CCE 135 Foundations of Early Learning

Monday & Wednesday 7:55-9:10North Seattle Community College

IB 1409

CCE 135Foundations of Early

Learning

CCE 135: Foundations of Early Learning

Candice Hoyt, Faculty (206) 715-1878 (until 9 pm)Office hours by [email protected]://facweb.northseattle.edu/choyt

Syllabus:•http://facweb.northseattle.edu/choyt/CCE135

Online – Angel:•http://northseattle.angellearning.com/

Wednesday1/20/10

Formal paper requirements Paper formatting Reference formatting

Readings Chapter 4: Play as Curriculum Readings 4 & 7

Wrap Up Conscious Care reflection Learning Story check-in SQ check-in Coming Up

Formal Paper Requirements

Formal paper requirements (SQ, etc)Title Page (all centered)

* specific to this course *

Title of PaperStudent Name

“North Seattle Community College”

“CCE 135: Foundations of Early Learning”

“Candice Hoyt, Instructor”Date (format: January 1, 2010)

No Abstract

Paper 1” margins all sides Running header and page

# 12 pt font Arial or Times New

Roman Double-spaced First page: Title centered

at top, start first paragraph on next line

Tab each paragraph 0.5” Proper in-text citations

(see next slide) Conclusion section

Center title “Conclusion”

Formal paper requirements (SQ, etc)

Microsoft Word skills: Next Page 1” margins all sides

Margins (Page Layout) Running header &

page #: Header Page Number

12 pt font Arial or Times New Roman Font type and size

Double-spaced Line spacing

(paragraph) First page: Title

centered at top, start first paragraph on next line Center and left align

text Tab each paragraph

0.5” Set tabs

Reference formatting: In-text citations

In-text: Author Year Page (or paragraph)

number if direct quote

In-text paraphrase: Some authors believe

that play is very important (King, 1966; Jones, 1975).

King emphasized the importance of play in education (1966).

Play is important (King, 1966).

Reference formatting: In-text citations

In-text quote: “Play is the most

important thing in the world” (King, 1966, p. 17).

King described play as “the most important thing in the world” (1966, p. 17).

In 1966, King described play as “the most important thing in the world” (p. 17).

In-text quote > 40 words: Does not need “ ”, but

indent from the regular margins.

Cite as you would for any in-text quote above.

Reference page/bibliography formatting

New page started with“References” (centered)

Bibliography can be generated by Noodlebib

Each reference in bibliography must be identified in the text of your paper and presentation (“internal citation”).

See next slide and sample papers for tips.

If you’d like, you can add an appendix or handout titled “Additional Resources” for resources you did not cite in the text of your paper or in your presentation. Separate page after

References Center “Appendix” (or

Appendix A, B, etc) List in proper APA

format

Paper formatting: Help

The Loft tutors can help you with formatting.

Guides/Hints:http://www.dianahacker.com/resdoc/p04_c09_s1.html

Sample papers and hints: http://facweb.northseattle.edu/choyt/CCE135/APA

For your FIRST PAPER assignment, I will give you feedback within 24 hours if you email me your paper at least 48 hours before it is due.

We can set up a time to meet and discuss the paper and formatting.

We can set up a group session to do a “lesson.”

CHAPTER 4

Infants, Toddlers, and Caregivers

A Curriculum of Respectful, Responsive Care and Education

Janet Gonzalez-Mena and Dianne Widmeyer Eyer

Free play

Undirected but monitored

“Letting free play remain free is difficult for some adults once they recognize how important play is for infants and toddlers” (p. 73).

“Children create their own objectives and lessons” (p. 73).

Caregivers need to find ways to articulate what they are doing so they can counteract the pressure that comes from all sides to teach infants and toddlers rather than let them play (p. 79). (e.g. your CCE 125

Professional Statements)

Adult Roles in Play

1. Setting up environments for play

Safety Indoor & outdoor

environments Materials Nature into

classroom

2. Encouraging interactions and then stepping back

Peer interactions most important

Timing crucial—not too soon not too late

Adult Roles in Play

3. Supporting problem solving

Scaffolding Know when to help Or child loses

interest

4. Observing Wants-nothing Available but not

directive Modeling:

“While observing, you are modeling that mode of being” (p. 78).

Boredom

“Problem of the match” (McVicker Hunt; p. 84)

Scaffolding Familiar enough Interesting challenge

Boredom spurs growth Getting “stuck” when

satiated Offer new experiences

when ready to move on “In time not on time”

(Magda Gerber; p. 86).

Assimilation and Accomodation (Piaget)

Assimilation New experience or

information Try to fit into current

understanding based on previous experience

Problem Tension created if new

experience or information does not fit into current understanding

Accommodation New experience or

information Can’t fit easily into

current knowledge and understanding (based on previous experiences)

Analyze new information Expand or refine

understanding to allow for the new experience to fit

Play as Curriculum: Video observation

Chapter 4 Video: http://highered.mcgraw-

hill.com/sites/0073378542/student_view0/chapter4/video_observations.html#

This is not a good example of wants-nothing quality time.

Trying to encourage peer interaction? – off-base?

What is she doing wrong?

Closed-ended question:“Is it cookies or is it cake?”

Giving a lot of direction “Count them; it’s ten.” “Put it in the oven.”

Was too close; could have stayed farther back. Boy was trying to squeeze by.

Put hand on his back to protect his fall.

Looked like someone “put her there.” – wasn’t natural “Down on the level of the child.” –

only good if kid wants to play with you.

High-pitched sing-songy voice. Not natural? Okay sometimes or at some

level. Cooing, etc.

Play as Curriculum: Video observation Good example of wants-

nothing quality time: http://highered.mcgraw-

hill.com/sites/0073378542/student_view0/chapter5/video_observations.html#

Why is this one better? Present but not in their space. Didn’t narrate. “oops on your bottom.”

(language + reassuring safety) Looked comfortable herself Attentive – smiled when he

looked at her. Identified what he was holding.

(He brought it, probably asking “what is this?”)

Caution – it’s hard not to interrupt and hug the kids when they pass by.

READING 4Facilitating the Play of Children

at LoczyBy Anna Tardos

The Caregiver’s CompanionReadings and Professional Resources

(to accompany Infants, Toddlers and Caregivers…)Janet Gonzalez-Mena

Four principles to “promote or encourage” (p. 21) infant play:

1. “A peaceful, quiet environment” (p. 21).

2. “Sufficient space for infants in which to move freely” (p. 22).

3. A fenced-in area free from “real danger” (p. 22); slightly larger than the child can move, but reachable at next stage.

4. Choose simple objects; free from “sparkling, glittering and sound-producing toys” (p. 22). Objects slightly more sophisticated than the child, but usable in some way at current level of development.

Reading 4: Facilitating the Play of Children at Loczy

Reading 4: Facilitating the Play of Children at Loczy

1. Quiet It’s so great when it’s quiet!

Sitting reading books…. Background music?

Free play music Art project music is great! Adults find it useful for

concentrating Not on all the time

Toddlers are quieter than preschoolers?

Environment created by teacher is quiet

Children can create noise Teacher might have to help

make quiet times for some kids who need it.

Quiet room not necessary but not worrisome.

Maybe have a quiet area for those who need it.

2. Space3. Danger (avoid “don’t touch”)

4. No sparkle, glitter, noise

READING 7The Development of Movement

by Emmi Pikler

The Caregiver’s CompanionReadings and Professional Resources

(to accompany Infants, Toddlers and Caregivers…)Janet Gonzalez-Mena

Reading 7: The Development of Movement

1. Lying on Back2. Turning the Head3. Turning on the Side4. Turning on the Belly5. Stretching6. Rolling7. Creeping on the Belly

and on all Fours8. Getting Up into the

Vertical

9. Sitting10.Standing Up11.Standing Up Alone—

Without Holding On12.Walking About on

their Own

Reading 7: The Development of Movement

What do you think about keeping infants only in positions they can get into themselves? Sounds frustrating – if you

turn the child over because he was fussy about getting onto the belly with the arm stuck under.

Seems more natural Says that they have better

posture and muscle tone Curious about gross motor

after toddler Brain development based on

gross motor usage What about “tummy time”? Your guesses on doctors’ and

parents’ views?

Reading 7: The Development of Movement

What about returning them to their backs if they get stuck on their belly? … if they accidentally turned over? …with arm stuck under?

Reading 7: The Development of Movement

Do you think these stages are appropriate for all children?

Are there disabilities that need to be treated? … pigeon-toed? flat back of head? etc.?

Wrap Up

Reflection

Conscious Care What was the

experience like? Did you like doing

this? Was it useful to you

as a teacher? … as a person?

Learning Stories Sequence Project

Learning Stories Part 1 due Monday

(1/25) Documentation Written “I…” Story

Questions?

Team A, Chapter 5 presentation Monday:Attachment: Co-sleeping Team A post .ppt online 10-15 minute presentation Plus time for questions

Team A: individual paper Each post online in drop-box

Class: read chapter Prepare to ask questions

Check-In

Monday 1/25 Wednesday 1/27Due…

Team A: SQ 1, Chapter 5 Post A 02(1): Learning

Story Part 1 SQ 2 topic choice due

In class… Team A Chapter 5

Sequence Presentation Chapter 5 Learning Story Part 1

Due… Team B: SQ 1, Chapter

6 DQ 4 2 replies

In class… Team B Chapter 6

Sequence Presentation Chapter 6 Learning Story Part 1

ComingUp