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CCE 125: Program Planning Wednesday January 6, 2010

CCE 125: Program Planning Wednesday January 6, 2010. Monday & Wednesday 6:30-7:45 North Seattle Community College, IB 1409. CCE 125: Program Planning. 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 125: Program Planning Wednesday January 6, 2010

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  1. CCE 125: Program PlanningWednesday January 6, 2010 Monday & Wednesday 6:30-7:45 North Seattle Community College, IB 1409

  2. CCE 125: Program Planning • 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/CCE125 • Online—Angel: • http://northseattle.angellearning.com/ • CCE 125 Program Planning (Hoyt - hybrid) W10

  3. Wednesday 1/6/10 Definition of Play • Play. • Reflect on your play. • What is play? • What is “good” play? • How do we learn through play? • What does play look like? • Wrap Up

  4. Play • Play with the materials at your table

  5. Reflect on your play • What happened? • What did you do?

  6. Reflect on your play • What was it like when someone asked you… • “What is that?” or • “Is that a cat?” • A little judgmental—I felt judged; “why is it like that?” – I don’t know; it just is!” • Pressure to have a response • I may not want to be labeled • I thought you were genuinely interested • Might help me develop more ideas (except I was already done) • I did have a new idea because of the question • No one felt interrupted—they felt that they were playing for a purpose. “I wonder if this is okay? How long do we have to do this?” • When children ask each other, I think their intention is to be friends. • But we didn’t ask each other (mostly) except one of us • I felt confident even though you called it “weird.” • Your comment on mine made me feel accepted, actually. • When you said it was skyscrapers I thought you were interested • I was confident with my reply to say it’s trees with movie theaters • I felt good when you said “I thought you said you weren’t creative. That’s creative!” • Depends on the tone of what you say – if it’s a value judgment like “that’s weird” then that’s obviously uncomfortable • Can be a tone of interest that feels good

  7. What is play? • Best aspects of play? • What about “mindless” play – play without “work”? • Having fun • Using your imagination • Unrestricted • Being with friends • Being alone • Uninterrupted • Enjoying • Accomplishing • Learning • Improving • Problem-solving • Can direct or re-direct • Endless possibilities • Relaxing • Carefree • Youthful • Freedom – thought of that for me as adult but didn’t think of it when considering “play” for kids • A way to calm down – I do it when I’m moving around too much; I sit down and play with the sand or the playdough… • Not working (as adult) • Engrossing  escape from pressures or home • Relaxing & rejuvenating • Get out energy running around

  8. What is “good” play? • What does “good” play DO for children? …for you? • The things on the last slide • Learning • Builds confidence • Builds independence • Builds skills • Creativity • Patience • Perseverance • Cooperation • Teamwork • Community building/working together • Builds relationships • Concentration • Communication • To play alone – independence • Allowed to use their imagination • Work • Everything that they play gets them a step closer in development. • Parents need it to be defined as work. • I want to not have to prove to the parents that the children are okay just to experience…. • No child walking sooner became an Olympic athlete (see our 135 textbook) • Pay attention to whether the child is doing her Play with “play” intention or “learning” intention • Freedom • Alone time in the play house • Entertainment • Reading • Dancing • Laughing • Singing • Walking • Clapping • Dress-up • Role-playing • Eating • Telling me what to do • Squeezing glue • Imitating • Running • Chasing • Jumping… in puddles • Spilling milk – so funny • Hiding from the teacher • Trying to get the broom • Art – painting, etc • Sensory – eating oatmeal, • Ignoring the rules • Saying bad words • Climbing on the furniture

  9. Computers/TV • Educational? • Necessary to be educational? • Entertaining? • Biases against computers/TV • Quality of program/etc • Quality of learning; can this learning be done better out of the computer? Are they missing out of real-world interaction? • Quality of entertainment • Being “cool” or “grown-up” – impressing people • Possibilities of computers/TV over real-life. • Virtual field trips • Programming things/computers • Age? • Carefully considered • Recommendations for parents to use it at home • Starfall.com • It’s okay for parents to use it as a tool to keep the kids busy

  10. How do we learn through play? • Learning through play: • NOT the “work” of the child, but facilitates learning. • Opportunities vs. Lessons • What happens in “learning play”?

  11. What does “good” play look like? • Inside the Problem-Solving part of play: • Plan • Do • Review • Outside: What does it look like? Can we see it?

  12. Wrap Up Monday 1/11 Wednesday 1/13 • Due… • Post DQ 2: Define Play • In Class… • Conditions for Play • Due… • DQ 1 replies (2) • Work on D3: Facilitating Play due Friday • In Class… • Types of Reality Friday 1/15 • Due… • Post DQ 3: Facilitating Play

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