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. Learning Stories • Chapter 1 • Conscious Care Wednesday1/6/10

4. Learning Stories (A 02) Observe a child or a group of children engaged in an activity of their choice. Take photographsof the stages of their play that began with the child's initiative. Take notes on what the child or children say and do. Write a Learning Story: • Part 1: The Story • Part 2: What It Means • Part 3: Opportunities and Possibilities • Part 4: Responses DELIVERABLES: (1)  Part 1. post online and comment on at least 2 others. (2) Parts 1-3. post online and comment on at least 2 others. (3) Part 4.Present to child and parent and/or caregiver; document their responses. • Post complete story online , comment on 2 others. • Present in class. Be sure to submit each section by the due date listed in the calendar.

5. Learning Stories (A 02) Part 1: The Story • Title of the story. (Example: “Saving Spiderman” or “I Can Twist”) • Begin with your own interest in the child stated in the first-person, "I…" voice. Talk from your eyes, head, and heart. This is an honest disclosure of why you took an interest in this child or group. In the beginning sentences of the story describe what caught your attention. • Describe what happens, what the child does and says, along the way. We are looking for these passages: initiative (taking an interest, beginning, moving from passive to active), engagement (making contributions, being involved, being busy) intentionality (sustaining effort towards a result or conception, through problems or toward an aesthetic and joy). • Your story tells what the child did and said, exactly, as best as you can record it. Pictures are necessary to show the child in action. Take care to avoid anything negative about the child; this is not about mistakes or negative things.

6. Alexa’s New ToybyCandice HoytFebruary 27, 2009

7. It was my first day working with Alexa, and I didn’t know what we would play together. Alexa’s mom told me about the new toy that Alexa really liked.

8. I see that Alexa likes to take off all the pieces. She can use two hands to push the pieces up and off the spindles.

9. Sometimes she holds it with her finger in the middle. Usually she grasps it in her hand.

10. Alexa likes to chew on the small pieces... and to pick up the base to chew the spindles!

11. Alexa can pick up the base in both hands, lift it high, and bang it down. BANG! BANG! BANG!

12. Learning Stories (A 02) Part 2: What It Means • Title a paragraph "What it means…" Under this heading describe the meaning you give to these events. What is significant about them for any human being? …for this child? This paragraph is stated in the second-person, "You…" voice as if you were speaking directly to the child. These are your conclusions or socially constructed reality. Part 3: Opportunities and Possibilities • Title a final paragraph "Opportunities and Possibilities" Under this heading describe what you could offer next to develop this path of interest (curriculum ideas). Then describe what future, in months or years ahead, could ideally emerge for this child and for others in the learning community.

13. What It Means Alexa, I was captivated and impressed by the skills and joy you showed when playing with your new toy. You know how to make it do what you want it to.… You have the smarts and the skills to take it apart, suck on it, and make lots of noise. You are right on track, practicing all of these things: pincer grasp, cause and effect and self-soothing your teething pains. I am excited to see what you do next!

14. Opportunities and Possibilities Alexa is practicing key skills for her stage of development, and we can continue to support her building these skills independently and together with us. We can offer other stacking blocks and spindle stacking toys. She may not be able to use them “correctly”, but we should pay attention to how she is using them to explore multiple areas of development. We can offer noise-making materials like drums or rattles. There are plenty of other cause-and-effect games and toys we can offer. She is doing great self-soothing her teething, and we should continue to allow her to chew and suck on a variety of teething tools, but also other toys she likes to play with. It is especially important that we review the infant safety guidelines and make sure that whatever is in her reach is safe for her to put into her mouth.

15. Learning Stories (A 02) Part 4: Responses (Final Section) • Share and gather responses: • Read the Learning Story to the child; • Give it to one or more of the child’s caregivers (teacher or guardian); • Request verbal or written feedback (email, for example) from child and caregivers. • Title a paragraph “Natalie’s mom, Julie says…” (the parent or teacher) or “Will says…” (the child). Include a written summaryof the child’s or caregiver’s response and any additional documentation (photos, drawings from the child). You could copy and paste a typed response, or write your own summary of a conversation you had in-person, on the phone, etc. Include as many responses as you get, but you must have at least one.

16. The Family’s Response Alexa’s dad, Ken, says: Alexa enjoys sounds. Not only does she like percussive banging, but when she puts the blocks to her mouth, she begins to “sing.” Alexa will make a long “Aaaaaaheeeeeeaaaaa…gah” sound, take the block from her mouth, examine it and repeat the process. Alexa’s mom, Jeannie, says: Wow – this is great! It made me laugh and cry a little. It’s quite amazing to “see” your child through someone else’s lens.

17. Alexa was first introduced to this toy at my mom’s house. Initially, I thought she wouldn’t be interested, but she loved taking the blocks off the spindles. Just a few days later, we acquired our very own version of this toy from Alexa’s older cousins. Right away when we got it home, Alexa removed all of the blocks and scattered them around the kitchen floor. Later, she was in her highchair holding on to the base and banging it down. I think she likes the fact that she can make a loud noise by doing this. Lately, Alexa has become a very busy little person. This toy is a great example of that – she interacts with all parts of it and in so many different ways. I love that she puts her finger through the hole in the block. This is something that I would do – it amazes me that at 8 ½ months old, she is already doing things that I would do [as an adult].

18. The part about this that makes me tearful is thinking about what Alexa does when I am away at work. While away from Alexa, I am hungry for information about her – I don’t want to miss out on anything. I’m glad that she plays so happily when I am not with her. And it’s great to see these pictures because it feels like a “window” into the time that I am not with her. But, it also makes me sad because I realize that I miss things when I am way. Conversely, on the days I don’t work, these pictures make me realize that I don’t always pay very close attention to the details of what Alexa is doing. These pictures inspire me to watch her more closely and pay attention. She is amazing and it’s well worth watching carefully and absorbing all of the wonderful things she is doing.

19. Learning Stories (A 02) CCE 135 Due Dates (1) Part 1 • 1/25: Post online; • 2/1: Comment on 2 others. (2) Parts 1-3 • 2/8: Post online; • 2/15: Comment on 2 others. (3) Part 4 -- Final • 2/22: Post online; • 3/8: Comment on 2 others; • Present in class (by team--see calendar). Learning Story Part 1: The Story Part 2: What It Means Part 3: Opportunities and Possibilities Part 4: Responses

20. Learning Stories Other examples: • http://homepage.mac.com/tdrummon/LearningStories/welcome.html Other information: • http://www.familydaycare.com.au/forms/feature%2041%20-%20Learning%20Stories.pdf • http://www.unisanet.unisa.edu.au/staff/SueHill/Learningstories.pdf

21. Infants, Toddlers, and CaregiversA Curriculum of Respectful, Responsive Care and EducationJanet Gonzalez-Mena and Dianne Widmeyer Eyer Chapter 1 Principles, Practice and Curriculum

22. The Three R’s

23. The Three R’s

24. Involve infants and toddlers in things that concern them. Invest in quality time, when you are totally available to infants and toddlers. Learn each child’s unique ways of communicating and teach yours. Invest time and energy to build a total person (concentrate on the “whole child”). Respect infants and toddlers as worthy people. Be honest about your feelings around infants and toddlers. Model the behavior you want to teach. Recognize problems as learning opportunities, and let infants and toddlers try to solve their own. Build security by teaching trust. Be concerned about the quality of development in each stage. Ten Principles Based on a Philosophy of Respect

25. 1. Involve infants and toddlers in things that concern them. • Communicate involvement—tell the child what is happening as you do it together (diapering, eating, etc). • Don’t do it as a “chore” – manipulating child’s body & hurrying to finish

26. 2. Invest in quality time, when you are totally available to infants and toddlers.

27. 2. Invest in quality time, when you are totally available to infants and toddlers. • Wants-something and wants-nothing time. • But also time alone for caregivers & children. • Cannot be completely present and involved all the time. • Too much “quality time” = no quality. • “Floor time” (p. 7): Instead of time-out, difficult children are given 30 minutes of 1-on-1 responsive, wants-nothing quality time.

28. 3. Learn each child’s unique ways of communicating and teach yours. • Communicating vs. narrating • Talking is communication, not distraction • Teaching them to listen • Sign language = “gesturing system” (p. 11) that is uniform – very useful for early, pre-verbal communication Questions: • What do you think about no baby talk or repeating words, etc? • The book is saying to be genuine in your communication style – not downplaying for babies? Does this work?

29. 4. Invest time and energy to build a total person (concentrate on the “whole child”). • Adding Physical, Social and Emotional development to Cognitive development. • Providing a “rich” environment without “toys, equipment, and gadgets advertised as making babies smarter” allows natural, whole-self development. • How do you explain that eating and diapering are intellectually significant? Do you need to justify this to the parents / the directors?

30. Brian example (pp. 12-13) Twelve-month-Old Brian is sitting at a low table with several other children eating a piece of banana. He is obviously enjoying the experience in more way than one. He has squashed the banana in his hand and crammed it in his mouth, and it is now oozing out between his teeth. He is relishing it. He reaches for his mouth with the very last piece and, plop, it falls on the ground. He stretches out a hand for it, but the caregiver is quicker. "l'm sorry, Brian, but the banana is dirty now. I can't let you eat it." Brian's eyes open wide, his mouth drops open, and a sorrowful wail comes forth. "That's all the banana we have," the caregiver adds as Brian reaches out to her for more. She sits back down at the table after having disposed of the dropped piece. She offers him a cracker, saving, "We're out of bananas, but you can have a cracker instead." Brian rejects the offered cracker. Aware now. that he will get no more, he begins to scream. "I see how unhappy you are," says the caregiver calmly but with genuine compassion. "I wish I had more banana to give you," she adds.B

31. Brian example (pp. 12-13) Brian's screams become more piercing, and he begins to kick his feet. The caregiver remains silent, looking at him as if she really cares about his feelings. The other children at the table are having various reactions to this scene. The caregiver turns to them and explains, "Brian lost his banana, and he didn't like it." She turns back to Brian. He continues to cry. The caregiver waits. Sobbing, he gets off his chair, toddles over to her, and buries his head in her lap. She touches him on the back, stroking him soothingly. When he has quieted down, she says, "You need to wash your hands now." He doesn't move. She waits. Then gently she repeats, "You need to wash your hands, Brian. I'll come with you," she adds. Turning the table over to another caregiver, she gets up and walks slowly across the floor with Brian. Brian is licking globs of banana from his fingers. A last sob escapes from his lips as he reaches the sink.

32. 5. Respect infants and toddlers as worthy people. • What do you think of this approach? • Allowed freedom and sensory experience instead of saying “eat it” • The teacher honored his sadness • My first instinct is to stop the crying – it made me feel uncomfortable at first; usually try to distract the child, but it’s really to their benefit • It’s also about language – they’re crying but really they’re talking to you • I like that she explained to the rest of the table what was going on, and it didn’t set them off • Didn’t use a lot of words to describe. Just said she saw that he was “upset” – didn’t use “sad” or “mad”. • Followed the routine—there was a pause but then went to wash hands (instead of he’s upset so he doesn’t have to wash his hands. • What about these alternatives? (p. 13) • “Stop that screaming—that’s nothing to get so upset about—you were almost finished anyway.” • Just make him more upset instead of letting him move through it—talk about it, let him do what he needs to do • Discounts his feelings • “Poor little Brian—let’s go play with that doggie that you like so much—look, Brian—see him bark—bow!-wow!” • Discounts his feelings – by trying to distract him • “You’re not helping me!” when someone tries to do this for me • Don’t allow for his grieving • “Poor little” turns them into victims – instead of understanding their feeling

33. 6. Be honest about your feelings around infants and toddlers. • Teaching children to have & share their feelings – modeling AND allowing them to express themselves (safely) by crying/yelling. • Being honest means NOT saying “When you do that I feel sad.” when really you feel frustrated or annoyed or … -- what words to use that are authentic? • What about “I can’t let you hit me.” vs. “I don’t like it when you hit me.” • “Come back when you’re ready.” & “I hope you’re ready soon!”

34. 7. Model the behavior you want to teach. • “I can’t let you hit him. It’s my responsibility to keep children safe.” • “You hit him, and now he is crying.” vs. “He doesn’t like it when you hit him. See? You made him feel sad.” • … EXCEPT that sometimes it is useful to help children identify their own feelings (the victim and the perpetrator) -- BUT you need to make sure you are careful and really attuned to what the child is feeling. • Example p. 14-15: • Amber is crying, caregiver says about the slap, “It hurt!” • Are there other reasons Amber may be crying? • Frustration? Social “hurt”?

35. 8. Recognize problems as learning opportunities, and let infants and toddlers try to solve their own. • Let them handle their own problems. • Intervene when dangerous. • Facilitate when stuck, but with the least help necessary, and not defining a “correct” goal. • Scaffolding (Lev Vygotsky/Jerome Bruner): Facilitation sometimes as little as being nearby as a support.

36. 9. Build security by teaching trust. • Dependable: When the child expresses a need, the need is met in a timely manner. • Predictable: When the parent leaves, it is preceded by a good-bye, rather than a trick. • Safe-secure: Can freely explore without wasting energy worrying about basic needs.

37. 10. Be concerned about the quality of development in each stage. • Objectives for DEPTH not DISTANCE • The quality of the learning and the activities • Learning is not “stuff” you can buy! • Pay attention to the process not just the product • Children direct their learning in developmental areas that are “ready” • Directed activity enhancing one developmental area may cause unintended delays in another • Baby Einstein article: • Time (2007): “Baby Einsteins: Not So Smart After All”http://www.time.com/time/health/article/0,8599,1650352,00.html • In response (though they claim it isn’t), Baby Einstein created a special return policy for those who bought between June 5, 2004 and September 4, 2009.http://www.babyeinstein.com/%28S%28qth3nt55ymauox450c2wnv55%29%29/parentsguide/satisfaction/upgrade_us.html

38. Diversity • Value judgments … our culture sees “cruel” where others see sense / tradition / “no harm” or even “it works!” • Try to really be open minded, not just act open minded (while really trying to work out a way to change their mind)

39. Conscious Care • Questions?

40. Wrap Up Monday 1/11 Wednesday 1/13 • Due… • Read Ch 2; Readings 1 & 2 • Post DQ 2: Ch 2, R 1 & 2 • Post Conscious Care • Post SQ 01 topic choices • In class… • Chapter 2; Readings 1 & 2 • Learning Stories (A 02) • SQ 01 topic choices • Due… • Read Ch 3; Reading 3 • Post DQ 3: Ch 3, R 3 • Post DQ 1 replies (2+) • In class… • Chapter 3; Reading 3

41. References