Babies and toddlers: Amazing learners – Video 2

? Row, row, row your boat ? Gently down the stream ? If you see a tall giraffe ? Don’t forget to laugh. ? – (Laughs)
– (Squeals) ? Hop, little bunnies
Hop hop hop ? Hop, little bunnies
Hop hop hop ? Hop, little bunnies
Hop and… ? CHILDREN: Stop! Oh, great dancing. Ready? Go! CARER: Elephant? ? Wake up soon
It’s nearly noon ? Stomp, little elephant
Stomp stomp stomp ? Stomp, little elephant
Stomp stomp stomp ? Stomp, little elephant
Stomp and… ? (Children yell indistinctly) Hello. I’m Anne Stonehouse. This video is about very young children
as active learners from birth. They seek opportunities to learn from
everyone and everything around them. – What’s this?
– Mouse. Mouse. ‘I need some cheese.’ Cheese. STONEHOUSE: Other people,
both adults and children, play a number of critically important
roles in children’s learning. One of the most important roles
of adults is to provide safety, care and security. A strong, positive relationship
with at least one trusted adult is essential as a base that enables children to explore
the world around them and learn. WOMAN: Say it, Elijah? ? Snap went the crocodile
Snap snap snap (Sings indistinctly) STONEHOUSE: From birth,
children learn in a variety of ways, both from and about other people. Although children
are interested in other people and predisposed
to form relationships from birth, they have to learn how to interact
and communicate with others. This is a complex area of learning
that takes a long time. Picture a newborn baby
and a three-year-old. That should be enough to convince you that the learning that takes place
in the first three years is unrivalled by learning
at any other time of life. If you observe
very young children closely and think about what’s really happening, you see the beginning
of skills and understandings that will grow over a lifetime. It’s easier to recognise
these skills and understandings when children are older –
in other words, they are more obvious. Very early learning
not only lays the foundations for later learning
and success in school and life, it is also important for children’s
quality of life in the present. In other words, one of the many reasons that early learning
is particularly powerful is simply because it happens first. What you learn first, you learn best. Almost everybody recognises obvious
milestones in the first three years such as walking and using words, but much of the evidence of babies
and toddlers learning is subtle and easily missed, unless you know
what you’re looking for. Communication is integral
to relating to others. While babies and toddlers
are very skilled communicators, their interactions,
especially with each other, are made more challenging by the fact that only as they approach
their third birthday do they become skilled at expressing
needs, wants and feelings in words. WOMAN: Zara, Kiki, sharing. What’s happening? Are you OK, Zara? (Speaks indistinctly) WOMAN: Uh-oh. Uh-oh! It is you, Zara. It was. Say, ‘Stop, please.’ – Stop, please.
– Yep, that’s OK, Zara. You have another book. Ta. There’s a fishy! And you can share. Oh. (Clicks tongue) Yum. Oh, mmm! Yum! Is that… spaghetti? Yeah? STONEHOUSE:
So what are some of the crucial skills that children under three
need to master, and some of the understandings
that they need to gain? Most importantly, they need to learn that being in others’ company
is pleasurable and positive. They need to experience the sheer joy
of sharing a laugh or celebrating a success
with someone else or just being together. Hooray! STONEHOUSE: It feels good to simply
be in the company of another person. They need to learn when and how
to ask for help. They need to learn how to invite others
into their play and exploration. The give and take of interactions
with other children is an especially complex area of
learning in the first three years. (Calmly) Clinton… and Sophia! Gentle hands, please. STONEHOUSE: Babies and toddlers
are learning to control their behaviour. a hard thing to learn. Encounters with others
can change quickly from comfortable, happy and relaxed to modest altercations or conflicts
and back again. Through playing with others,
babies and toddlers learn to negotiate, to compromise, to begin
to understand some basics about their own and others’
rights and responsibilities. WOMAN: Zara. Zara.
– (Squeals) No. Jennifer, Jennifer. I can see Zara’s feeling upset. Turn around and listen to her. Zara, come around the other way. Remember, when you’re screaming
I don’t understand. What are you trying to say? Stop. Stop. I was having this. That’s right. You say, ‘I’m wearing
that hat. Give it back, please,’ – Give it back, please.
– Then Jennifer will understand. (Jennifer squeals, laughs) STONEHOUSE:
Children learn to be with others by having the opportunity
to interact with them. They need to have the encounters. WOMAN: Zara, you need to ask
and then ‘please’. You need to say,
‘Can I have this, please?’ STONEHOUSE: Most babies and toddlers
have to learn to cope with other children being nearby,
being interested in what they’re doing. sometimes contributing in positive ways
and at other times interfering. The presence of a trusted adult
often is enough to help children to learn to be
with other children. However, often an adult
has to intervene to ensure that children
learn constructive ways to assert themselves,
respect their own and others’ rights, and resolve conflicts. WOMAN: Oh, you’re giving that to Prishy? Ahhh! Thank you… (Speaks indistinctly).
It’s very nice of you. STONEHOUSE: Beginning in infancy, children learn from their own experience
of being cared for about how to care for others. The aim is for them to learn
to be welcoming, generous and caring and to initiate interactions
in gentle and appropriate ways. She’s got a toy. (Whispers) Oh, wow! Can I have a look? STONEHOUSE: A key dimension
of a sense of belonging is learning that you can help others
and that others can help you. TODDLER: I want to hold at the top.
– I know. Maybe a little bit from behind
so he can drink properly. (Toddlers chat indistinctly) Yellow. Yellow. Here. STONEHOUSE: Children learn a lot
from other children, and even very young children
gain satisfaction from teaching others. GIRL: Yellow. Yellow. Here. That’s not in… (Speaks indistinctly) STONEHOUSE: Learning about others
continues throughout life. Essentially, it’s about learning
how to belong, to be a member of a family
and other groups, to be comfortable
with diversity and difference, to have a sense of belonging and to contribute
to others’ sense of belonging. – Guess who’s here!
– Nonna! Yes, it is Nonna. MAN: Hello. STONEHOUSE:
Strong relationships with others are the cornerstone of not only
belonging but also of identity. In addition, they are the foundation for being a confident learner
and explorer of the world. (Toddlers chatter) Come to Nonno. Come to Nonno. Come, come. Come over to me. – Up.
– Up? Alright. – I’m going to go up.
(Laughter) Hello, Elijah. MAN: ? Mary had a little lamb… ? You had a good day today? CARER: Yeah! A great day. – Was it a good day today?
– He’s singing, yeah. – No, no, no.
– Yeah, alright. Oh, there we go.

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