she associates with her invented letters.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_re5rbexo/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189601"
"fod1000189600","","Dancing the Freeze","","1 min 50 sec","['Children With Learning Challenges']","This video clip shows four-year-old Evan learning how to play the musical game Freeze.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_6mak9b3e/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189600"
"fod1000189598","","Pretend You Like Me","","6 min 18 sec","['Learning Through Play: 3-5 Years']","In this video clip, five-year-old Miles tries to enter the play of two five-year-old girls, Jacey and Hannah. This is a classic example of “May I play with you?” Hannah and Jacey are pretending to be puppies. See how Miles uses pretense in order to gain acceptance into the girls’ play. He recognizes Hannah as the leader of the play, and works to establish communication with her.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_d88gomt6/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189598"
"fod1000189597","","Why Children Make Play Challenging","","2 min 22 sec","['Learning Through Play: 3-5 Years']","In this video clip, three five-year-old boys pretend to jump over a crevice flowing with hot lava. By degrees they increase the gap, thereby increasing the danger and fun of the game and illustrating concepts of pretend play.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_mk3q3zkj/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189597"
"fod1000189596","","Photographs as Plans Rather Than Records","","4 min 54 sec","['Learning Through Play: 3-5 Years']","In this video clip, six four-year-old boys meet to rebuild a block structure that was photographed the day before. At two points in this video clip they go to the photograph for guidance. They do not have enough long blocks to finish the roof. At the teacher’s suggestion they look at the photographs and discover that the long blocks were used as the floor and a white tray served as the roof. Michael returns to the block structure to annex it with the white tray. The boys forego the problem of the incomplete roof.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_ult07q33/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189596"
"fod1000189595","","Breaking to Build - Boys and Blocks","","6 min 0 sec","['Learning Through Play: 3-5 Years']","In this video clip, four-year-old Dusk and his friends are interested in building a track for their racecars. As a provocation, some of the chairs are lined up in the classroom. The children see this line of chairs as a good location for their track. Dusk decides to extend the line of chairs and recruits his friends to help. Listen as he repeats the words “more, more, more!” Watch how Marty responds and how the boys get to work, spurred on by Dusk’s motivational speaking throughout the footage. Dusk gathers his friends to explain where to build the track and what to do once the track is finished.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_czza9c90/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189595"
"fod1000189594","","Bottomless Boxes Are Better","","4 min 41 sec","['Learning Through Play: 3-5 Years']","In this video clip, four year olds Evan (in yellow) and Alex (in red) rearrange bottomless wooden boxes into play props that have qualitatively different functions: a train to sit in, a tunnel to crawl through, a bridge to walk over, an enclosure to hide toy animals inside, and a chute to toss a ball into. When a child is able to change the function of an object by changing his perspective to that object, he learns an important lesson. When I want a new function, I do not need to discard the object. I can change (e.g. rotate) the object instead of exchange the object. This important lesson in problem solving.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_tu3hx2a5/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189594"
"fod1000189593","","Filling an Ice Tray Together","","1 min 54 sec","['Learning Through Play: 3-5 Years']","This video clip shows three four-year-olds who spontaneously subtask their efforts to fill an ice tray with water and then carry it to the freezer.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_pcjqnan0/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189593"
"fod1000189592","","The Story Wins the Day","","10 min 44 sec","['Learning Through Play: 3-5 Years']","This video clip follows three year olds Corbin and Annie play at the same table, making marble ramps and catches. At first Corbin is unsure if he can create what he has planned, so he asks Annie. It shows their interactions and the development of their game.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_3zp9fybu/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189592"
"fod1000189591","","Can Three-Year-Olds Teach?","","4 min 55 sec","['Learning Through Play: 3-5 Years']","This video clip shows how three-year-old Max cannot close his zipper purse. Justin announces, “I will teach him.” As Justin starts to zip his own purse he tells Max, “Now watch this. I can do it. Hold on the bag and pull.” It highlights how young children teach by demonstration.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_mshldfke/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189591"
"fod1000189590","","Pretend Washing","","1 min 10 sec","['Learning Through Play: 3-5 Years']","When children act out a scene in pretend play they let us know a great deal about their understanding of the physical and social world. Take for example, this video clip of two three-year-old girls pretending to wash their hands. It shows that they understand that washing requires a back and forth scrubbing action, a movement not required when you are simply rinsing your hands or warming your hands. It also provides a sense of their strategies for maintaining the play as a pair.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_hfhgydr6/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189590"
"fod1000189589","","Why Children Play Follow Me","","1 min 41 sec","['Learning Through Play: 3-5 Years']","What do the three-year-old children in this video clip gain from playing the game of following one another in a circle?  This video clip highlights what children know and how they interact during ordinary moments, showing how some children whose strategies keep the game going for the others.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_9fcwpzsw/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189589"
"fod1000189588","","Ben Shoots Pool II","","12 min 32 sec","['Learning Through Play: 3-5 Years']","In this video clip, three-year-old Ben shoots pool with his uncle. By using the cue sticks to build a ramp, Ben creates an unconventional way to roll the balls. As Ben shares his knowledge, we see examples of how a young child’s practical intelligence develops ahead of his representational intelligence.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_8o01mjo1/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189588"
"fod1000189586","","Children Read the Quality of Gestures","","3 min 22 sec","['Learning Through Play: 0-3 Years']","Max and Justin are engaged in pretend play in this video clip. Notice the flexibility with which the children use the bicycle inner tube as a symbol. The boys seamlessly transform the inner tube into a car seat belt, a possible flotation device for swimming, and a guitar that is strummed energetically. The children demonstrate spontaneous leadership and the role of imitation as they explore different scenarios.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_j2thwdzs/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189586"
"fod1000189585","","How Spaces Support Social Play","","2 min 13 sec","['Learning Through Play: 0-3 Years']","We know that round spaces afford conversation, enclosed spaces afford intimacy, and high spaces afford achievement – for children as well as adults. However some features of a classroom might not be commonly identified for what they afford. In this video clip, four two-year-old children race back and forth between a wall mirror and a cushioned corner. A study of this clip reveals yet another affordance of space. Let’s call it “bounding events.”","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_9eycak6g/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189585"
"fod1000189584","","Ben Shoots Pool","","2 min 13 sec","['Learning Through Play: 0-3 Years']","In this video clip, two-year-old Ben and his father invent challenging ways to get a billiard ball into the pool table pocket. Ben uses the cue sticks to channel the ball into the pocket. Ben’s father offers hints now and then.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_dcumjn1e/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189584"
"fod1000189583","","Beyond the Five Senses","","2 min 35 sec","['Learning Through Play: 0-3 Years']","Four toddlers are walking on contact paper, sticky side up, taped to the floor. Most often such an activity is called “sensorial play” and justified with phrases such as “they are exploring their sense of touch.” Such phrases, perhaps derived from Montessori’s phrase of “educating the senses,” imply that the children are learning what objects are smooth, what objects are rough, what objects are sticky, what objects are not. The emphasis is placed on a refinement of the sense, in this case touch, so that with experience, like a sculptor choosing the right wood, the child can determine the texture, the temperature, the grain, or the adhesiveness of objects. The literature on sensorial play seldom reveals the strategies the children use to make these distinctions and seldom reveals the extensions the child makes once an attribute, such as adhesiveness, is discovered. What does it yield for something to be sticky? What can I do with sticky? How can I have fun with sticky?","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_f53c11up/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189583"
"fod1000189582","","Siblings in the Sandbox","","3 min 51 sec","['Learning Through Play: 0-3 Years']","This video clip shows one year old sisters Lydia and Amelia sitting comfortably together playing in the sand. Amelia repeatedly pours sand on her sister’s leg. Her sister reacts.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_4gb2qj6i/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189582"
"fod1000189581","","Rocking Horse Rumble","","3 min 7 sec","['Learning Through Play: 0-3 Years']","This video clip shows one year olds Ella and Julia riding rocking horses. Rather than mount the horse that remains empty, Jacob uses several strategies to gain access to the horse that Ella is riding.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_qnfq2auc/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189581"
"fod1000189580","","Self-Regulation During Year One","","4 min 9 sec","['Learning Through Play: 0-3 Years']","This video clip shows how a 10-month-old infant soothes herself when frustrated, focuses her attention in spite of distraction, and organizes her behavior into an effective sequence, thereby exemplifying an area of development called ‘self-regulation’.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_kkmg2x3a/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189580"
"fod1000189579","","First-Time Friends","","1 min 8 sec","['Learning Through Play: 0-3 Years']","The short interaction between these two infants shown in this video clip may appear to be non-social, just one child babbling near another, or the noises they make may signal an intent to communicate.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_hzegoev4/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189579"
"fod1000189578","","Infants Explore the Harp","","3 min 34 sec","['Learning Through Play: 0-3 Years']","In this video clip, infants Olivia and Michael explore an unusual object, a toy harp. At first Olivia fingers the features that protrude, the posts that the musician uses to tune the harp. The teacher models how to pluck the wire strings to make a musical sound.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_m7e24ohp/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189578"
"fod1000189576","","Tree Trunks, Balance and Power","","5 min 6 sec","['Outdoor Play']","This video clip shows four five-year-old children and a teacher as they work to build a tower using large sections of tree trunk. As the children arrange the wood to create a platform for their structure they encounter a problem that they attempt to solve.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_ejbxgkvm/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189576"
"fod1000189575","","Peek-a-Boo Playing With the Rules","","2 min 18 sec","['Outdoor Play']","This video shows two year olds initiating a game of Peek-a-Boo on the playground. It begins with two toddlers playing Peek-a- Boo over a fence. While they are enjoying this game, a third child attempts to join by popping up on one side of the partition. When this is unsuccessful, he leaves. Other children join in and the rules change.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_42xtt7e4/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189575"
"fod1000189574","","Traffic Jam for Toddlers","","7 min 24 sec","['Outdoor Play']","In this video clip, two toddlers push large wooden boxes across the floor. Their game captures the attention of a nearby girl, who decides to imitate the boys and begins pushing an available wooden box.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_og1at5w2/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189574"
"fod1000189573","","Construction Site Dilemma","","3 min 5 sec","['Outdoor Play']","In this video clip, eight four-year-old boys and their teacher problem solve about how to learn what some construction workers are building without crossing the parking lot at school.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_0qyt30fb/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189573"
"fod1000189572","","Stacking Tires","","6 min 21 sec","['Outdoor Play']","This video clip shows a five-year-old girl stacking tires, showing how her goal forces her to come up with strategies for solving the problem she faces.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_6q9176wh/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189572"
"fod1000189571","","To Make a Path of Stones","","4 min 27 sec","['Outdoor Play']","This video clip shows six five-year-old children as they have just finished creating a sculpture on the playground. They turn their attention to making a pathway that will lead to their sculpture and work through issues of spatial relations.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_c76rpe2g/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189571"
"fod1000189570","","Boost From a Friend","","1 min 24 sec","['Outdoor Play']","This video clip shows three-year-old is trying to climb up onto a large, cement cylinder. Perhaps hoping that a nearby adult will solve his problem by lifting him up Daniel says, “I need help getting up here.” Soon, he decides to give it a try himself.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_mwuybg6w/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189570"
"fod1000189569","","An Invented Game","","1 min 33 sec","['Outdoor Play']","In this video clip, three two-year-old girls enjoy playing an invented game. The girls work to coordinate their movements, accommodate a third player, and lend structure to their play by singing refrains from a familiar nursery rhyme.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_nn1kfevc/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189569"
"fod1000189568","","Playground Physics","","3 min 0 sec","['Outdoor Play']","When children play outdoors, they are doing more than developing their gross motor skills and self-confidence. They are also experimenting with the physics of their bodies on swings, seesaws, and jungle gyms. This video clip shows four year olds discovering physical concepts at the playground.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_g94lek3w/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189568"
"fod1000189567","","Pole Play for Twos (Ring Around the Rosy)","","2 min 9 sec","['Outdoor Play']","This video clip can be studied via several dimensions: the affordance of playground structures to support social play, the way the children adjust the rules of “Ring Around the Rosy” to fit the environment, and the way the children adjust their actions to avoid getting dizzy and their subsequent use dizziness as part of falling down.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_63e8xck7/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189567"
"fod1000189566","","Infant Climb","","1 min 19 sec","['Outdoor Play']","This video clip shows two infants crawling and climbing in their classroom, illustrating how infants explore their world with their whole bodies.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_8fsgdpvk/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189566"
"fod1000189565","","The Challenge of Changing Terrains","","4 min 1 sec","['Outdoor Play']","Stepping down a stair or running off the edge of a patio comes second nature to even young children. But have you even thought about the micro-decisions that a child must make to negotiate a changing terrain? Some of these decision are rather profound in their complexity and timing. With some voice over, this video clip shows young children of varying ages adjusting their movements when navigating steps.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_b3v39cdm/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189565"
"fod1000189564","","Ones Sweep - at Least Move - Leaves","","3 min 56 sec","['Outdoor Play']","This video clip depicts one year olds using child-sized brooms, showing that it may be useful for them to confront non-trivial problems by using the big brooms and to be successful. Perhaps the very fact that these are grown-up brooms explains why the children love to use them and why they persist.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_52vgl2hc/version/100042/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189564"
"fod1000189563","","Tricycle Tour","","1 min 21 sec","['Outdoor Play']","In this video clip, three-year-old Ella enjoys helping her younger friend Grace, have a ride on a tricycle. In her leadership role, Ella is challenged to guide the tricycle with a seated passenger. Notice that Ella is able to maneuver the tricycle more easily by pushing it backward.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_vi7635g0/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189563"
"fod1000189561","","Carrying a Basket","","4 min 28 sec","['Children Dealing With Frustrations']","This video clips contains pieces of an experience that actually spanned twelve minutes. The children and teacher are attempting to return a basket to the school’s kitchen. The teacher helps the children in negotiating how the basket will make it back to the kitchen. She attempts to have the children verbalize their desires.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_b687vawb/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189561"
"fod1000189560","","Learning to Clay Together","","3 min 31 sec","['Children Dealing With Frustrations']","This video clip shows one year olds Nina and Max breaking clay into pieces as they sit side by side. Nina places her pieces into a tray with six recesses, having filled one tray already. Max wants the clay piece she has placed in the tray. He lifts the tray away from Nina and conflict develops.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_zkaggrr9/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189560"
"fod1000189559","","Children Discuss Rough Play","","3 min 33 sec","['Children Dealing With Frustrations']","After a bit of rough and tumble play that had the potential to inflict hurt on one or more participants, Diane asks the five year olds in this video clip to discuss strategies to reduce that potential. The children come up with some interesting ideas: from verbal warnings, to time-outs, to naps, to jail.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_rxa9i79m/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189559"
"fod1000189558","","To Team or Not to Team","","2 min 14 sec","['Children Dealing With Frustrations']","This video clips shows four year olds Russell and Taylor who have a little squabble over who will carry the wooden sign that the class has made. Taylor gets slightly physical, but Russell declares, “I’m never letting go.” The teacher shifts into “we have a problem” mode, using phrases the children recognize from similar situations.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_eylbefll/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189558"
"fod1000189557","","First and Last","","3 min 13 sec","['Children Dealing With Frustrations']","This video clip captures four four-year-old boys negotiating turns while working with marble works. The children use positional numbers to appease, negotiate and solidify their place in the game.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_udr9l1m4/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189557"
"fod1000189556","","George Understands","","1 min 7 sec","['Children Dealing With Frustrations']","This video clip shows two infants trying to play with the same object and how one appeases the other, reducing the conflict.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_2ew379dl/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189556"
"fod1000189555","","Dryden Deserves an Icepack","","4 min 48 sec","['Children Dealing With Frustrations']","This video clip shows a teacher helping two four-year-old children negotiate a conflict and consider options for resolution.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_65rtrz1l/version/100042/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189555"
"fod1000189554","","Sand Container Conflict","","8 min 38 sec","['Children Dealing With Frustrations']","This video clip shows four two-year-old children in conflict with one of the children attempting to mediate.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_mq7fxtr5/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189554"
"fod1000189553","","Taking Turns","","3 min 43 sec","['Children Dealing With Frustrations']","This video clip shows how a teacher helps two year olds find an age-appropriate unit of time for taking turns.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_lck30p6v/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189553"
"fod1000189552","","Tire Swings Ups and Downs","","4 min 59 sec","['Children Dealing With Frustrations']","This video clip shows three year olds trying to achieve their goals and overcome obstacles to them.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_1lm4ix5d/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189552"
"fod1000189551","","Jack Overcomes Obstacles","","9 min 17 sec","['Children Dealing With Frustrations']","This video clip depicts two-year-old Jack trying to overcome an obstacle in playing with his car, showing his persistence.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_gj29k8bt/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189551"
"fod1000189549","","She Changes Her Movements to Fit the Music","","1 min 35 sec","['Art as Literacy']","Have you ever seen a child who seems to know just a little bit more than her peers about the ways one can move to music? This video clip highlights how a three-year-old adjusts her movements to fit the changing music. The key segments where changes occur are replayed for viewer analysis.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_xtfl9er3/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189549"
"fod1000189548","","Birthday","","3 min 29 sec","['Art as Literacy']","This video clip shows two-year-olds and a caregiver using a birthday theme and then practicing learning different classes of numbers.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_5ym0n2vh/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189548"
"fod1000189547","","Big Baby","","2 min 32 sec","['Art as Literacy']","This video clip shows how a five-year-old symbolizes the role of adults in pretend play.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_jmr95kzq/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189547"
"fod1000189546","","Cameras, Vampires, and Learning","","2 min 59 sec","['Art as Literacy']","This video clip follows five-year-olds as they make paper teeth for their Halloween costumes, offering viewers the opportunity to consider how the presence of the camera affects the behavior of the children.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_qpbvfb5e/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189546"
"fod1000189545","","Zenia Paints From 24 to 28 months","","3 min 30 sec","['Art as Literacy']","This video clip shows how a child's representation graphic bility and use of materials changes and develops at intervals from 24 months to 28 months.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_vzoihd22/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189545"
"fod1000189544","","Twos Paint With Water","","8 min 58 sec","['Art as Literacy']","This video clip shows two-year-olds using brush, water, and paper, highlighting how they approach the project and how the teacher models the action.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_dp62nw2x/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189544"
"fod1000189543","","Decorating a Clay Butterfly","","4 min 53 sec","['Art as Literacy']","This video clip follow four-year-old George as he decorates a clay butterfly.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_0zyarmck/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189543"
"fod1000189542","","From Snowman to Snowlady [see The Hidden Value of Routine Activities]","","2 min 29 sec","['Art as Literacy']","Showing four-year-olds making figures out of clay, this video clip allows discussion of whether or not these kinds of activities stiffle creativity and cooperation and how to deconstruct an activity.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_7gi86tdw/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189542"
"fod1000189541","","Face Painting","","7 min 42 sec","['Art as Literacy']","This video clip shows five-year-olds talking with their teacher as they paint their faces and move like animals. The clip highlights use symbols and gestures and how the teacher helps them develop concepts.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_zb6fvpd0/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189541"
"fod1000189540","","Planning for Pets","","6 min 19 sec","['Art as Literacy']","This video clip shows seven five-year-olds drawing their ideas of housing for pets.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_tx5apm3f/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189540"
"fod1000189539","","Children Drawing","","1 min 55 sec","['Art as Literacy']","This video clip depicts four-year-olds drawing, illustrating concepts in graphic literacy.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_6c8mb877/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189539"
"fod1000189537","","Unequal Weights Can Balance","","2 min 20 sec","['Early Mathematical Thinking']","Physics can surprise us when a condition exists that we do not consider. In this video clip, a child balances log cross-sections on a board that rests on a large curved block. Viewers can follow the boy's thinking as he changes the positioning of the log.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_sb25iyfw/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189537"
"fod1000189536","","A String Too Short","","5 min 11 sec","['Early Mathematical Thinking']","What makes a child persist in his attempts to make something work? Are repeated attempts at the same strategy a mark of high-level thinking or indicative of the absence of creative problem solving? If a strategy does not work, does the child become frustrated or change the goal? This video clip shows preschool children attempting to make a string taut from table to floor.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_ko7xjf9h/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189536"
"fod1000189535","","Math - Combining Sets","","4 min 8 sec","['Early Mathematical Thinking']","This video clip shows how two boys count small sets of blocks and then combine them to double the count. Would an older pair of children have to start at “one” each time they wanted to know the total number of blocks?","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_0xg05q2y/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189535"
"fod1000189534","","Counting - Stuck in the 20s","","4 min 43 sec","['Early Mathematical Thinking']","This video clip shows two preschoolers counting seeds, sometimes skipping a number and sometimes counting the same seed twice.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_eaax407j/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189534"
"fod1000189533","","The Sound of Slope and Speed","","4 min 31 sec","['Early Mathematical Thinking']","In this video clip, preschool children who have been investigating sound and ramps on a large magnet wall in their classroom experiment with slope and distance using ramps and chimes from a dismantled xylophone. They roll a ball down a ramp that has chimes.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_xfzu80m0/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189533"
"fod1000189532","","Measuring Tape","","3 min 7 sec","['Early Mathematical Thinking']","In this video clip, preschoolers Lane and Molly work together to use a measuring tape to measure their height.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_jozuojhm/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189532"
"fod1000189531","","Sorting by Size","","4 min 8 sec","['Early Mathematical Thinking']","This video clip depicts two toddlers sorting glass pebbles, following their different ideas on how to sort them.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_kju2wszq/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189531"
"fod1000189530","","Pajama Count","","1 min 56 sec","['Early Mathematical Thinking']","In this video clip, two toddlers at preschool on pajama day work to arrange tiles on the floor and count them.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_4vz1t6bu/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189530"
"fod1000189529","","Too Big","","1 min 0 sec","['Early Mathematical Thinking']","This video clip shows toddlers engaging in size estimations and enjoying testing limits by creating conditions where one object very nearly fits inside another.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_ctopabsd/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189529"
"fod1000189528","","A Clothespin for Every Side","","1 min 50 sec","['Early Mathematical Thinking']","This clip depicts a 21-month-old girl struggling to connect two different objects: clothespins and a cup.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_7gou1oyv/version/100012/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189528"
"fod1000189526","","Wedlocked","","11 min 38 sec","[]","Sydney and Cameron are a happily engaged couple looking forward to their big day, but there's one obstacle:  Sydney is still married to Lisa and, since their home state won't recognize their marriage, a divorce is impossible.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_mvkqqvc6/version/100061/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189526"
"fod1000189462","","Nutcracker Ballet","","1 hr 10 min 44 sec","[]","In this telling of the classic Nutcracker story, The Ballet of the Slovak National Theatre perform to the music of the Sofia National Opera Orchestra.","stream","[]","[]","['Dance', 'Music and dance', 'Hollywood (Los Angeles, Calif.)', 'Dance schools']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_jn2ub6d4/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189462"
"fod1000189375","","The Great White Shift, Ancient Predator, New Perspectives","","56 min 0 sec","[]","In this program, biologists, shark scientists, and expert divers reveal a pivotal moment in our understanding of the great white shark. Using the most sophisticated technologies, including camera equipment attached to the sharks’ fins, the program aims to answer questions like how a straight line mid-ocean intercontinental migration is possible, why do “shark walkabouts” happen, and why have we never seen them mating? Elusive, curious, highly intelligent, and with their own built in electrosensory systems, we are only just beginning to understand this creature that has adapted and survived through two mass extinctions.","stream","[]","[]","['Life sciences', 'Marine biology', 'Aquatic sciences', 'Marine sciences', 'Marine animals', 'Marine plants']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_le788mvq/version/100052/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189375"
"fod1000189374","","Keep Your Anxiety and Stress in Check","","6 min 45 sec","[""Teens' Healthy Choices""]","The ""fight-or-flight"" response is your body's built-in response to stress. When faced with a challenging or threatening situation, your body produces adrenaline, which increases your heart and breathing rate and improves your response time. Many things, called stressors, can trigger this response. A stressor can be a physical danger, a high-pressure activity, or even performing in public. In most cases, your body relaxes and the adrenalin fades once the situation is resolved. When your ""fight-or-flight"" response continues, though, or is triggered by a concern or preoccupation with something that might happen, it becomes anxiety, a state of worry that has negative effects on your health. How you choose to manage stress cope with anxiety can have long-term effects on your well-being, so it's important to understand the difference and how to deal with them.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_5jvilbu7/version/100032/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189374"
"fod1000189373","","Be Smart with Body Art, Tattoos and Piercings","","6 min 36 sec","[""Teens' Healthy Choices""]","Choosing to get body art or a piercing is a big choice. Tattoos are often permanent, and piercings can have unwanted health effects. In some states, teens can't legally do either without the permission of a parent. But if you're considering a tattoo or an unusual piercing, there are many factors to consider. From the cleanliness and safety of the studio you choose to the risk of infection and scarring to the possibility that you might change your mind in the future, it's important to find the best information available, understand the process, and weigh the pros and cons of your choice.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_jv931f67/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189373"
"fod1000189372","","What You Can Do and Say to Keep Bullies Away","","6 min 43 sec","[""Teens' Healthy Choices""]","Bullying affects everyone at some time in their lives, maybe as a victim, maybe as the bully--or maybe even as a bystander. Bullying hurts everyone. Bullies and victims both can find themselves left with serious, life-long problems that last into adulthood, and bullying is often cited as a factor in suicide. Bullying relies on an imbalance of power. When someone or a group of people with more power repeatedly and intentionally harm or terrorize a person with less power, someone helpless to respond, that's bullying. Power can be a big kid picking on a little kid, the strong bullying the weak, or even someone using their authority or sensitive information to manipulate someone else. This can be done in person or online, called cyberbullying. The best protection against bullying is to know how to recognize it and understand your options in choosing how to respond to it.","stream","[]","[]","[]","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_gu9udty5/version/100022/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189372"
"fod1000189371","","Beyond Innovation, Episode 26","","23 min 44 sec","['Beyond Innovation']","Ultrasonic waves deliver eye drugs, Disney robots perform aerial stunts, and digital glasses restore sight to the blind. Plus, Michael and Anthony speak with NBA champion Rick Fox about the exciting future for competitive video gaming. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Other featured guests include: Langston Suen, Founder and CEO, Opharmic Technology; Lucas Kwan, Co-Founder, OneCHARGE; Manav Gupta, Founder and CEO, Brinc and Brian Mech, President and CEO, eSight.","stream","[]","[]","['Information technology', 'Self-organizing systems', 'Adaptive computing systems', 'Technology', 'Business', 'Computer systems', 'Artificial intelligence', 'Computer science', 'Engineering', 'Technical education']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_8fnxxxfm/version/100051/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189371"
"fod1000189370","","Beyond Innovation, Episode 25","","23 min 49 sec","['Beyond Innovation']","A robotic arm cooks hamburgers, a face scanner clinches sales, and a connected car links to our social lives. Plus, Michael and Anthony speak with billionaire professor David Cheriton about automating computer networking systems. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Other featured guests include: Francis Kwok, Co-Founder and CEO, PopSquare; Eric Ng, Co-Founder and CEO, Boutir; Andy Chan, Co-Founder and Chairman, Qupital; Owen Tao, CEO, Matrix AI Network and Eric Chong, President and CEO, Siemens Hong Kong and Macao.","stream","[]","[]","['Information technology', 'Self-organizing systems', 'Adaptive computing systems', 'Technology', 'Business', 'Computer systems', 'Artificial intelligence', 'Computer science', 'Engineering', 'Technical education']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_yoi6xcij/version/100051/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189370"
"fod1000189369","","Beyond Innovation, Episode 24","","23 min 42 sec","['Beyond Innovation']","AI learns to brew beer, robots run an indoor farm and technology starves cancer cells into submission. Plus, Michael and Anthony speak with a LinkedIn co-founder about platforms transforming everyday tasks. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Featured guests include: Gordon Tam, Co-Founder and CEO, Farm66; Viola Lam, Founder and CEO, Find Solution Ai; Freddy Tsang, Managing Director, 180C; Lee Hower, Co-Founder and Partner, NextView Ventures and Paul Cheng, Co-Founder and CEO, BCT International.","stream","[]","[]","['Information technology', 'Self-organizing systems', 'Adaptive computing systems', 'Technology', 'Business', 'Computer systems', 'Artificial intelligence', 'Computer science', 'Engineering', 'Technical education']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_mdo0yk2g/version/100071/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189369"
"fod1000189368","","Beyond Innovation, Episode 23","","23 min 44 sec","['Beyond Innovation']","An AI plays matchmaker for social media influencers, a flowerpot keeps the elderly company and a robot performs a backflip. Plus, Michael and Anthony speak with fitness guru Tracy Anderson about technologies that can help us get in shape. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Other featured guests include: Edwin Wong, Founder and CEO, Cloudbreakr; Alvin Cheung, Co-Founder and Chief Operating Officer, Zunosaki; Wilson Fung, Co-Founder, DoctorNow NEEDS and Simon Yu, President of Asia-Pacific, Arrow Electronics.","stream","[]","[]","['Self-organizing systems', 'Adaptive computing systems', 'Technology', 'Business', 'Artificial intelligence', 'Health', 'Computer science', 'Engineering']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_jtmicifw/version/100051/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189368"
"fod1000189367","","Beyond Innovation, Episode 22","","23 min 49 sec","['Beyond Innovation']","Clothing becomes digitally connected, robots serve drinks, and medical scanners spot diseases. Plus, Michael and Anthony speak with a professor developing brainwave-activated passwords. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Featured guests include: Simon Loong, Founder & CEO, WeLab; George Tee, Chief Technology Officer, HKSTP; Duncan Wong, Founder & CEO, CryptoBLK; Zhanpeng Jin, Associate Professor, University at Buffalo and Ralph DaCosta, Founder & Chief Scientific Officer, MolecuLight.","stream","[]","[]","['Self-organizing systems', 'Adaptive computing systems', 'Technology', 'Business', 'Artificial intelligence', 'Computer science', 'Engineering']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_449by6zz/version/100051/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189367"
"fod1000189366","","Beyond Innovation, Episode 21","","23 min 50 sec","['Beyond Innovation']","An algorithm becomes a book critic, a robot imitates a fruit fly, and a startup pioneers a new way to fight cancer. Plus, Michael and Anthony speak with prolific inventor Nathan Myhrvold about metamaterials that possess strange yet useful properties. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Featured guests include: Allen Lau, Co-Founder & CEO, Wattpad; Albert Wong, CEO, HKSTP; John Luk, Founder & President, Arbele; Nathan Myhrvold, Founder & CEO, Intellectual Ventures and Steve Irvine, Founder & CEO, integrate.ai.","stream","[]","[]","['Self-organizing systems', 'Adaptive computing systems', 'Technology', 'Business', 'Artificial intelligence', 'Computer science', 'Engineering']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_fed4dew1/version/100061/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189366"
"fod1000189365","","Beyond Innovation, Episode 20","","23 min 56 sec","['Beyond Innovation']","Quantifying the value of early-stage startups, farming fish with facial recognition, and creating exciting new virtual experiences. Plus, Michael and Anthony speak with a researcher on a mission to capture every species’ genomic information. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Featured guests include: James Giancotti, CEO, Oddup; Frantz Lasorne, Co-Founder, Visionaries 777; Olive Wong, Co-Founder & Business Director, Motive Force Technology; Erich Jarvis, Chair, Vertebrate Genomes Project and Sachin Doshi, Founder & CEO, Weave Co-Living.","stream","[]","[]","['Information technology', 'Self-organizing systems', 'Adaptive computing systems', 'Technology', 'Business', 'Computer systems', 'Artificial intelligence', 'Computer science', 'Engineering', 'Technical education']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_zh95k4y4/version/100071/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189365"
"fod1000189364","","Beyond Innovation, Episode 19","","23 min 57 sec","['Beyond Innovation']","Crowdsourcing delivery vans to go the extra mile, democratizing access to investment opportunities and personalizing the hotel experience. Plus, Michael and Anthony hear from the IBM executive bringing quantum computers to the fore. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Featured guests include: Steven Lam, Co-Founder and CEO, GoGoVan; Alex Medana Co-Founder and CEO, FinFabrik; Karen Contet Farzam, Founder and CEO, AngelHub; Robert Sutor, Vice President of IBM Q Strategy and Ecosystem, IBM Research and Terence Kwok Founder and CEO, Tink Labs.","stream","[]","[]","['Information technology', 'Self-organizing systems', 'Adaptive computing systems', 'Technology', 'Business', 'Computer systems', 'Artificial intelligence', 'Computer science', 'Engineering', 'Technical education']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_xr7n45xm/version/100061/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189364"
"fod1000189363","","Beyond Innovation, Episode 18","","23 min 56 sec","['Beyond Innovation']","Opening up opportunities for the world’s unbanked, developing packaging that disposes of itself and sensing health signals hidden in our sweat. Plus, Michael and Anthony discover how artificial intelligence is making it easier to learn languages. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Featured guests include: Alex Kong, Founder and CEO, TNG FinTech Group; Sanford Liu, Founder and CEO, Farmacy HK; Katharina Unger, Founder and CEO, L I V I N farms; Luis von Ahn, Co-Founder and CEO, Duolingo and Bob Chen, Founder and CEO, Oxpecker Labs.","stream","[]","[]","['Self-organizing systems', 'Adaptive computing systems', 'Computer science', 'Artificial intelligence', 'Engineering']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_i89l8kqp/version/100061/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189363"
"fod1000189362","","Beyond Innovation, Episode 17","","24 min 0 sec","['Beyond Innovation']","Stock trading becomes a snap, quantum computers answer complex questions and wearable devices track vital signs from your ear. Plus, Michael and Anthony speak with a South African startup using AI to enhance global trade. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Featured guests include: Mikaal Abdulla, Co-Founder and CEO, 8 Securities; Timothy Yu, Founder and CEO, Snapask; Christopher Geary, CEO, BSD Education; Benji Coetzee, Founder and CEO, EmptyTrips and Kow Ping, Founder, Well Being Digital.","stream","[]","[]","['Self-organizing systems', 'Adaptive computing systems', 'Technology', 'Business', 'Artificial intelligence', 'Engineering', 'Computer science', 'Economics', 'Electronic commerce']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_igp4nd2a/version/100081/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189362"
"fod1000189361","","Beyond Innovation, Episode 16","","23 min 59 sec","['Beyond Innovation']","A cyborg startup blends man with machine, an algorithm masters audio recordings and robots manage a vegetable garden. Plus, Anthony and Michael speak with a scientist pioneering batteries that are safe to eat. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Featured guests include: Pascal Pilon, CEO, LANDR; Sachin Aggarwal, CEO, Think Research; Nicholas Chepesiuk, Co-Founder and CEO, OnCall Health; Christopher Bettinger, Associate Professor, Carnegie Mellon University and Michele Romanow, Co-Founder and President, Clearbanc.","stream","[]","[]","['Information technology', 'Self-organizing systems', 'Adaptive computing systems', 'Technology', 'Business', 'Computer systems', 'Artificial intelligence', 'Computer science', 'Engineering', 'Technical education']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_463eu5h2/version/100051/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189361"
"fod1000189360","","Beyond Innovation, Episode 15","","23 min 57 sec","['Beyond Innovation']","An app brings the doctor to your doorstep, 3D printers construct concrete buildings and technology helps students perform their best. Plus, a leading artificial intelligence researcher explains how close we are to creating sentient beings. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Featured guests include: Walter Jin, Chairman and CEO, Pager; Duncan Turner, Managing Director, HAX Shenzhen; Joey Song, Co-Founder and CEO, Elephant Robotics; Greg Brockman, Co-Founder and Chief Technology Officer, OpenAI and Paul Gollash, Founder and CEO, Voxy.","stream","[]","[]","['Information technology', 'Self-organizing systems', 'Adaptive computing systems', 'Computer science', 'Computer systems', 'Artificial intelligence', 'Engineering', 'Technical education']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_mgw9scpi/version/100051/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189360"
"fod1000189359","","Beyond Innovation, Episode 14","","23 min 58 sec","['Beyond Innovation']","Researchers send smells over the Internet, a startup brings the eBay model to the trucking industry and a flying car comes closer to becoming a reality. Plus, famous geneticist George Church explains why he’s willing to pay you to sequence your genome. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Other featured guests include: Jonathan Salama, Co-Founder and Chief Technology Officer, Transfix; Brian Streem, CEO, Aerobo; Ido Gur, CEO, Easy Aerial and Britt Myers, Co-Founder and Chief Product Officer, Homer.","stream","[]","[]","['Information technology', 'Life sciences', 'Heredity', 'Technology', 'Business', 'Computer systems', 'Computer science', 'Technical education', 'Genetics']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_0ssfrqgf/version/100051/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189359"
"fod1000189358","","Beyond Innovation, Episode 13","","23 min 58 sec","['Beyond Innovation']","Cameras map out streets for self-driving cars, a keyboard fits into a glove and a robot installs drywall. Plus, Anthony and Michael speak with the startup turning air pollution into liquid fuel. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Featured guests include: Ro Gupta, Co-Founder and CEO, CARMERA; Dennis Mortensen, Founder and CEO, x.ai; Nitesh Banta, Co-Founder and CEO, B12; Steve Oldham, CEO, Carbon Engineering and Mohammad Shaikh, Director of Strategy, ConsenSys, Co-Founder, Meridio.","stream","[]","[]","['Pollution', 'Global warming', 'Self-organizing systems', 'Climatic changes', 'Adaptive computing systems', 'Environmental sciences', 'Business', 'Technology', 'Artificial intelligence', 'Computer science', 'Engineering', 'Air']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_r1orzkli/version/100061/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189358"
"fod1000189357","","Beyond Innovation, Episode 12","","23 min 54 sec","['Beyond Innovation']","An algorithm designs the perfect website, an exoskeleton puts a spring in your step and a scanner sees inside your food. Plus, the entrepreneur who invented the mouse reveals his next big idea. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Featured guests include: Babak Hodjat, Co-Founder, Sentient Technologies; Sean Walsh, CEO, HyperBlock; Steve Cerveny, Founder & CEO, Kaleido; Abi Ramanan, Co-Founder & CEO, ImpactVision and Steve Kirsch, Founder & CEO, Token.","stream","[]","[]","['Self-organizing systems', 'Adaptive computing systems', 'Technology', 'Business', 'Artificial intelligence', 'Engineering', 'Computer science', 'Economics']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_ms94hq69/version/100051/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189357"
"fod1000189356","","Beyond Innovation, Episode 11","","23 min 57 sec","['Beyond Innovation']","A patient moves a prosthetic limb with his thoughts, a personal submarine dives to the ocean’s depths and a venture capitalist finds genius outside Silicon Valley. Plus, Michael and Anthony speak with a company launching a flying taxi service. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Featured guests include: Ajay Royan, Co-Founder and Managing General Partner, Mithril Capital Management; Dr. Thomas Sawyer, Chief Operating Officer, Cognetivity Neurosciences; Dr. Michelle Longmire, Co-Founder and CEO, Medable; Mark Groden, CEO, SkyRyse and Anthony Goldbloom, Co-Founder and CEO, Kaggle.","stream","[]","[]","['Self-organizing systems', 'Adaptive computing systems', 'Technology', 'Business', 'Artificial intelligence', 'Computer science', 'Engineering']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_lalf7qid/version/100051/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189356"
"fod1000189355","","Beyond Innovation, Episode 10","","23 min 58 sec","['Beyond Innovation']","A software platform unifies disparate data, a thousand drones set a world record, and a healthcare startup helps reverse diabetes. Plus, Michael and Anthony speak with astronaut Scott Kelly about what it will take to put humans on Mars. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Other featured guests include: Girish Pancha, Co-Founder & CEO, StreamSets; Mark Palatucci, Co-Founder, Head of Cloud AI & Machine Learning, Anki; Andra Keay, Managing Director, Silicon Valley Robotics and Sami Inkinen, Founder & CEO, Virta Health.","stream","[]","[]","['Mechatronics', 'Technological innovations', 'Technology', 'Mechanical engineering', 'Robotics', 'Health', 'Engineering', 'Medical care']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_agsf2ndu/version/100061/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189355"
"fod1000189354","","Beyond Innovation, Episode 9","","23 min 53 sec","['Beyond Innovation']","A venture capitalist bets big on cryptocurrency, a realistic robot mimics medical patients and a special pesticide saves bumble bees. Plus, Michael and Anthony speak with NBA star Jeremy Lin about a smartphone app that’s the perfect basketball coach. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Other featured guests include: Dan Morehead, Founder and CEO, Pantera Capital; Drew Green, CEO, INDOCHINO; Michael Brand, Founder and CEO, Dor Technologies and Alex Holub, Co-Founder and CEO, Vidora.","stream","[]","[]","['Technology', 'Business', 'Economics']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_kgqsalaf/version/100061/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189354"
"fod1000189353","","Beyond Innovation, Episode 8","","23 min 54 sec","['Beyond Innovation']","Blockchain gives the smart grid a jolt, an AI spots imposters and an algorithm optimizes insurance coverage. Plus, Anthony and Michael speak with the entrepreneur pioneering a friendlier alternative to Facebook. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Featured guests include: Paul Massara, CEO, Electron; Eamon Jubbawy, Co-Founder, Onfido; Poppy Gustafsson, Co-Founder and Co-CEO, Darktrace; Joel Hernández, Founder, Openbook and Phoebe Hugh, Founder and CEO, Brolly. beyondinnovation.tv","stream","[]","[]","['Self-organizing systems', 'Adaptive computing systems', 'Technology', 'Business', 'Artificial intelligence', 'Engineering', 'Computer science', 'Economics']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_pkai6t55/version/100042/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189353"
"fod1000189352","","Beyond Innovation, Episode 7","","23 min 52 sec","['Beyond Innovation']","An algorithm makes insurance firms smarter, AI and blockchain join forces and the future of cryptocurrencies becomes clearer. Plus, Anthony and Michael speak with the startup making it virtually impossible to hack into sensitive infrastructure. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Featured guests include: Richard Hartley, Co-Founder and CEO, Cytora; Ben Brabyn, Head, Level39; Federico Rocchi, Co-Founder and Chairman, London Blockchain Labs; Duncan Greatwood, CEO, Xage Security and Malcolm Pallé, Co-Founder and Chairman, Coinsilium.","stream","[]","[]","['Self-organizing systems', 'Adaptive computing systems', 'Technology', 'Business', 'Artificial intelligence', 'Engineering', 'Computer science', 'Economics']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_06gy3s1c/version/100071/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189352"
"fod1000189351","","Beyond Innovation, Episode 6","","23 min 54 sec","['Beyond Innovation']","An autonomous car finds its way around, video advertising that’s cheap and effective and an AI prices the cost of hacks. Plus, Michael and Anthony speak with a startup that wants to pay students for getting good grades. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Featured guests include: Stan Boland, CEO, FiveAI; Emily Forbes, Founder & CEO, Seenit; Dan Betts, Head of Strategy, Spark Lab; Anas Adhami, CEO, Knowledge.io and Ryan Jones, CEO, ThreatInformer.","stream","[]","[]","['Technology', 'Business']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_7ydo7to1/version/100051/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189351"
"fod1000189350","","Beyond Innovation, Episode 5","","23 min 53 sec","['Beyond Innovation']","A digital bank eliminates branches, an algorithm learns your shopping habits and a robot trains to save lives. Plus, Anthony and Michael speak with the man investing Snoop Dogg’s money. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Other featured guests include: Anne Boden, CEO, Starling Bank; Paris Petgrave, Co-Founder and CEO, We Love Work; Jessi Baker, Founder and CEO, Provenance; Karan Wadhera, Managing Partner, Casa Verde Capital and Dr. Alex Allan, Co-Founder and CTO, Kortical.","stream","[]","[]","['Self-organizing systems', 'Adaptive computing systems', 'Technology', 'Business', 'Artificial intelligence', 'Engineering', 'Computer science', 'Economics']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_n05r8akx/version/100051/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189350"
"fod1000189349","","Beyond Innovation, Episode 4","","23 min 52 sec","['Beyond Innovation']","A startup makes insurance a snap, entrepreneurs go globetrotting and a software platform democratizes design. Plus, Anthony and Michael explore a way to make money from playing video games. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Other featured guests include: Eddie Chang, CEO, Wesurance; Matthieu Bodin, Regional Manager Startup Programs - Greater China, Techstars; Aldrich Huang, Co-Founder and CEO, UXTesting; Cameron Adams, Co-Founder and Chief Product Officer, Canva and Paul Lindsell, Founder and CEO, Quazard.","stream","[]","[]","['Entrepreneurship', 'Technology', 'Business', 'Management', 'Economics']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_bnfx6gzf/version/100051/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189349"
"fod1000189348","","Beyond Innovation, Episode 3","","23 min 55 sec","['Beyond Innovation']","An AI learns to speak like a human, founders take their visions abroad and a Nobel institution pushes medical boundaries. Plus, Anthony and Michael speak with a cryptocurrency firm making it possible for poorer nations to transact. Hosted by venture capitalist Anthony Lacavera and technology journalist Michael Bancroft. Featured guests include: Dr. Miles Wen, Co-Founder and CEO, Fano Labs; Pang Lee, Partner, Cooley LLP; William Chu, Partner, SparkLabs Global Ventures; Elizabeth Rossiello, Founder and CEO, BitPesa and Ronald Li, Director, Ming Wai Lau Centre for Reparative Medicine, Karolinska Institutet.","stream","[]","[]","['Technology', 'Business', 'Economics']","[]","https://cfvod.kaltura.com/p/1067292/sp/106729200/thumbnail/entry_id/0_mz8n8l2a/version/100051/width/320","https://www.remote.uwosh.edu/login?url=https://fod.infobase.com/PortalPlaylists.aspx?wID=102638&xtid=189348"