EARLY HEAD START VIDEOTAPED PROTOCOL
BOOKLET
for
2 YEAR OLDS
Public reporting burden for this collection
of information is estimated to average 20 minutes per response
for the telephone interview and two hours for the observation,
including time for reviewing instructions, searching existing
data sources, gathering and maintaining the data needed, and
completing and reviewing the collection of information. Send
comments regarding this burden estimate or any other aspect
of this collection of information, including suggestions for
reducing this burden, to ACF Reports Clearance Officer, Paperwork
Reduction Project (OMB# 0970-0143), Administration for Children
and Families, Office of Information Services, 370 L’Enfant
Promenade, S.W., Washington, DC 20447. An agency may not conduct
or sponsor, and a person is not required to respond to a collection
of information unless it displays a currently valid OMB control
number. The OMB number for this project is 0970-0143. |
Conducted for
Mathematica Policy Research, Inc.
P.O. Box 2393
Princeton, NJ 08543-2393
and
Administration on Children, Youth, and Families
U.S. Department of Health and Human Services
OMB No.: 0970-0143
Expiration Date: 8/31/2000 |
VIDEOTAPED
PROTOCOL |
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I. |
RECORD START TIME IN CHILD RECORD BOOKLET, PAGE
6 |
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II. |
GENERAL INTRODUCTION
SAY TO PARENT: |
Read slowly--AS
WORDED.
Must be standardized administration. |
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“Next, we are going to videotape
you and (CHILD) doing three (four) different, short activities
which are like things you and (CHILD) might do every day.
For example, we’ll ask you to teach (CHILD) to do
something. Then I’ll give you and (CHILD) some toys.
There is an activity in which (CHILD) might become a little
frustrated. But, I’ll talk with you about each activity
as we go along and you’ll have a chance to ask questions
before each activity. Just so you know, all the toys have
been cleaned before this visit.
While I set up the video equipment, you
and (CHILD) can take a little break and you can take care
of anything that you think could interrupt our taping. You
can use this time to feed or change (CHILD), or to check
on anything else in the (house/apartment). During the taping
itself, we prefer that (CHILD) not use (his/her) pacifier
or bottle.
Once we start, we’d like to complete
each activity without interruptions. If the phone rings
or someone comes to the door, we would appreciate if someone
else took care of it; or, if you wouldn’t mind, I
could answer it.
IF OTHER FAMILY MEMBERS ARE PRESENT,
ADD:
Could you please let the other people in the (house/apartment)
know that you’ll need some time now with (CHILD) without
interruptions? If you wouldn’t mind, if any family
members forget and come into this area while we are taping,
I will ask them to leave so that you are not interrupted.”
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IF THERE ARE OTHER CHILDREN BE
SURE TO WORK OUT A STRATEGY WITH THE MOTHER FOR OCCUPYING THEM AND
KEEPING THEM OUT OF (CHILD)’s VIEW. |
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“Altogether, the activities will
take about 20 (30) minutes. We won’t need (CHILD)
for the next few minutes while I set up.
Do you have any questions?”
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III. |
SET-UP PREPARATION |
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- SELECT LOCATION FOR VIDEOTAPING--THIS SHOULD, AS MUCH AS POSSIBLE,
BE OUT OF THE HOUSEHOLD TRAFFIC
- SELECT A GOOD FLOOR PLAY SPACE
- SET-UP THE VIDEO CAMERA, TRIPOD AND LIGHT
- ADJUST THE LIGHTING--USE THE 10 WATT SETTING AND USE BACK LIGHT
FEATURE AS NECESSARY.
- MAKE SURE TRIPOD IS AT A LOW LEVEL. MAKE SURE YOU POSITION THE
CENTER OF THE CAMERA AS CLOSE AS POSSIBLE TO 2 FEET FROM THE PARENT.
- PLACE MAT ON THE FLOOR
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IV. |
LEVEL ONE CONSENT |
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“Before we begin videotaping, I’d
like you to read this consent form with me. This gives us
permission to videotape you and (CHILD). The consent form
also gives researchers on the project permission to watch
the video.”
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READ FORM WITH THE PARENT AND ASK (HIM/HER) TO WRITE
AND SIGN (HIS/HER) NAME AND CHILD’S NAME ON THE FORM. YOU SHOULD
SIGN THE FORM AS WELL. |
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V. |
START THE CAMERA |
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VI. |
MAKE SURE THE TIME STAMP IS BEING RECORDED.
DO NOT STOP THE CAMERA |
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VII. |
RECORD SIGNBOARD |
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“First, I need to record your ID
number on the videotape.
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RECORD PARENT HOLDING SIGNBOARD OR SIGNBOARD ON CLIPBOARD.
SIGNBOARD SHOULD CONTAIN ID#, DATE OF INTERVIEW, AND YOUR ID#. READ
THE SIGNBOARD AND RECORD IT FOR 15 SECONDS, THEN CONTINUE. |
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TASK 0: YOUR CHOICE
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MATERIALS: TIMER
SAY TO PARENT: |
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“The next activity will take about
5 minutes. We would like to videotape you and (CHILD) together
doing any activity that you choose. This activity should
be something that you’ve done with (him/her) before.
(The only restrictions are that we’d like to stay
inside and not involve other household members in the activity.)
Some parents have chosen to have a snack with the child,
others have chosen to play with a toy or to rough house
or do a favorite game. What activity would you like to do
with (CHILD)?
IF APPROPRIATE, SAY: Do you need to get
those (toys/material/etc.) from another room?
Feel free to move around as little or as
much as you’d like during this activity, but please
stay in this room. Do you have any questions?”
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YOU MAY HAVE TO TAKE THE CAMERA OFF OF
THE TRIPOD TO FOLLOW THE PAIR. |
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POSSIBLE QUESTIONS AND ANSWERS
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Q: Can we get off the
mat?
A: Yes
Q: Can we use any toys?
A: Yes, you may. <GET THEM>
Q: Can we go outside?
A: Please stay in this room.
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START THE TIMER:
5 MINUTES AND SAY: |
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CHECK YOUR FRAMING!!
CHECK YOUR TIME STAMP!!!
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AT THE END OF 5 MINUTES,
SAY: |
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“That’s the end of this activity.”
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ALLOW CHILD TO CONTINUE PLAYING OR SNACKING
WHILE YOU EXPLAIN TASK 1 TO THE PARENT.
PUT CAMERA BACK ON TRIPOD, IF NECESSARY, AND CHECK YOUR FRAMING
AND TIME STAMP. |
TASK 1: TEACHING TASK
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MATERIAL: |
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BOOK
BLOCKS
MAT
TIMER |
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SAY TO PARENT: |
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“First, we would like you to spend
a few minutes showing (CHILD) how to do something new. You
may show (CHILD) either how to point to articles of clothing
in a book OR to sort blocks according to their color. Which
activity does (CHILD) NOT know yet?”
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NOTE: THE CHILD DOES NOT HAVE TO SIT DOWN
UNTIL P.7.
GIVE PARENT A MOMENT TO DECIDE. |
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IF CHILD KNOWS BOTH, ASK:
“Which is harder for (him/her)?”
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IF CHILD KNOWS NEITHER OR BOTH ARE
OF EQUAL DIFFICULTY, USE THE BLOCK SORTING FOR THIS ACTIVITY.
BEFORE GIVING PARENT BLOCKS
OR BOOK, SAY: |
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“Okay, we’ll do that one. It’s
okay if (CHILD) doesn’t learn this right now."
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THEN SAY ONE OF THE FOLLOWING STATEMENTS: |
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BLOCKS: |
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“See if you can teach (CHILD)
how to sort these blocks according to their color. Please
remember that you and (CHILD) should try to face the
camera. Please sit down on the mat now with (CHILD)
and let me know when you are done.” |
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OR
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BOOK: |
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“See if you can teach (CHILD)
how to point to articles of clothing in this book, such
as a shirt or pajamas. Please remember that you and
(CHILD) should try to face the camera. Please sit down
on the mat now with (CHILD) and let me know when you
are done.” |
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START THE TIMER:
3 MINUTES AND SAY: |
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CHECK YOUR FRAMING!!!
CHECK TIME STAMP!!!
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THE ACTIVITY SHOULD GO ON FOR AT LEAST ONE
MINUTE. IF THE PARENT ASKS TO END THE ACTIVITY SOONER THAN
ONE MINUTE, SAY: “We can stop
in just a little bit. I’ll let you know.”
LET THE ACTIVITY CONTINUE UNTIL THE MINUTE IS FINISHED.
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AT THE END OF THE 3 MINUTES SAY: |
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“That’s the end of this activity.
Now, I’ll set up the last activity.”
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TASK 2: WAITING/CHALLENGING SITUATION
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MATERIAL: |
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KEYS
MAT
TIMER |
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GENERAL TASK INSTRUCTIONS |
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I. |
SET-UP
THE CAMERA SHOULD BE 4 FEET IN FRONT OF THE PARENT. BOTH FACES SHOULD
BE VISIBLE ON THE TAPE. |
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II. |
IF THE CHILD CRIES HARD |
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IF THE CHILD CRIES HARD OR THE PARENT RESTRAINS
THE CHILD FOR 1 MINUTE, STOP THE ACTIVITY. (RESTRAINING MEANS THE
MOTHER IS HOLDING BACK THE CHILD AS THE CHILD IS ACTIVELY TRYING TO
MOVE TOWARDS THE KEYS.)
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SAY TO PARENT: |
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“For this activity, I’m going
to bring out a set of keys. I’d like you to keep (CHILD)
from touching it for 2 minutes. We’re doing this because
we’re interested in learning about a situation that
happens to toddlers a lot, which is that they have to wait
for something they want right away. For this part, you can
do whatever you want, but please don’t move the keys.
Do you have any questions?”
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POSSIBLE QUESTIONS AND ANSWERS: |
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Q: This might be hard for (CHILD).
A: It really might not be as hard as you think.
Q: How do I keep (CHILD) from touching it?
A: Just do whatever you want.
[or: Do whatever you typically do
when you don’t want him/her
to touch something] |
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PUT AWAY BLOCKS/BOOKS. |
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“We’d like to start with the two
of you sitting on the mat.”
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JINGLE THE KEYS SEVERAL TIMES UNTIL
YOU ARE CERTAIN YOU HAVE THE CHILD’S ATTENTION. DO NOT
MAKE EYE CONTACT WITH THE CHILD. |
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PLACE KEYS ONLY 2 FEET FROM
THE CHILD. |
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START TIMER: 2 MINUTES: |
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FOLLOW RULES ON PAGE 8 IF CHILD IS CRYING. |
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CHECK FRAMING!!!
CHECK TIME STAMP!!!
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RECORD THE CHILD AND PARENT. DO NOT
INTERACT WITH EITHER IN ANY WAY. TRY NOT TO CATCH THE CHILD’S
EYE IF (HE/SHE) IS LOOKING AT YOU.
WHEN 2 MINUTES ARE OVER SAY: |
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“That’s the end of this activity;
(CHILD) can play with the keys now.”
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WAIT FOR ONE MINUTE AND LET THE CHILD PLAY
WITH THE KEYS.
THEN SAY: |
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“I’m ready to move onto the
next activity whenever you are.”
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IF CHILD (IS/WAS) UPSET, ALLOW A FEW
MINUTES FOR PARENT TO CALM CHILD DOWN. DO NOT TURN OFF THE
CAMERA. |
TASK 3: FREE PLAY
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MATERIAL: |
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BAG #1: THE VERY HUNGRY CATERPILLAR
BOOK
BAG #2: POTS AND PANS SET
BAG #3: NOAH’S ARK AND ANIMALS
MAT
TIMER |
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GENERAL INSTRUCTIONS: |
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“Our last activity will take about
10 minutes. We would like you and (CHILD) to spend this
time with the toys in these three bags. During this activity,
you may play with (CHILD) if you like.”
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PLACE THE THREE BAGS IN FRONT OF THE
CHILD AND PARENT WITH BAG #1 TO THE PARENT’S LEFT, BAG #2 IN
THE MIDDLE, AND BAG #3 TO PARENT’S RIGHT.
PUT AWAY THE KEYS. |
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“Just to remind you, please face
forward and try to stay on the mat. Please start with Bag
#1, move on to Bag #2, and finish with Bag #3. Do you have
any questions?”
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POSSIBLE QUESTIONS AND ANSWERS
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Q: How long should
I spend on each toy?
A: You can divide the time as you
like.
Q: Should I open bag #1 first?
A: We would like you to give (CHILD)
the bag with #1 on it
first.
Q: Can I play with (CHILD) during
this time?
A: That’s completely up to
you.
Q: Can (CHILD) and I play with all
the toys in the bags?
A: Yes, if you like.
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START THE TIMER:
10 MINUTES:
SAY TO THE PARENT: |
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CHECK FRAMING!!
CHECK TIME STAMP!!!
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AT THE END OF 10 MINUTES SAY: |
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“That’s the end of these activities."
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WAIT TO PUT THE TOYS AWAY UNTIL YOU’VE
DISCUSSED CONSENT LEVEL 2. |
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CLOSING |
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I. |
CLOSING |
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SAY TO PARENT: |
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“We are very grateful for your time
and cooperation in this important part of the study. Do
you have any questions about anything we’ve done?”
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ANSWER QUESTIONS |
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II. |
SECOND LEVEL OF CONSENT |
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SAY TO PARENT: |
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“I have a request that I need to
read to you from our research policy. We would like to ask
you to help us in one more way. The videotape we have just
completed is a very valuable teaching tool, one that we
would like to share with colleagues and students. We would
like your permission to use all or portions of your videotape
during presentations at conferences, workshops, and for
other research and educational purposes, such as training
films to be used to train researchers and interviewers.
By being able to share this information with other researchers
and students, it will help us better understand how adults
and children work and play together.
The videotape will be used only for research
and educational purposes. When it is used, no identifying
information such as full name and address will be revealed.
Do you have any questions?”
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GIVE THE PARENT THE CONSENT FORM, LEVEL
TWO, TO READ (HE/SHE)SHOULD CHECK EITHER CONSENT GIVEN OR CONSENT
NOT GIVEN AND SIGN THE FORM. |
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III. |
THANK THE PARENT AND GIVE CHILD GIFT |
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SAY TO PARENT: |
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“Thank you so much! (CHILD) can have
this (ITEM) as a gift. I need a few minutes to put the camera
and toys away. Feel free to take a little break while I
do this. Then we will continue with the interview.”
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IV. |
STOP TAPING AND PUT AWAY TOYS AND EQUIPMENT |
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PUT AWAY ALL MATERIAL AND VIDEO EQUIPMENT. USE THE
CHECKLIST IN THE CHILD RECORD BOOKLET TO VERIFY YOU HAVE EVERYTHING. |
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V. |
COMPLETE DISRUPTION RATINGS AND TIME ENDED
IN CHILD RECORD BOOKLET, PAGE 6 |
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VI. |
CONTINUE WITH PARENT QUESTIONNAIRE |
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