Monday & Wednesday 7:55-9:10 North Seattle Community College IB 1409 CCE 135 Foundations of Early Learning

CCE 135: Foundations of Early Learning Candice Hoyt, Faculty (206) (until 9 pm) Office hours by appointment Syllabus: Online – Angel:

Monday 2/1/10 Presentation: Team C  Chapter 7 Presentation: Team D  Chapter 8 Learning Stories Part 1

MOTOR SKILLS & INFANT SWIMMING Team C Presentation Chapter 7

Chapter 7: Motor Skills

Chapter 7: Key Ideas Stability:  Cephalocaudal (head-tail)  Lifts head first before walk  Proximodistal (near-far)  Gross before fine motor Neurons/Brain Growth  Myelinization (insulating neural fibers) increases  Dendrite trees increase  Neurons move to (EFG):  cerebral cortex : complex  subcortical levels: reflex Basic reflexes p. 136 Reflexes important:  Protective  Precursor to skills / voluntary actions Gross motor:  Pikler approach = not putting baby into position s/he can’t get into alone  Tummy time?  Bayley & Pikler Charts (pp. 141 & 142) Fine motor  Hand manipulative (p. 145):  From fist/hold involuntarily  To voluntary & complex

Chapter 7: Key Ideas Foster motor development:  Do not give infants objects until they have “hand regard” (p. 147)  Keep immediate environment uncluttered so child can focus on hands  Do not prop or contain them  Encourage practicing current skills  Allow babies to change positions themselves (process more important than product)  Avoid rescuing them  Gross motor opportunity inside as well as outside.  Be skeptical of marketing!

COGNITION & SIGN LANGUAGE Team D Presentation Chapter 8

Chapter 8: Cognition

Chapter 8: Key Ideas Piaget’s Sensorimotor Stage (p. 161) & behaviors Assimilation / accomodation Object permanence Stages of Cognitive Development (p. 163) Growth = gradual & continual Quality of each stage Preoperational Stage (p. 163), beginning:  Language  Ability to pretend  Memory  Ability to predict  Construct new knowledge  Intentionality Vygotsky: co-constructed  Assisted learning  Zone of proximal development

Chapter 8: Key Ideas Pretend play:  First relies on real object  Later can imagine more Natural vs. Academic:  Colors: “You can have the red pillow.”  Shapes: “Do you want a square cracker or a round cracker?”  Numbers: “You each get 3 pieces of apple. One, two, three; one, two, three….” Special needs:  Labels are important in assessing cognitive development  Intervention in childcare setting  Assistance from government, etc  Need more assistance and direct help from adults  Adaptive behaviors  Difficult social development if cannot read cues

Learning Story Part 1: The Story Part 2: What It Means Part 3: Opportunities and Possibilities Part 4: Responses Learning Stories (A 02) CCE 135 Due Dates (revised 1/31) (1) Part 1 1/25: Post online;  2/1 2/1: Comment on 2 others.  2/8 (2) Parts 1-3 2/8: Post online;  2/15 2/15: Comment on 2 others.  2/22 (3) Part 4 -- Final 2/22: Post online;  3/1 3/8: Comment on 2 others;  NO CHANGE Present in class (individuals by team—slight change). Team A & B: Present Parts 1-3 on 2/22 (A) & 2/24 (B). Present Part 4 only on 3/1 (A) and 3/3 (B). Team C & D full parts 3/1 (C) & 3/3 (D)

Learning Stories (A 02) Observe a child or a group of children engaged in an activity of their choice. Take photographs of 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.

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.

About Learning Stories Learning Stories  My examples  New Zealand examples (infants & toddlers) d/ d/  Tom Drummond examples Learning Stories information, New Zealand  ning/KeiTuaotePae/Book1.aspx ning/KeiTuaotePae/Book1.aspx

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.

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 ( , 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 summary of 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.

Coming Up CCE 135: Foundations of Early Learning In-Class DiscIn-Class DueOnline Due Mon2/1/10* Team C--SQ 01: Ch 07 * Team D--SQ 01: Ch 08 > Ch 07: Motor Skills [22] > Ch 08: Cognition [20] > Team C--SQ 01: Ch 07 > Team D--SQ 01: Ch 08 > Team A SQ Ch 05 replies > A 02(1): 2 replies > Team C & D--SQ 01 (incl. individual paper) Wed2/3/10* Team A--SQ 02: Ch 09> Ch 09: Language [21] > Team A--SQ 02: Ch 09 > Team B SQ Ch 06 replies > Team A--SQ 02: Ch 09 Mon2/8/10* Team B--SQ 02: Ch 10 * Team C--SQ 02: Ch 11 > A 02(2): Part 2 > Ch 10: Emotions [22] > Ch 11: Social Skills [17] > Team C SQ Ch 07 replies > Team B--SQ 02: Ch 10 > Team C--SQ 02: Ch 11 > A 02(2): post Part 2 (parts 1-3 of story)