CCE 135 Foundations of Early Learning

1. CCE 135Foundations of Early Learning Monday & Wednesday 7:55-9:10 North Seattle Community College IB 1409

2. CCE 135: Foundations of Early Learning • Candice Hoyt, Faculty • (206) 715-1878 (until 9 pm) • Office hours by appointmentchoyt@sccd.ctc.edu • http://facweb.northseattle.edu/choyt • Syllabus: • http://facweb.northseattle.edu/choyt/CCE135 • Online – Angel: • http://northseattle.angellearning.com/

3. 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 Wednesday1/20/10

4. Formal Paper Requirements

5. Formal paper requirements (SQ, etc) • Title Page (all centered)* specific to this course * Title of Paper Student 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”

6. 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

7. 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).

8. 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.

9. 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

10. Paper formatting: Help • The Lofttutors 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.”

11. Infants, Toddlers, and CaregiversA Curriculum of Respectful, Responsive Care and EducationJanet Gonzalez-Mena and Dianne Widmeyer Eyer Chapter 4

12. 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)

13. Adult Roles in Play • Setting up environments for play • Safety • Indoor & outdoor environments • Materials • Nature into classroom • Encouraging interactions and then stepping back • Peer interactions most important • Timing crucial—not too soon not too late

14. Adult Roles in Play • Supporting problem solving • Scaffolding • Know when to help • Or child loses interest • Observing • Wants-nothing • Available but not directive • Modeling: “While observing, you are modeling that mode of being” (p. 78).

15. 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).

16. 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

17. 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.

18. 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.

19. The Caregiver’s CompanionReadings and Professional Resources (to accompany Infants, Toddlers and Caregivers…)Janet Gonzalez-Mena READING 4 Facilitating the Play of Children at Loczy By Anna Tardos

20. Reading 4: Facilitating the Play of Children at Loczy Four principles to “promote or encourage” (p. 21) infant play: • “A peaceful, quiet environment” (p. 21). • “Sufficient space for infants in which to move freely” (p. 22). • A fenced-in area free from “real danger” (p. 22); slightly larger than the child can move, but reachable at next stage. • 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.

21. Reading 4: Facilitating the Play of Children at Loczy • 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. Space • Danger (avoid “don’t touch”) • No sparkle, glitter, noise

22. The Caregiver’s CompanionReadings and Professional Resources (to accompany Infants, Toddlers and Caregivers…)Janet Gonzalez-Mena READING 7 The Development of Movement by Emmi Pikler

23. Reading 7: The Development of Movement • Lying on Back • Turning the Head • Turning on the Side • Turning on the Belly • Stretching • Rolling • Creeping on the Belly and on all Fours • Getting Up into the Vertical • Sitting • Standing Up • Standing Up Alone—Without Holding On • Walking About on their Own

24. 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?

25. 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?

26. 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.?

27. Wrap Up

28. Reflection • Conscious Care • What was the experience like? • Did you like doing this? • Was it useful to you as a teacher? • … as a person?

29. Check-In 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

30. ComingUp Monday 1/25 Wednesday 1/27 • Due… • 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