Geometry and Spatial Sense: See

Geometry and Spatial Sense: Video 1

Describe the physical setting for this home visit. Who is taking part in the visit? Where are they seated? How does the home visitor greet the boy? How does he respond? What do the adults discuss as they review the previous visit and the child’s activities since the visit? How does the home visitor introduce the book she has brought to the visit? Who does she talk with? What question does the mother ask the boy? How does he respond? What does the mother say next?

Which teaching practices do the mother and home visitor use during the video? Check the “Know” and “Do” sections for ideas. How do these practices support the child’s learning about geometric shapes?
How does the mother respond to her son when he gives an incorrect answer to her question about triangles?

How do the goals for this home visit build on the activity the child did during the previous visit and between visits?
What might the home visitor, mother, and the other adult plan for the next visit to continue to support this child’s learning and development of geometry and spatial sense skills?

Describe the physical environment in which this activity takes place. Where does the teacher sit? Where do the children sit? How does the teacher explain the activity? What happens next as the teacher leads a discussion about shapes and their characteristics? What does the teacher say and do to guide the boy who tries to figure out what shape is in the bag? What does the teacher say and do to guide the girl who tries to figure out the next shape? What happens next? What do the rest of the children do and say?

Which teaching practices does this teacher use to facilitate the children’s understanding of shapes? Check the “Know” and “Do” sections for ideas. Does she seem to be introducing or reinforcing their knowledge of the characteristics of different shapes?
How does the teacher involve as many children as possible? How does she show that she notices and values their knowledge?

What might be a follow-up to this activity? What might the children be ready to do next to solidify their understanding of shapes?
What other materials might the children use to identify, describe, compare, and compose (put together) shapes?

Describe the physical environment in which this activity takes place. Where is the teacher? Where is the boy? What are they doing? When the child looks to the bottom of the tower while holding a yellow block, what does the teacher say and do? What happens once the tower is finished? What does the teacher say and do to celebrate the completion of the tower? What does he say next and how does the child respond?

Which teaching practices does this teacher use to help the boy understand the positions of objects in space? Check the “Know” and “Do” sections for ideas. What does he use to describe the tower and to guide the child to turn around?
What does the teacher suggest the boy do next? What will the teacher have to do to help him?

What spatial vocabulary does this boy seem to understand already? What is he still learning?
What other activities, experiences, and materials could the teacher provide to support this child’s understanding of the position of objects in space?