Observation of Visual Interaction Stimulus Materials in an Early Learning Setting Through Moment-to-Moment Engagement
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Authors
Lally, Prabjoot
Issue Date
2024-12-01
Type
thesis_campus
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Keywords
Early Childhood , Intervention , Moment-to-Moment Learning/Engagement , Visual Interaction Stimulus Material (VISM) , Early Learning Specialist (ELS) , Social-Emotional Learning. , Psychology
Social and Behavioral Sciences
Alternative Title
Child Development Theses
Abstract
In this study, I observed moment-to-moment engagement through play. I introduced new Visual Interaction Stimulus Materials (VISMs) each week to five family childcare programs. These childcares are located in southern Westchester County, New York, and provide services for children ages zero to four. These children are not enrolled in preschools yet. Each week, I had a new VISM, alternating between a book and a toy, for a total of 2 books and 2 toys. While introducing each VISM, I used play to interact with the children while strengthening their social-emotional, sensory, verbal, and language skills. Observations showed the value of moment-to-moment engagement through play across the full age range of ages zero to four. The children demonstrated excitement with new toys. They were eager to see and learn. They wanted to touch and feel the toys as I spoke about them. They also liked to repeat what I was saying and share with me what they were thinking and feeling, all while relating to other things they had completed in school, or at home. This is consistent with past research demonstrating the important influences of child-teacher engagement, joint attention, and play on children’s engagement and learning (Alamos, 2020; Anderson-McNamee, 2010; Singh, Lancioni, Felver, et al, 2023; Tomasello, 2011). My findings demonstrate that moment-to-moment engagement through play aids in the learning process for children in their first few years. These interactions will prepare them for preschool, and ongoing learning through moment-to-moment engagement.
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