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CCE 135 Foundations of Early Learning. Monday & Wednesday 7:55-9:10 North Seattle Community College IB 1409. CCE 135: Foundations of Early Learning. Candice Hoyt, Faculty (206) 715-1878 (until 9 pm) Office hours by appointment choyt@sccd.ctc.edu http://facweb.northseattle.edu/choyt

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cce 135 foundations of early learning

CCE 135Foundations of Early Learning

Monday & Wednesday 7:55-9:10

North Seattle Community College

IB 1409

cce 135 foundations of early learning1
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/
wednesday 1 13 10

References Talk (Maria Paz)

  • Chapter 3
    • Attachment as Curriculum
    • Routines as Curriculum
  • Reading 3
    • Pacifiers
    • Group Care
    • Seven Principles
  • Learning Story check-in
  • SQ check-in
  • Wrap Up
Wednesday1/13/10
reference talk
Reference Talk
  • Website that Maria Paz (librarian) designed for our class:http://facweb.northseattle.edu/mpaz/Hoyt/CCE135.html
  • Use for your formal research papers
    • Use professional article databases like ProQuest
    • Use database feature to send you APA citation along with the article
    • Use Noodlebib to enter article/book information and print APA style citation (be sure to review for typos, etc, before turning in)
group care
Group Care
  • “Group care settings probably harm children’s development and learning” and “is costly and in short supply” (Reading 3, p. 16).
    • How did it feel to read that?
      • Stepping backwards when babies were considered blobs we just fulfill their physical needs
      • Really frustrating
      • The wall you always bump up against as a pre-school educator; not as valuable as the school-age
      • Interesting to hear it coming from a childcare source
      • Research from 1995
      • Probably sparked research to refute
  • My preference is for baby at home with parent – but it is not going to damage *for life*
  • That babies in group care are there because the mom can’t have the child at home; it’s not a choice
    • There are moms that don’t work and still bring their children in for care – preschool hours (4 hours); so they can socialize, etc. – usually at 1 year or so
    • Adding up small mom-and-me programs are expensive
    • A lot of co-op moms!
group care1
Group Care
  • “Group care settings probably harm children’s development and learning” and “is costly and in short supply” (Reading 3, p. 16).
    • Do you agree that this is often true?
      • The quality of the environment is so important
    • Why/when could it be true (in what centers, etc)?
      • 3rd world country orphanages
      • The children are unhappy
      • Their needs are unmet
  • How do you defend group care?
    • Providers are generally better educated (re: child development/needs) than the parents, especially with new babies (coming from the hospital)
    • Ratio is important
    • Philosophy of teachers depends
    • Infants knowing who cares for them
    • Peer relationships – the joy
    • The child is happy
    • Continuity of care / through 2 year old, multi-age group
    • Learning powerful skills about community
    • If you have consistency at least then the lack of immediacy isn’t as detrimental
    • Germs!!!
    • My administration is good!
group care2
Group Care
  • “Group care settings probably harm children’s development and learning” and “is costly and in short supply” (Reading 3, p. 16).
    • Why do people hate group care?
      • Crying and not getting needs met
      • Ratios
      • If my child is too mellow are they ever going to get attention? “squeaky wheel” bias
      • Germs!!!
      • They think the administration doesn’t support the caring teachers
  • Teacher turnover negates any “I love your child…” continuity of care”
  • Parent jealous of caregiver relationship
  • Parent sad to miss out on happenings
  • People assume we don’t get paid a lot, so we must not be educated or be able to get a better paying job
slide8

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

Chapter 3

attachment as curriculum
Attachment as Curriculum
  • 3 R’s:
    • Respectful
    • Responsive
    • Reciprocal
  • Attachment
    • Warm relationship with caregiver – cared about not just cared for
    • Builds trust
    • Can explore more freely
  • Primary caregiver
    • Do you do this?
    • Is it feasible?
  • All caregivers
    • Act the same way (diaper)
    • Is this doable? Will it fly?
      • Underestimates that children can handle and even enjoy having different relationships
      • Philosophy is important – should be the same in general; holding when feeding
    • We hire based on similar personality/view of child; have same teaching technique with similar visual cues and body language
      • Spanish immersion
      • No English, so we try to be similar
attachment as curriculum1
Attachment as Curriculum
  • Continuity of care
    • One caregiver for several years
    • Opposite of moving up by age or by ability
    • What do you do?
      • Option for teachers
    • What do you think is right/feasible?
      • Children should learn how to adjust to different teachers & classrooms
      • They progress with their peers
      • I like it; some teachers love it
    • Some teachers only like teaching one age group.
    • Could you make it work?
attachment as curriculum2
Attachment as Curriculum
  • Assessment
    • Attached adults more readily pick up signs – from infant’s body language, etc, that they have learned
    • More easily know true reason child is “upset”
  • Some caregivers…
    • Always think kids need a nap or food when they are fussy
    • Project their feelings (“he’s cold”)
attachment as curriculum3
Attachment as Curriculum

FEEDING

  • “Children who are given food when they aren’t hungry or are bundled up when they aren’t cold may lose the ability to determine what they need, or may learn to substitute one need for another” (p. 50).
    • Bottle for cuddle time
    • Eating for comfort (adults too)
  • Eating on a schedule (p. 51)
    • Good because predictable/safe
    • How old do they have to be?
    • What if they cry for food?
routines as curriculum
Routines as Curriculum

FEEDING

  • At what age do you start to trust children with open cups? (book = 14-16 months; p. 47)
    • Do you have a pre-requisite?
    • Do you take away the trust if the child spills “too often”?
    • Do you allow some kids to but not others?
  • What about self-feeding (spoons, etc)?
routines as curriculum1
Routines as Curriculum

FEEDING

  • High chairs?
    • In the book it looks like they hold children (no bouncy seat or high chair) until they are able to sit in a regular chair at a table
    • What do you think about no high chairs?
      • They have high chairs at home!
    • Have you seen it happen?
routines as curriculum2
Routines as Curriculum

FEEDING

  • “Milk” safety
    • Do you know the safety guidelines for formula & breast milk (re: heating, storing and leaving out at room temperature)?
    • Do you communicate this to the parents?
      • What if a parent requests you use the same bottle repeatedly (fed, refrigerated and reheated) until gone?
      • … the same jar of food?
routines as curriculum3
Routines as Curriculum

FEEDING

  • Food safety
    • Do you know what foods to feed, in what order?
    • Do you know what foods to avoid in the first year? …for a few years?
    • Do you communicate this to the parents?
routines as curriculum4
Routines as Curriculum

DRESSING

Do you talk about this with parents?

What if the parent keeps dressing the child in difficult clothing/shoes?

routines as curriculum5
Routines as Curriculum

DIAPER/TOILET

  • Do you know the diapering safety rules?
  • Toilet training/learning
    • What if a parent insists on no diaper even when the child is not ready (many accidents, etc)?
    • What if the child “tries” on the potty and wants to be rewarded?
routines as curriculum6
Routines as Curriculum

NAPPING

When do you start kids on a scheduled nap routine?

What if a toddler is too tired to wait until nap?

Same crib/location each day?

What if parents want the child to cry self to sleep?

routines as curriculum7
Routines as Curriculum

SIDS (Fig. 3.2; p. 64)

  • Do you know about SIDS?
    • “Back to sleep”
    • Nothing in crib; no [fluffy] blankets – sleep sack
      • Do you/parents do “no blanket”?
      • Is swaddling okay?
    • Keep baby not too hot
  • Do you talk to your parents about it?
    • What if they insist baby sleeps better on tummy; want you to do at school?
slide21

The Caregiver’s CompanionReadings and Professional Resources (to accompany Infants, Toddlers and Caregivers…)Janet Gonzalez-Mena

READING 3

pacifiers
Pacifiers
  • How do you feel about pacifiers?
    • In the Companion:
      • “Inappropriate: Two-month-old Brent begins to cry. The caregiver goes to the crib and puts a pacifier in his mouth” (p. 18).
      • “Appropriate: “The caregiver goes to Brent and says softly. ‘I hear you, but I don’t know why you are crying. Let me pick you up and see about your diaper and check when you had your last feeding.’”
    • Is the something in between?
    • Are there times when babies need and deserve pacifiers?
seven principles from companion
Seven Principles (from companion)
  • Sensitive care giving includes creating a calm and peaceful environment for infants while they are being fed or diapered. (p. 16)
  • When staff are better trained and talk with the infants, the children also tend to do better in language development. (p. 16)
  • Self initiated activities need to be reinforced by being quietly available and enjoying what the infants actually do. (p. 17)
  • Infants deserve uninterrupted, individual care giving. Their well-being requires caregivers to invest in quality time while providing physical care. (p. 17)
  • Caregivers need to provide just enough help for the baby to problem-solve his own dilemma. (p. 17)
  • A caregiver is better able to meet a baby’s individual needs if she observes the behaviors and responses of the child and includes these in the baby’s care. (p. 18)
  • Crying is a form of infant communication, and our role as caregivers is to try to understand what the baby is communicating. (p. 18)
wrap up
Wrap Up

Monday 1/18

Wednesday 1/20

Holiday – no class

  • Due…
    • A 01a replies (to each person’s Conscious Care)
    • DQ 04: Ch 4, R 4, R 7
    • DQ 2 replies (2)
    • DQ 3 replies (2)
  • In class…
    • Ch 4, Readings 4 & 7
    • Conscious Care reflection
    • Learning Story questions