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This page contains student research observations for the Remember One, Remember Two, Remember Three activity conducted at Yellow Brick Road Nursery School.

Remember One, Remember Two, Remember Three: (Child: ME)

Observations From October 24 1995

Russell Brown and Analea Morales

Observations about Playleader	Observations about Child	Field Notes
The playleader told the child that we were going to play a new game. She explained to the child that she would choose a few items. The child would act like a camera and create a mental picture of the objects chosen. She told the child that the child would be asked to leave the room and then reenter and decide which objects were originally present.	The child seemed excited about this game and agreed to play.
The playleader chose some items, without color conflict, and had the child memorize them and then leave the room	When the child came back, she was able to correctly name all 3 items.
The playleader did the same but chose some objects which had a different color match in the group	The child was able to correctly name 2 out of the 3 items.
The playleader had the child choose the objects	The child had perfect recollection
Finally, the playleader had the child name the objects before she left the room.	Again, the child had perfect recollection.

Remember One, Remember Two, Remember Three: (Child: JE)

Observations From October 24 1995

Russell Brown and Analea Morales

Observations about Playleader	Observations about Child	Field Notes
The playleader told the child that we were going to play a new game. She explained to the child that she would choose a few items. The child would act like a camera and create a mental picture of the objects chosen. She told the child that the child would be asked to leave the room and then reenter and decide which objects were originally present.	The child understood and decided to play
The playleader chose some items, without color conflict, and had the child memorize them and then leave the room.	When the child reentered the room, she able to correctly guess 2 of the objects.
The playleader did the same but chose some objects which had a different color match in the group	This time, the child only correctly identified one object.
The playleader had the child choose the objects next.	When the child came back into the room, she correctly identified two objects.	Both ME and JE chose the magnet block which was distinctly different from all of the other objects
Finally, the playleader had the child name the objects before she left the room.	When the child reentered the room, she correctly identified all three objects.	For this child, the naming of the objects seemed to help in recall.

Remember One, Remember Two, Remember Three: (Child: JA)

Observations From October 24 1995

Russell Brown and Analea Morales

Observations about Playleader	Observations about Child	Field Notes
The playleader told the child that we were going to play a new game. She explained to the child that she would choose a few items. The child would act like a camera and create a mental picture of the objects chosen. She told the child that the child would be asked to leave the room and then reenter and decide which objects were originally present	The child agreed and continued with the game.
The playleader chose some items, without color conflict, and had the child memorize them and then leave the room.	The child was able to correctly identify all three objects.
The playleader did the same but chose some objects which had a different color match in the group.	The child was able to correctly identify all three objects.	This child was the only one who utilized some form of elimination to help choose between objects.
The playleader had the child choose the objects.	The child had perfect recollection.	This child was the only one who did not choose the magnet block.
Finally, the playleader had the child name the objects before she left the room.	Again, the child was able to correctly identify all three objects.

Summary:

Observations From October 24 1995

Russell Brown and Analea Morales

It was interesting to note how recollection was aided by having the children naming the objects before they left the room. We also noticed that it became difficult to distinguish between items identical in every aspect except color. Finally, it was interesting to note how some of the children chose the magnet block, the most distinguishable object.

Notes from Elsa Tchourumoff and Cherie Spanier Child F10

Observations about Playleader	Observations about Child	Field Notes
The playleader greeted the child and asked her to look carefully at the three objects on the table. She asked her to try to form a picture of the objects in her head,	F10 concentrated on the three objects, staring at them, seemingly following the playleader's directions by forming a picture of the objects in her head	The observer interpreted F10's non-verbal cues as indicative of a strong desire to pick out the three objects correctly.
The playleader explained the game to F10. She said that she had to try to remember the picture of the objects on the table because she was going to put a whole bunch of other stuff on the table. The playleader asked F10 to go outside for a minute so she could set up the game.	F10 went outside as requested	When waiting outside the room, F10 did not interact with anybody. The observer interpreted F10's behavior as indicative of a desire to try not to forget the objects.
Playleader set up table adding 7 objects. She went outside to get F10	After entering the room F10 stard at the table of objects.
Playleader asked F10 if she could remember the picture of the three objects in her head and asked if she could point out those three objects.	F10 correctly identified the original three objects.	F10 approached this game as a challenge. Typically, she looks around the room in a distracted sort of way. However, in contrast to her usual manner, in this activity F10 fixed her attention on the table with the objects.

Notes from Elsa Tchourumoff and Cherie Spanier Child M10

Observations about Playleader	Observations about Child	Field Notes
The playleader greeted the child and asked him to look carefully at the three objects on the table. She asked him to try to form a picture of the objects in his head,		.
The playleader explained the game to M10. She said that he had to try to remember the picture of the objects on the table because she was going to put a whole bunch of other stuff on the table. The playleader asked M10 to go outside for a minute so she could set up the game.	M10 went outside as requested
Playleader set up table adding 7 objects. She went outside to get M10	After entering the room M10 stood in front of the table with his hand on his head. He appear to be thinking and concentrating.
Playleader asked M10 if he could remember the picture of the three objects in his head and asked if he could point out those three objects.	M10 correctly identified the original three objects by pointing to them rather than naming them.
"Great job, M10"	"Thank You."

Notes from Elsa Tchourumoff and Cherie Spanier Child M11

Observations about Playleader	Observations about Child	Field Notes
The playleader greeted the child and asked him to look carefully at the three objects on the table. She asked him to try to form a picture of the objects in his head,		.
The playleader explained the game to M11. She said that he had to try to remember the picture of the objects on the table because she was going to put a whole bunch of other stuff on the table. The playleader asked M10 to go outside for a minute so she could set up the game.	M11 went outside as requested
Playleader set up table adding 7 objects. She went outside to get M11
Playleader asked M11 if he could remember the picture of the three objects in his head and asked if he could point out those three objects.	M11 correctly identified the original three objects by pointing to them and saying "this one, this one, and this one."

Summary from Elsa Tchourumoff and Cherie Spanier

Remember One, Remember Two, Remember Three was a relatively easy activity for four year olds. We don't think that remembering objects was much of a challenge to them. Perhaps asking them to remember five out of twelve related objects that were moved around would be a challenge.

Playleader:Erica Minde

Observer: Meggan K. Haeuber

Video Recorder: Cherie Spanier

February 23, 1996

Remember 1, Remember 2, and Remember 3 seemed to work well for all of our kids. Each one of them was able to easily identify the objects they had seen through the lens. Just as enthusiastically as always, F1 seemed to kind of grasp the concept that the playleader had explained to her about the mind being somewhat like a camera. Although she had never used one before, she played with the camera and then proceeded to pretend to use her mind like a camera. She also identified all of the objects verbally which may have provided some aid in the remembering process. When asked to concentrate on the objects, she seemed a little distracted and was not really examining them. She quickly and easily identified them all, however when asked to pick them out of the numerous objects the playleader had added to the table. When asked if she had used the camera in her mind to choose the objects, she said yes.

When last we worked with F2, she was very quiet at first but emerged from her shell during one of the Activities. Unfortunately, we experienced none of that success this time because she remained quiet throughout the activities and, despite efforts to maintain her attention, became very distracted by the third activity. She did experience the same amount of success as F1 in the remember activity, though. She did not seem to be paying much attention to the activity at first, but became interested when asked if she wanted to take a picture with the real camera. She seemed to like the camera but never used it to its full extent. While taking the pictures, she never really focused the camera on the objects and did not seem to really pay attention to them. After the mind-camera concept was explained, she indicated that she could not use her mind as a camera. She then began to twirl her hair and look around the room. Even though she was distracted, she still could easily choose which objects were the ones that she had seen. When asked if she had seen a picture of the objects in her mind, she nodded yes.

F3 also was quiet, but did not share in F2's distractions. She paid attention throughout the activity and pretty much just did as she was told. Like the other two girls, she seemed to enjoy playing with the camera. She too experienced a little distraction when asked to concentrate on the objects but again, with only slight hesitation, picked out the correct objects from those on the table.

This activity was pretty much a success with our kids in terms of results (that they all picked the correct objects). To ascertain whether or not they understood the concept of the mind as a camera is another story. I think that out of all three kids, F1 grasped the idea the best. It could also have to do with her interest in the activities. F2 was more distracted and therefore did not seem like she understood. With F3, it is hard to tell because she did not give any feedback but she looked like she might have understood. As far as the activity itself, it might be easier to gauge whether or not they comprehended the idea by allowing for a longer lapse between the time they take the "picture" and when they identify the objects. I think that part of the reason all three children remembered the objects was because they had just seen them. Whether or not they actually retained visual imprints of the objects might be more identifiable there was more of a challenge involved. For instance, by inserting a time gap. Also, the distinctiveness of the objects used could affect how well they are remembered. It is easier to remember the objects that create a more vivid impression.

Helane's notes after observing videotape of leaders conducting Remember One, Remember Two, Remember Three:

Using objects that have not been assigned names, like bottle tops, and of which there are many can add interest to the game. Principle her is: Activity is a function of the materials. If you use interesting and novel materials the activity can be good; if not it is too easy and boring.

Need to bring objects so that they are very much alike, but not too hard as to stump the kids.

Doing Remember 1, Remember 2, Remember 3 with Nathaniel: The choice of objects on the leader=s part was not good. They were just an odd lot, with no characteristics that were the same, but different. Nathaniel was not interested, although he was successful.

Material on this site created by Helane S. Rosenberg, Ph.D. and Yakov M. Epstein, Ph.D. in conjunction with their forthcoming book titled Play for Success. All material on this site is copyrighted and may not be reproduced or cited without written permission of Helane S. Rosenberg, Ph.D.. Dr. Rosenberg is Associate Professor of Education at the Graduate School of Education of Rutgers-The State University, New Brunswick, NJ. Dr. Epstein is Professor of Psychology in the Faculty of Arts and Science of Rutgers-The State University, New Brunswick, NJ. He is also Director of the Center for Mathematics, Science, and Computer Education of Rutgers University.

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