“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.”

“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?”

“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.

“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?”

POSSIBLE QUESTIONS AND ANSWERS

“You can begin now.”

“That’s the end of this activity.”

“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?”

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."

“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.”

“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?”

“We’d like to start with the two of you sitting on the mat.”

“You can begin now.”

“That’s the end of this activity; (CHILD) can play with the keys now.”

“I’m ready to move onto the next activity whenever you are.”

“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 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?”

POSSIBLE QUESTIONS AND ANSWERS

“You 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 (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.”