Expiration Date: 10/31/99

REVISED 3/14/97

Read slowly--AS WORDED.

“Next, we are going to videotape you and (CHILD) doing three different, short activities which are like things you and (CHILD) might do every day. In the first activity, I’ll ask you to draw a picture of your family while (CHILD) is in the booster chair without anything to do to see what (he/she) does. Then I’ll ask you to teach (CHILD) to do something. Then I’ll give you and (CHILD) some toys. 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.”

“Altogether, the activities will take about 20 minutes. We won’t need (CHILD) for the next few minutes while I set up.

Do you have any questions?”

“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.”

“First, I need to record your ID number on the videotape.”

“Let me start by explaining this activity. In a few moments I will ask you to put (CHILD) in the booster chair without anything to do while you sit behind (him/her) on this chair. We’d like (him/her) to stay in the booster chair for 4 minutes.

While (CHILD) is in the booster chair, I would like you to draw a picture of your family. If you don’t finish the picture, that’s okay.

Feel free to take care of (CHILD) as you normally would. The only rules are that you leave (CHILD) in the booster chair and that you not give (him/her) anything. And, please ignore me. Do you have any questions?

Please put (CHILD) in the booster chair now.”

“Just to remind you: You should start the activity sitting in the chair over there. And please don’t take (CHILD) from the chair or give (him/her) anything.”

“IF PARENT IS NOT ALREADY SEATED, SAY: “Please sit in the chair over there.”

“You can start now.”

“IF THE PARENT ASKS FOR GUIDANCE SAY: “Feel free to take care of (CHILD) as you normally would.”

“(IF BABY (IS/WAS) UPSET, SAY: This can be a frustrating situation. Thanks for hanging in there!)

Please give me the drawing you did.

For the next activity, we will need you and (CHILD) to sit on a mat on the floor. You can take (CHILD) out of the booster chair now while I set up my things.”

“Next, we would like you to spend a few minutes showing (CHILD) how to do something new. You may show (CHILD) either how to stack these blocks [SHOW BLOCKS] OR to point to parts of the body in a book, whichever (he/she) doesn’t know how to do yet. Which activity doesn’t (CHILD) know?”

IF CHILD KNOWS BOTH, ASK: “Which is harder for (him/her)?”

“Okay, we’ll do that one. It’s okay if (CHILD) doesn’t learn this right now. Please sit down on the mat now with (CHILD). Please remember that you and (CHILD) should try and face the camera.”

“You can begin now.”

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.

“That’s the end of this activity. Now, I’ll set up the last activity.”

“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.”

“Just to remind you, please face front 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?”

“You and (CHILD) can begin now.”

“That’s the end of these activities.”

“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?”

“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?”

“Thank you so much! (CHILD) can have this (ANIMAL) 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.”