Monday & Wednesday 7:55-9:10North Seatt le Community Col lege

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 appointmentchoyt@sccd.ctc.eduhttp://facweb.northseattle.edu/choyt

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

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

Monday1/11/10

Chapter 2 Education/Curriculum

What infant-toddler education is NOT What infant-toddler education should be Curriculum Role of adult

Assessments Observations Learning Stories Using Assessments

“Teaching” on the fly Praise Positive Reinforcement Feedback Modeling

Readings 1 & 2Learning Story check-inSQ topics Wrap Up

Infants, Toddlers, and Caregivers

A Curriculum of Respectful, Responsive Care and Education

Janet Gonzalez-Mena and Dianne Widmeyer Eyer

CHAPTER 2

Education/CurriculumWhat infant-toddler

education is NOTWhat infant-toddler

education should beCurriculumRole of adult

What infant-toddler education is NOT (pp. 26-28)

Infant stimulation Television, toys AAP recommends no TV

for children under 2 (including TV in the environment)

Television and toy “educational” claims are typically unproved

Other stimulation programs unproved to help in typically developing children

Baby sitting Instinct, play & safety

focus

Preschool Lessons, expectations/goals,

restrictions on material use Proud of generic output Toddlers “look incompetent

because they don’t conform to the expectations” (p. 27)

Parents, teachers frustrated Waiting for toddlers to grow Wanting them to “do it right” “Tolerate them in the meantime”

(p. 27) Toddlers frustrated

Want to do what’s interesting Want to please adults and

achieve but are set up to fail

What infant-toddler education should be

No expected activities or outcomes Curriculum = “plan for

learning and development that is all inclusive and centers on connections and relationships” (p. 28)

Planned and unplanned activities

Children learn through genuine experiences & problem-solving Lessons and restrictions on

how to use materials inhibit true experiences and problem-solving opportunities

How? “Babies need to discover that

they can influence the people and things around them” – most important for learning at any age! (p. 26)

And “to perceive their own involvement” (p. 26) – pride and intellectual results

Television does not do this Computer games and toys

may Still not as open-ended as

interacting with real materials naturally occurring in the child’s world

Curriculum (p. 30) Framework

Philosophy on how children learn

Teaching methodology/ behavior Teaching

Ideas for activities & environment

Understand ZPD (Zone of Proximal Development -> scaffolding)

Knowledgeable about: Typical development Atypical development Diversity Strategies to adapt

activities/environment for each of these

Goals or desired results Mission statement or… ?

Vision statement Policies “How We Teach”

Holistic Goals in areas:

Cognitive Physical Social-Emotional

Interpersonal Intrapersonal Cultural/societal

Spiritual Creative / aesthetic

“Normal” not necessarily a goal

Role of Adult

Role of Adult (Figure 2.1, p. 35)

1. Determining optimum stress levels…

[Don’t abandon or force when the child is too frustrated or it is too difficult]

2. Providing attention….3. Providing feedback…4. Modeling

AssessmentsObservationsLearning StoriesUsing Assessments

Observations

Anecdotal records Objective Some exact Some informal

narrative—notes immediately or later

Running records Objective, non-

judgmental Exact Comprehensive

Documentation Objective Exact visual/audio Media recording Points-in-time

Zone of Proximal Development (ZPD) Use the knowledge you get

from observing What child can do next with

tiny bit of your involvement “Not to get rid of frustration

but to keep the child working on the problem” (p. 36).

What to do to with the child

Learning Stories

Learning Stories Document exactly Write subjectively “Analyze”

professionallyNarrative/description:

What child is doing What they can do

Documentation need: Time, Recording media, Input from …

caregivers, families & the child

Best when you have help “analyzing” what you have seen

Using AssessmentsInclusion of families

Review/compare to … What is happening at home Previous observations at

school or home Deeper understanding of

what this means for The child:

Developmentally Socially (pride)

The parents: Their view on how/why this

is important Connect with the parents

social-emotionally Daily log (infants especially)

Charts (Appendix B) Assessment: know what to

expect for typical child Dramatic difference from

“typical” may need intervention

Family can confirm (sometimes different at school than at home)

Next steps What’s typically next

developmentally Use ZPD determine what to

try –new materials/ environment/experiences

Within reach of typical child

“Teaching” on the flyPraisePositive ReinforcementFeedbackModeling

Praise

“Development isn’t about winning and losing” (p. 32)

Praise (pp. 38-39) Expresses what you

value Communicates need to

meet your goals or expectations to please you “I like the way you…” “Good job.”

Article: Alfie Kohn, “Five Reasons to Stop Saying ‘Good Job!’” www.alfiekohn.org/parenting/gj.htm 1. Manipulating children

For our convenience2. Creating praise junkies3. Stealing a child’s

pleasure Telling them what to feel

4. Losing interest Without attention

5. Reducing achievement Less likely to take risks

Positive Reinforcement

Say nothing The child may already

have acknowledged internally

They don’t always need our feedback

“Rewards” Intangible are best Attention, verbalizing Goal is intrinsic value “Acknowledging the

child’s own inner delight” (p. 39) – make sure you get it right

Specify valued behavior: “You stacked five blocks!” “You put all your dishes

away without being asked.”

When you don’t know what to say: High five/ thumbs up.

Questions: Open-ended Express genuine interest

Once the child “gets it”, stop reinforcing it

Feedback

Helping children understand the effects of their actions

Stay quiet until necessary

Interpersonal Make sure you interpret

correctly before providing feedback

Say, “I think he ran away because you shouted at him.” Modified from p. 40 “I think” keeps you neutral

Achievement Facilitate using ZPD Okay to give up on

task that is too hard; find appropriate alternative

Modeling

Best way to teach children, parents and teachers!

Intrapersonal Expressing genuine

emotions Taking care of yourself

(timeout or eating, etc)

Interpersonal Gentleness Turn-taking Standing up for

yourself Saying you’re sorry

What happens when you make a mistake: apologize for… Yelling Taking/ruining

something

Infants, Toddlers, and Caregivers

A Curriculum of Respectful, Responsive Care and Education

Janet Gonzalez-Mena and Dianne Widmeyer Eyer

READING 1 & 2

Readings 1 & 2

“As we value inner directedness in a child, we prefer gentle validations to instructions, to criticism, and even to praise” (Reading 1, p. 6).

Use: Occasional reflections Empathy Smile to “convey our

pleasure in his success” (Reading 1, p. 6)

Children who are “’refueled’ by such caring experiences” (Reading 1, p. 6) can independently play so parents can too

Readings 1 & 2

Infants in group care: Many cultures (NZ, e.g.)

believe infants need significant time with peers Childcare is publicly

funded—available to all “Set up to serve the

child’s needs” (Reading 1, p. 8)

Child can “explore and interact with other infants” (Reading 1, p. 8)

Lesson planning for infants (Reading 2) Prepare for adaptations

based on infant response Don’t use if it doesn’t fit

infants’ needs & interests

Plan and re-plan to match & develop: Relationship between

infant & teacher Interest of child Aptitude of child

Learning Stories

Questions?

Sequence Presentation Topic Selections

SQ 1 topic selection (decide by Monday 1/11) Team A: Chapter 5 – Attachment: Co-sleeping Team B: Chapter 6 – Perception: Young Child’s Brain /

Windows of Opportunity Team C: Chapter 7 – Motor Skills: Infant Swimming Team D: Chapter 8 – Cognition: Sign Language

SQ 2 topic selection (decide by Monday 2/1) Team A: Chapter 9 – Language: Sign Language Team B: Chapter 10 – Emotions: Long-term affects of

attachment Team C: Chapter 11 – Social Skills: ____________ Team D: Chapter 12 & 13 – Physical & Social Environments:

____________

Wrap Up

Wednesday 1/13 Wednesday 1/20Due…

Read Ch 3; Reading 3 Post DQ 3: Ch 3, R 3 Post DQ 1 replies (2+)

In class… Chapter 3; Reading 3

Monday 1/18Holiday – 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