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CCE 135 Foundations of Early Learning

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

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  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. Presentation: Team A • Chapter 9 Wednesday2/3/10

  4. Team D PresentationChapter 9

  5. Chapter 9

  6. Chapter 9 • Progression of Language Development • Language: “systematic arrangement of arbitrary symbols that has generalized meaning” (p. 184). • We know what and when but not how. • Need: • Innate abilities • Interaction (responsive) • Imitation • Cognitive link • Categorization • Self-regulation • Developmental levels: • Receptive: birth to 1 year • Takes in/understands • Expressive: end of first year • First words • Chart: p. 186 • Sensorimotor/myelinization • Attachment relationships • Experiences • Words linked to real events • Connected to emotions • TV is noise (learn less language): http://www.time.com/time/health/article/0,8599,1650352,00.html

  7. Chapter 9 • Fostering language: • Talk in real, adult language; include with other adults • Listen to infants; encourage their listening • Play games w/sounds & words: • Stories, songs, rhymes • Questions: • “… a banana or an apple?” • “What did you see…?” • Avoid close-ended “quiz” • Reading books aloud • Figure 9.1, p. 192 • Literacy (p. 193): • Ability to listen and speak • Ability to read and write • Emergent literacy • Fostering literacy (p. 197) • Bilingualism • Look for discomfort if child can’t understand/be understood • Quality: use other language if you are sufficiently capable • Special needs (pp. 200-201) • Language production • Speech patterns

  8. Coming Up

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