Bottle Dumping (Without Demonstration)
Child turns bottle upside down to dump out small object without being shown how
What the research says
Referenced across 1 developmental framework: asq_3
Full quotes, source languages, and document links coming soon as we finish the source-evidence indexing pass.
Before this (3)
Required (1)
- Bottle Dumping DemonstratedMin: secureMust master dumping with demonstration before can do without
Helpful
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Character (2)
How it's taught
Drop crumb or Cheerio into clear bottle without demonstrating solution; observe if child independently inverts bottle
Materials: Small clear bottle (soda bottle or baby bottle), crumb or Cheerio
What mastery looks like
Does not turn bottle without demonstration
- Waits for adult to show how
- Holds bottle but does not invert it
- Requires demonstration each time
Occasionally turns bottle independently but inconsistently
- Sometimes inverts bottle without prompting
- Success rate is low without demonstration
- May need verbal encouragement
Usually turns bottle upside down independently
- Inverts bottle without demonstration most times
- Shows clear problem-solving strategy
- May hesitate briefly before acting
Consistently and immediately turns bottle upside down without demonstration
- Immediately inverts bottle when crumb is dropped in
- Shows automatic problem-solving response
- No hesitation or need for prompting
Spontaneously applies dumping strategy to various containers and situations
- Uses inversion strategy with different containers
- Generalizes to other retrieval problems
- May teach strategy to others
Related activities
No activities directly mapped to this yet. These are age and domain-appropriate alternatives.
Cause and Effect Discovery
Parent helps baby discover that actions produce results — kicking a mobile, shaking a rattle, batting a dangling toy. The agent coaches the parent to observe whether baby connects their own movements to outcomes, building the foundational academic skill of causal reasoning.
Little Scientist
Parent observes baby's systematic exploration of objects — turning, mouthing, banging, dropping, comparing. The agent coaches the parent to recognise these behaviours as scientific inquiry: experimentation, observation, and hypothesis-testing in miniature.
First Marks
Parent offers crayons or finger paint and the agent coaches the parent to observe toddler's first mark-making — scribbles, dots, lines — as expressions of early aesthetic creativity and motor control.
Where Did It Go? — The Dropping Game
Parent drops a toy in front of baby to see if they look down at the ground to find it. Agent guides parent through a natural play sequence that observes early object tracking and the beginnings of object permanence, while keeping baby engaged and happy.
Rules of Play — Learning How Things Work
Parent and toddler play a structured game where the agent guides observation of the child's understanding of basic rules and norms — like taking turns, following simple instructions, and understanding 'gentle' versus 'rough.' Uses everyday play situations to assess social cognition.
Feelings Faces
Parent names emotions using facial expressions, pictures, or a mirror. The agent coaches the parent to observe the toddler's ability to recognise, name, and connect emotions to experiences — building early emotional literacy and contemplative self-awareness.
Formal assessments
No matching assessment items indexed yet.
Standardised assessment view
2 instruments measure this construct. The construct page shows how each one approaches it and at what age range.
View as assessment construct →