Do you remember what it was like to be 5 or 6 years old? GIRLS CHEER: Yaaay! This is the time when lives transform... (GIGGLES) ...and futures are forged. NASALLY: Get that smell away from me ` I can't breathe. We're celebrating the 125th anniversary of suffrage. And with cameras and microphones in every nook and cranny, we'll follow the play, conversations, and challenges we've set for our tamariki. Who's going to be the leader for the girls? Me! No, I am! I don't 'regree' with you. We'll reveal fibs,... I have no idea. ...jokers... (GIGGLES) ...and drama galore... Aah! ...as we eavesdrop on their fascinating secret lives. Oh! Buckle yourself in, girl! (GIRLS CHEER, LAUGH) Copyright Able 2018 Last time, our future voters had the school to themselves, but today, we're going to test our girls' notions of equality, because here come the boys. Hello. My name is Henry. (BOYS CHUCKLE) Hi. My name is Lachlan. (CHUCKLES) Hello. My name is Marlon. (CHUCKLES) OK, bye, Marl. Bye. Bye, Mommy. Observing our children are early learning specialist Dr Annette Henderson and neuroscience educator Nathan Wallis. And setting the tasks and sometimes controlling the class are teachers Josie and Emile. What would you like to be when you grow up? Scientist. I love police officers ` when I grow big. I want to be an inventor. I want to invent a time machine. I want to go back in time to my first night of the museum and I'm going to ask me from the past... to` to ask them about their feelings. Ah! Love him already. Ooh. Mm-hm. Yep. Excellent. Feelings are important. Yeah, and the cognitive development going on there with transversing time ` impressive. Yeah. Pretty neat. It doesn't take long before the boys are spotted. Jellyfish. EMILE: Wow, is that a jellyfish? I don't know how much they're gonna enjoy the boys coming in and bursting in on their party. Be over. Be over. Be over. JOSIE: So, why are girls different to boys? Cos boys have different-shaped elbows to girls. They do. There are a lot of girls here. EMILE: Wow, there are. One, two, three, four, five, six, seven, eight, nine, 10 girls. And one, two, three boys. I am a boy, but they called me a girl. But there's four boys. Yeah, but there's four boys. What do you girls think about the boys being here? Uh, different. Uhhh... Embarrassed. Nervous! JOSIE: What did you think when the boys arrived? (CHUCKLES) Embarrassed. Why are you embarrassed? Hmm, cos I've never done this before. Oh. Me too. I feel all embarrassed and shy. JOSIE: Do you think you're gonna have fun playing with the girls today? MARLON AND LACHLAN: Yes. No, no, no, no. No, no, no. It's not happening ` seriously. It's not happening. Seriously, it's actually not happening. Throwing balls... Jumping into stuff ` like nnn-ch! (CHUCKLES) They come into the sandpit and they get all dirty. We don't wanna hug them. Right? Yup. Okey-dokey. That's a big deal. Pinkie promise? Yup. BOTH: Pinkie promise. In this task we're testing leadership and what the boys and girls think 'strength' means. EMILE: All right, boys. For our next activity, we need one of you to be in charge. So can you have a talk amongst yourselves, boys, as to who you would like to be our leader. Just the boys. Marlon? You talk with the boys as to who you'd like to be the leader. I like to be in charge. Well, you gotta talk amongst yourselves. So just talk as a group, and decide who you'd like to be the leader. I'll give you ice cream. WHISPERS: Please. Me too. So who's the leader? Stand up if you're the leader. Oh. Oh. Only one leader. There can only be one leader. So you need to talk amongst yourselves and pick somebody. You're not all gonna get to be the leader. ANNETTE: I really liked how the boys were trying to negotiate themselves, and really trying to, kind of, problem-solve... Yup. ...without really looking to the teachers for help. Can you do that for me? Who's the strongest? Henry emerges as leader, and he's been asked to put the class in order from strongest to weakest. And why have you put her there, Henry? Because she's the tallest. Cos she's the tallest? How come you're picking Ina? Because` Because she is the third highest. I like those concrete things. We might think of strength as being a bit more abstract and think about character traits, but he's going with the concrete ` (THUMPS HANDS) height, as strength. What do you think 'strong' means, Henry? Like, how` how are your muscles working. Who thinks that they're not happy of where they're put? Only the people that don't think they should be there. I'm not impressed where I'm put... Do you think you should go up or down? Um, up. I'm really strong. I can lift a whole table. I can lift up` I can lift two chairs at a time. I'm actually` And do you think you should go up or down? Yeah. I'm a little stronger than her. OK. So what we're gonna do is we're gonna switch you two around. And we're gonna switch you two around. But it has to go by size! EMILE: Remember you're the leader, so you have to pick where people go. OK. Do you wanna move anybody? I'm gonna ask a few more questions before I change the line some more. Does anyone want to be moved? OK. So, um... OK. There are a lot of people. Well, he demonstrates a remarkable leadership doing this sort of thing. Yeah, but is it really that great of an idea to ask people what they think? Well, I think he's trying to take the crowd with him. (CHUCKLES) You could say a good leader brings everyone with them, isn't just a dictator. Mm-hm. Let's move you... and... you here. And can someone make some space? EMILE: How do you feel? Do you think you're the weakest out of everybody? No? Do you think...? JOSIE: So, what does being strong mean? It means` It means that` that you are kind and caring and you can stand up for yourself. (UPBEAT PIANO MUSIC) He's not shy. Hello, world. He has no filter. My name is Fire-Bat. Little bit of a drama queen. Here we have a sloth head. It is very amusing. We're surrounded by family quite a lot, so there's a lot of interaction, I guess, with adults. So I guess that's probably where a lot of conversation comes from. It's called 'describing word'. I know that. I think just having that non-stop conversation and interaction really, uh,... has really brought it out of him. Now he doesn't stop himself, so... (CHUCKLES) I made this at school. It's called... It's called a scan gun. He just walks up to random strangers in the street and will say, 'I'm Henry. This is Jen; this is Kevin ` my mum and dad. Oh no! I've jumped your last counter. Winner! He is what he is, you know. He's very outgoing, and he'll just say what he thinks and what's on his mind, no matter how right or wrong it is. So, yeah. Yeah, he's a real open book. He doesn't hide much, no. (CHUCKLES) All righty. Now, girls, we need one of you to be in charge. So can you talk amongst yourselves and find a leader? Can I be the one in charge? Can I be the one in charge? You need to talk with each other. I've never been on charge. You need to talk to each other. Who's going to be the leader for the girls? Talk to them. Me! No, I am! I don't 'regree' with you. I am the leader. No, I don't want you to be! I know it's hard not being the leader, but you have to sometimes let other people have a turn. But I never have a turn! I always never get a turn. Ina, I'll` I'll be the first and then she'll be the second? So if you want to be the leader, come have a line here ` just here. Ooh. I don't think that's a really good idea. Do you want to be the leader? NATHAN: Ina's gone for what's a familiar strategy for her now. ANNETTE: Yes, the whiner ` the whining. Ooh. Yep, yep, yep. It works sometimes. Well, it's often a successful strategy, especially if you've got rescuers around you that want to jump in and rescue you, make you feel better all the time, which she's already established there are some. All right, girls. Who did you pick to be your leader? India? All right. I got to be the leader, so that is fine. I think with many of the children, we're seeing flashes of leadership or this ability to be a rangatira and to take lead. You see that with India. Now, you might see that as a wee bit bossy, but this is` We don't expect 5-year-old girls to have refined leadership skills. That's what the rest of our childhood's about. What we're seeing now are unrefined leadership skills. So, you pick the strongest up the top and the weakest down the bottom. I will choose... You ` strongest. Cool, so off you go. Hmm... ANNETTE: And there's her strategy. Yeah. Her mates. Ah, put Ina in as the strongest. Yeah. Social bonds are tight there. So, um, Ina, she's never showed strong, but in her heart, she is. What do you mean by, 'In her heart, she's strong?' That means if she` if she gets stronger and does more exercise, she might get even stronger than she is now. So you think she's strong, but you put her up there because you think she can be even stronger? By doing push-ups and exercise. Do you think it's better to be strong or better to be weak? Better to be stronger and middle. I'm starving. Where would you put yourself, India, in this line? Would you think you're strong or weak or in the middle? Where would you put yourself? Strong. Where would you put yourself? Go stand where you think you would be. JOSIE: Can you tell us why you would go there? I like being the first and strongest. And how come you've put Marlon at the bottom? Hmm... Because sometimes... I do that stuff. I do that. Would you change him or do you still think he's the weakest? Do you wanna be moved? EMILE: No, you're not asking. If you think he's the weakest, he needs to stay there. AMAIRAA: 'She'. It's not a 'he.' Amairaa, why did you say he wasn't a 'he'? Cos he has long hair. But I'm not a girl. Why did they think you're a girl? Because they think I have a pony tail. He doesn't. Yeah, I like his long hair. I think it gives him mana. Mm. Oh, I think it's great. Yeah. Bob Marley ` a really famous singer ` he had long hair and he was a boy. JOSIE: Yeah, that's true. Like my uncle ` he has really long hair and he's a boy. NATHAN: So they're starting to see there are exceptions to the rules, sometimes, but I dunno if that's working for little Marlon. He's... No. But that's exactly what we, as humans, do. Right? Mm. We have our categories; we have what should be and shouldn't be. We do. Yep. And then we start seeing... things that go against those rules. Yeah. EMILE: Marlon, how are you feeling? You're not happy? JOSIE: Hmm... Oh. Maybe we could all give Marlon a hug. Go give him a hug so he feels better. Can you go cheer up Marlon? You're really nice like that. Group hug. (CURIOUS PIANO MUSIC) It's playtime, and Mei Mei is giving new boy Henry the guided tour. Henry! Come. Do you wanna be my friend or BFF? Um... Friend. OK. Let's just call the friends an 'F'. NATHAN: Classic scenario here, isn't it? The female wants commitment; male... (LAUGHS) ...scared of that commitment. Let's scale BFF back to just F, eh, and see how things go. (LAUGHS) One step at a time. Maybe Mei Mei just likes to know that her friends are gonna be there forever. Yeah. Well, OK. (BOTH LAUGH) Look! A Tyrannosaurus rex! That's a T-rex. (ROARS) Ah! (GRUNTS) Do not do that. I'm a little scared. OK. It's OK. It's OK. We can be friends. No, but` but you're not driving. I'm driving. Yeah, (SPEAKS INDISTINCTLY) had her licence. We were going out for movies. OK, movie ti` Oh! Buckle yourself in, girl! (HEAVES) Oh, so close! Oh, look! We have a nice little friendship building between Kayla and Lachlan. Right. Good. Ah, it's good to see Kayla getting a friend. (CHUCKLES) Yay. I mean, Kayla might just be more into the physical play, then, and needed someone else to come along who's as physical as she is. Yeah, exactly. Aw. I was so close, eh. (SHRIEKS) Awwww! JOSIE: What did you think when the boys arrived today? We've got some new people and we can make some new friends. And Lachlan, what did you think about the girls? Awesome. Oh! So close. What sports do you guys both like to play? Rugby. Soccer. And soccer as well. Here you go. (HEAVES) Aw. Would you like to help Kayla learn how to play cricket? Yeah, so you put a ball on something and then you whack it. I'm the mum, OK? No, I'm the mum! We're both mums. You have to put this all the way... That could be the hose! (MEI MEI CHUCKLES) Ah, ah! Who wants water? Me! Where can I shoot it? Into my mouth. Up next, our lunch gets rather mixed reviews. Everything's disgusting! Get away with that Brussel sprout in your mouth. (INSECTS CHIRP) (TICKET RIPS) (DRUMROLL) (DRUMROLL CONTINUES) (DRUMROLL STOPS) Whoo...! (SCREAMS) I won! Arggh! Hah...yeah! VOICEOVER: The Monopoly game is here! Get that peelin' feelin' with Suzuki scooters, Caltex fuel gift cards and millions more prizes. Peel in store and more. * It's lunchtime in our school that we've set up with hidden cameras. We're testing the class to see if it's our boys or our girls who are more risk-adverse as they face some rather challenging dishes. And Marlon's got a point to make. Yuck-ah! Capsicum. Cack-sicum. Yummy. Yah-uck. It's super spicy. All righty. If you think you're brave enough to try it, maybe you could grab a piece. I'll take this lot. Who's gonna be brave enough? Me. It's too spicy for me. I'm gonna have the yellow. It's not spicy capsicum. EMILE: What is a ca` Yummy! ANNETTE: Marlon. First in there. I suppose Marlon's got a bit to prove now, hasn't he? He does. Yep. Cos, like, he's going, 'Yum! I'm loving it.' and the taste hasn't even had time to register yet. I mean, he may have had experience with them and knows that he likes them, or he's... trying to regain ground from the previous... Yeah. Yep, some cred. Yeah. Next up is the always-divisive broccoli. I hate broccoli! Ew, my mum forces... I hate... I love broccoli. The yuckiest thing I've ever ate. I hate nuts. I hate them. Some blue cheese. Who's brave enough to try blue cheese? Ewwwww.... Yummy! Ah, there's no way they're gonna eat that. Blue cheese. No! It even smells, doesn't it? Kids are so sensory. And, you know, their taste buds are still just developing,... Yeah. ...so the tastes are so strong to them. Mm-hm, mm-hm. New tastes that they've never tasted before. Mm-hm. And it's a new texture too. They're very sensitive to texture. NASALLY: Get that smell away from me ` I can't breathe! CHANTS: Yucky blue cheese. Yucky blue cheese. Yucky blue cheese. Next dish on the menu ` what do we think it is? Chocolate! It is... anchovies on toast. Who's brave enough to try that? CHILDREN: Ewwwww. Oh, anchovy. If they didn't eat the cheese... They're not gonna eat this. No. Not gonna eat it at all. Sam has tried an anchovy. Are there any boys who have tried an anchovy? Oh! Lachlan, what did it taste like? Yum. Ooh, are we ready for the next dish? Brussel sprouts. Yummy. Yuck! Ewww! Yuck! Yummy. I'm not... WHINES: Everything's disgusting. Get away with that Brussel sprout in your mouth. Brussel sprouts. Dark chocolate. CHILDREN: Yum! Ah, no, don't take it all ` just take some. JOSIE: Who's had dark chocolate before? Me! At my Nana's. Who doesn't like dark chocolate? It tastes like boogers and germs. Mainly when I eat something sweet, like chocolate, it gets all over my face. So, Sam and Marlon have tried a bit of everything. Me and this guy, we tried all of them. Some of them we didn't like, and some of them we did like. EMILE: Didn't some of you say that Marlon was the weakest in our 'strongest to weakest' challenge? Yeah? But he's the one` he's the person that's tried everything. Does that mean that he's strong? CHILDREN: Yes. Cos he's brave? Would you change where you put him in the line,... CHILDREN: Yes. ...now that you've seen that he eats everything? MARLON: If someone gives you food, you can eat it. If it's really bad, you can drop it and put it back in the plate. (GENTLE GUITAR MUSIC) Next, we move from contentious kai to puzzling painting. The class has been asked to paint 'home.' No mention was made of house or family ` just the word 'home.' EMILE: That's cool, Ina. I like the colours you're using. My roof is actually pink. Pinkish. It's the stereotype. So boys are gonna do architecture,... Mm-hm. ...and girls are gonna represent, maybe, pictures of the family and home. Yep. EMILE: What might I find at your house? Our cat and our dog. OK. What are you drawing here, Sam? This is my roof and my house. I'm gonna draw my windows now. JOSIE: So, why did you choose these colours, Mei Mei? Uh, cos? I like those colours. You like those colours? Cool. And they're my favourite colour. I drew my house, and it had a rainbow with the sun. MARLON: My thing what I drawed is a heart ` a big heart ` with me and Mummy inside. JOSIE: Can you describe your picture to me, Henry? This is my house. And what part of the house is this? This part? It's the base. The base? Architecture is featuring strongly, isn't it? Mm-hm. Is that just that New Zealand fascination with, you know, owning a house? Houses and the way that houses look, right? They're all somewhat similar-looking that they've drawn them. Those are love heart clouds. JOSIE: Love heart clouds? Why are they love hearts? Because it makes more... lovely stuff in it. And now I'm gonna do a golden one. And it's really beautiful. So she's bringing in the emotional stuff. Yep. And the different colours. And have you noticed she's using a lot of pink? I think I was the b` wonderfullest. Actually, you were. Ooh, this looks pretty. Hmm... I had a beautiful rainbow, and I mixed the sparkly colours with the normal colours that weren't sparkly. Is that you in your bed? Oh, OK. And what storey of the house are you on? Three storey. Mm-hm. The top. Why did you make your house three storeys? Because that's what my house looks like. Oh, OK. NATHAN: The girls were very, you know, whose was the best? So they're using lots of different colours,... Mm-hm. ...describing their artwork. And they really want people to like their artwork and to praise them. Right. So they're about impressing others, whereas we saw with Lachlan ` very literal. 'I live in a three-storey house, so therefore, 'my picture has three storeys in them. 'That's home ` my house.' And blue and grey. Oh, yep. (BOTH CHUCKLE) (UPBEAT MUSIC) SONG: # Oh, oh, hey! (CHEERING AND LAUGHTER) (RATTLING) # Oh, oh, hey! # Oh, oh, hey! # VOICEOVER: Tic Tac. Refresh every little moment. * Damp homes are unhealthy ones, and harder to heat. So if you can see mould on walls or carpets, or even if the air smells musty, you need to act quickly. * Hey, guys. Come on in over here for me. Hey, guys! Hello! Hello again! Hi, Marlon. Would you like to stand there for me? In a test of equality, girls and boys have been divided into pairs. They've been given a simple task ` to pick up and divide red and yellow balls as quickly as possible into two baskets for a prize. JOSIE: Ready? Oh my gosh! Three, two,... one! (BASKET CLANGS) Oh my gah! (CHUCKLES) Three, two,... one. (CHILDREN CHUCKLE) Yaaaaay! They're all full of enthusiasm now, at the start. Yeah. I'm super fast. Ah! (BASKET CLANGS) The pairs are working hard and, more significantly, just as hard as each other. (BASKET CLANGS) Working as a team is a lot of hard work. (PANTS) EMILE: Are you working hard? Yeah. One more. There's one more. Done. JOSIE: Yeah. EMILE: Good. You throw not many balls. Ted actually throwed some yellow balls in the basket, and he wasn't allowed to. Somebody throwed` I think he throwed them in there. Oh, you fixed that for him. That's very charitable of you. But I love how she made up that rule... and broke it. Yeah. Oh! (PUFFS) TEACHERS: Go, go, go! (PANTS) JOSIE: Did you work both as hard as one another? BOTH PANT: Yes. Yeah? How did you work as a team? So... Henry helped me after he ran out... ran out of balls, and I helped him too. Right. What I need you to do now is to close your eyes. Close your eyes, and we're gonna go get your prize. While you keep your eyes closed, put your hands out for me. So, did anyone work harder than the other? Well, I don't know exactly. Me neither. I think we worked the same. In reality, the balls are incidental. It's what happens next that will test their notions of equality. All righty. Keep them closed. All righty. And open your eyes. (GASPS) Whee! Ah, look at this! Little doggy! Oh, I've got two. That's cool. We got prizes, and he got more. Oh, wow. Ah, so unfair. I got heaps of things! Me too. You got two of these. Yeah, I know. EMILE: All righty. Open up. CHILDREN: Whoa. What the heck? ...are these? Candy? You got more. I got` I got, um, little` not that much candy, and he got more. JOSIE: Who put the most balls in the basket? Um... And who got the biggest prize? He got most candy. I got tiny bit of candy. Is there any way that the prizes could've been fairer? If we, like, had the same amount, or something? Yep. Yeah. We... Way fair. She got yellow, and I got red. No? No, no, no. No, remember? We had to put together. So when you think about that, do you think it's fair now, Kayla? Hmm, not really. Lachlan, what do you think about Kayla getting less? Unfair. Unfair? Unfair. Right. Yep. Is he willing to share any, though? Mm-hm. Do you think there's anything you can do about it? Ee-hee... Eeee. (CHUCKLES) It's a big ice cream scoop. And maybe you can have one of those, if you want. Nah, I'm fine. Or have you already got one? He has more. I think we should get the same amount. I can give you more. So now he's my friend. Right? I was pleased with the boys' responses there ` that they were showing that all children have this sense of social justice. They wanted to fix it. They knew it wasn't right. EMILE: Do you think the prizes are the same, Marlon? Nope. No? So they're not the same? So... So she has a little bit of candy, and I have a lot of candy. Why do you think that is? Because he worked... hard? But I got the yellow; you got the red. I still picked up red and yellow. Are you sure you got yellow too? (CHUCKLES) Yes. I think Mei Mei had an interesting response, in terms of she's clearly got a schema that says you're supposed to be treated fairly. So she tries to actually come up with reasons for why he could possibly be getting rewarded more. She's going 'Um, well, he did work hard...' Although, I don't think she believes he worked any harder than her. That's her trying to find a legitimate reason for why this injustice should be happening. JOSIE: Do you think that boys get paid more than girls? Uh,... no! Um, I` Not at all. (BOTH CHUCKLE) Wow. I'm glad she's living in that world where we have complete pay equity and women earn the same amount as men. It seems to be that maybe she expects that, then she'll help to create that world. Maybe she'll be sorely disappointed. (BOTH CHUCKLE) Yeah, yeah. Aurora and Henry will be sorry to hear that, according to the OECD, women in New Zealand earn 6% less than their male counterparts. And in the rest of the world, it's 15%. No peeking. Keep them closed. All right. And... ready? Open your eyes. Oh my gosh! I got heaps of lollies. In just one day and I get two prizes. OK, let's save this for the microphone. Oh my gosh. Thank you! I'm gonna` I'm gonna s` It was a giant cup of sweeties and lollies. JOSIE: Did you work just as hard as each other? CHILDREN: Yes. So why do you get more prizes, do you think? I don't know. How do you feel about that, Aurora? Not very happy. EMILE: What do you think about` But I am still happy ` what I get. What I get is what I get or I'll get nothing at all. (CHUCKLES) I think she may have had that said to her before. Yeah. EMILE: What do you think about Aurora's prizes, Henry? I've got two of these, so I'm gonna give one to Aurora. Thank you, Henry. You're very nice. He knew I felt sad, and he's a very helpful person. He doesn't just care about himself ` he cares about many other people, even his parents. Right, Henry? Yes. Dumb question. Do you think we should swap? Um, if you want to. Thanks, Henry. You're actually quite nice. Now it's the same amount, because he got the ice cream rubbers, and I had the pens. JOSIE: Henry, why did you just swap? Because... Because... Because I care about other people more than myself, and I like other people being happy. Aw, thanks, Henry. You're actually quite careful. I wanted you to have the fun thing. Mm. JOSIE: So are you two friends now? Yeah, and now we're actually BFFs. And` (CHUCKLES) Aw, thanks, Henry. Ooh. You're adorable. You're the best friend ever. I can open the door for you, Henry. No, I'll open the door for you. Here, we can both open! And then you can close it! Yep. * (PLAYFUL PIANO MUSIC) It's mid-afternoon, and Emile has just walked in with a giant chocolate cake. Oh, the cake is for later. When can you give this to Josie? Oh, is that the...? He then leaves, and the class is left to play on. But it's not long before the cake weaves its magic power. Look at this awesome cake! Ooh, sheesh! What did he say? Sheesh, that's gluten-free. Gluten-free! What we have here is our version of Walter Mischel's Marshmallow Task. It's a task in which we looked at children's self-regulation. Children were told that you could have one marshmallow now, or if you waited, you could then have two. So it's a classic test of can children hold on their impulse to grab that marshmallow in the service of getting a greater reward later on. Research shows that the boys should be slightly less likely to self-regulate. But in our test, it's the alpha girls who are the first to be drawn in. And you can do some colouring in if you like. Gotta go race in to get something. Aaaah. I got you a little bit of caaaake. Do you want a whole piece of cake? Yes. There we go. Ah! She's putting someone else there, hoping that maybe they'll... Yeah. ...eat the cake. Yeah. It's interesting that she's in an act of nurturance but still power ` she's the mother. Mm. Oh. (CHUCKLES) SINGS: # Kikorangi is blue. There are Zara and Amairaa... Right? ...off colouring, totally trying to ignore the cake. That's a self-regulation technique, isn't it? Think of something else. What is it? Honey. Honey. India, you ate one of those? No, no, baby. Don't eat the cake! OK. Come on, come on. Nobody else touch it, but... Yeah. I can sneak in a little bit. A bit of this. And the boundary keeps moving every time, doesn't it? Mummy, our house is on fire. No, it's not. Here you go, Mum. Oh, thanks. Nom, nom, nom. Miss! I got you two spatulas. And you can have your soup while I work on the birthday cake. She actually got to three spatulas. India, you're not supposed to touch the cake. I know. Monkey's just making it. (PANTS) I got you a toy monkey! (SQUEALS) Oh, happy Valentine's Day. I made you a cake! Ah! Thank you, Mommy. Here's a lolly. Om nom. You're not eating that cake for real, are you? It's for later. No, I'm not. We had India setting the rules before, and now Henry's coming in. Mm-hm. We're gonna see how they negotiate those different rule-setting. Yep. Mm-hm. Just pretend I was a dog, and then people came fighting. All your cats fighted me at once. Do not eat that cake! (INDISTINCT CHATTER) Whoa, whoa, whoa! Get away from that cake ` it's for later. Now, do as the teacher said, or I will tell them that you ate it. Question is, is he doing it because he knows that he wouldn't be good at self-regulating? So he's... Right. ...just chatting it all up. OK. Yeah, tell everyone else the thing I need to do myself. How about we play a game called 'guard the cake?' La la la, la-la la. Can you help me guard the cake? I don't want anyone to eat it, or the teacher will be very mad. But where is the teacher? There's no teacher. It still d` It still doesn't mean we can eat the cake. Otherwise the teacher will be really cross. Yeah. So we need to protect the cake. What we see Henry doing here is he's got this struggle between what we call the hot and cool executive functioning. The hot tendencies are the impulses ` the emotional tendency to want to grab that yummy cake and eat it right away. And then we've got the cool elements, which is the thinking and the cognitive processes where he's talking to himself; he's trying to enforce rules so that he doesn't get the cake ` he's doing all these different things to help him, kind of, stop thinking about the cake. If anybody eats this cake, then they will get a smack with the spatula. Me too. Nom, nom, nom. You can eat the coconut. (GASPS) Shh. (GROANS) Get off that cake. Shhh. Gotta stop her! I licked the lollipop. (SCREAMS) She's really playing with him, right? Yeah, yeah, yeah. I'll be interested whether she just grabs one and runs, you know? Yeah. Is she actually gonna listen to what Henry's saying? Uh... By now, Henry's valiant efforts have paid off, and everyone seems to have got the message that the cake is strictly off-limits. But then... Don't eat the cake! Don't eat the cake. (CURIOUS MUSIC) I don't think there really is cake time. CHILDREN: Nooo! See what he did there? He had to change the rule in order to be able to take it. (CHILDREN CHATTER) He took a lollipop. I didn't think there was actually gonna be cake time. Has anybody had some of the cake? CHILDREN: No. No? Nobody tried anything? Nobody tried the cake? No. No one had even` A lollipop's missing! TEACHERS: What? EMILE: (GASPS) There is a lollipop missing. Was it missing when it came out? No. No? Has someone`? Someone picked it out. Oh, go back. Take a step back. Yeah, he's right. JOSIE: What do you think happened to the lollipop? I have no idea. EMILE: But you were guarding it, weren't you? Yeah. And you didn't see anybody take it? No. Oh, they must've been very sneaky, then. I must've turned away. Ooh. Who turned away? You turned away, and they must've taken it. I turned away for a little bit to play with the volcano, but someone must've sneaked it. This is an interesting little development for him, because he's the rule-follower. And I imagine there's a rule in his head that you're not supposed to tell lies, so... how is that going to... You can tell he's feeling kinda guilty about it. Yeah, yeah. ....too busy playing. EMILE: So you didn't take a little bit, Maia? Amairaa, you didn't take a little bit with your fingers? I see a little smudge here. You see a smudge? JOSIE: Ooh, a little smudge. I did. OK. Take a step back. What was that, Henry? I did it. You did what? I just didn't think there was actually any cake time, so I just` so I just took a bit. A bit? Ahhh! I felt embarrassed. Embarrassed? Eating a lollipop? Can I have a moment while I hug my shoe? That is just crazy. JOSIE: So you're saying, Henry, that you did what to the cake? I took the lollipop. EMILE: Oh. Well, thank you for being honest, Henry. Yeah. I really like that you were honest. Thank you. I thought I was gonna cry, but when they said that they was happy that I was honest, I` my tear` I lost my tear jugs. What? They're` They're little bags` They're little bags in your` under your eyes that hold up your tears. (PLAYFUL MUSIC) So, the time has come to say goodbye to our lovely boys. Can we all say goodbye to them? CHILDREN: Bye. Even bye, Henry. Thank you so much for coming. Bye, Henry. Bye. Thank you so much, Lachlan. Bye. Are you gonna say goodbye to the girls? Thanks, Marlon. Bye. Say bye-bye! GIRLS: Bye! ...Henry! * EMILE: All right, girls. Today we are going to have another election. JOSIE: Ooh. What's a election? Election means 'vote,' India. Why are you getting up and dancing? What do we think about doing another election? Is it for everybody? This election, everybody gets to have a vote. GIRLS: Yaaaaay! I always jump when that happens. I cried the other day, but today I didn't cry ` that's the difference. And because everybody is voting, we all get a special voter's hat. How do you feel about that? Great! Really great! Today we are going to be voting for something different. You either get to choose to play with some puppies or some super cute little piglets. Play! So this is how our vote's going to work. I'm gonna give you two cards. One of them has your super cute little piglets, and the other one has your puppies. Leona, would you like to come vote first? There's your puppy or your piglet. Here you go. JOSIE: Ooh. I wonder what she's gonna vote for. Puppies ` totally puppies. Piglet. Piglet. Ah, do you reckon? Yes. I reckon they're gonna go for the pigs, because they're novel. EMILE: So put one in the yellow box that you want and the other one on the table. OK. All done? Yup. Cool. (JOSIE CHUCKLES) Sitting up nicely. I like the piglets, because when they hide away somewhere, it's kinda cute. I think you can take the puppies home. Oh. I have a cat at home. So, how does it feel, all getting to vote, compared to last time? GIRLS: Yaaay! EMILE: Is it better that everyone gets to vote? GIRLS: Yes! Well, they sure enjoyed this election much better than the previous one. They've already got a well-developed sense of social justice, eh? Yep. They knew it was not fair that some people just arbitrarily didn't get to vote, and they're happy now that everyone's being treated the same. Welcome to the election results. In my hands, I have the votes that you put into the box. Would you like to hear the results? GIRLS: Yes. First vote ` puppies. (MEI MEI SQUEALS) Yeah. The next vote we have... (GASPS) piglets. The third vote ` puppies. (MEI MEI SQUEALS) That's two votes puppies. The vote rumbles on, and it's a typically Kiwi election close one. So that's four votes for puppies and four votes for piglets ` it's very close. I think I know what it is ` pu` The next vote... is puppies. Puppies! (GIRLS CHEER) Five vote puppies; four vote piglets. JOSIE: So the next vote ` what do we think it's going to be? Puppy. It's a piglet! Puppy, puppy, puppy! JOSIE: Should we have a look? Puppy, puppy, puppy,... Puppies. (CHEERING) Awww! Six! Yes! I hate dogs. Puppies. Yep. Puppies take it across the finishing line. You can't beat a cute puppy. (CHUCKLES) (GIRLS CHATTER) Ah! He's trying to break the cage. With his sharp claws. Like that? Yep. Hold him firm. That's it. And then you can put him right against your tummy. OK? Got his bottom? Turn him round. Turn him round. Turn him that way. (CHILD CHUCKLES) I'll give you a little fawn one. This is a fawn one, OK? What is a fawn? It's his pale colour ` see how he's pale? Yep. He's pale. Is he a boy? It's a boy. I can see that. Hold his tummy and pull him against you. (CHUCKLES) He loves me! See how he wriggles? OK. Come to me. I'm kind of shy. Whoa. I'm kind of shy. I'm gonna hold you, and then I'm gonna hold him. (CHUCKLES) Whoa, he's trying to` (BOTH CHUCKLE) Look at his little face. So he's very` He's a baby. He's just a baby. (YELLS, CHUCKLES) I'll hold him. Hey, can I have a turn? Yes. Come here. You` Oh, you're wonderful. You're very good. Aww. You OK, puppy? Puppy. (CHUCKLES) Puppy. I cannot stand the cuteness... of the puppies. (CHUCKLES) He's licking my jumper. I know. I told you he'd like your jumper. GIRLS: Thank you, Karen! Oh, that's all right. (CHUCKLES) I love the puppies! I know. I love the puppies too. Can I pat one before I` GIRLS: Piggies! (SCREAM) And you didn't think we'd deprive the girls of some Kunekune pandering, did you? Can I hold him? Can you hold this for me? Piggy! (GIRLS CHATTER) Can you hold this for me, please? Can I just pat it? (INDISTINCT CHATTER) Piglets! Whoa. (GIRLS CHATTER) (PIGLET SQUEALS) GIRLS: Bye! And with that, it's home time. And as they head off, we say farewell to a group of girls we're quite certain Kate Sheppard would be surprised by and proud of. Captions were made with the support of NZ On Air. Copyright Able 2018