Mondays 6:30-9:00 pm North Seattle Community College, IB 1409 Candice Hoyt, Instructor Course online:

 Project sharing and mutual helping time  Req #3 Essential Literature  Documentation - handout  Goals for children  Enhancing children’s social skills  Who are the “hot kids”?  Puppet (work time – Wed)  Eating protocol

 “Thinking Big” notes  “Organization and Presentation of Documentation: Opening the Window” article  Community Values  Possibility of Development (pile includes…)  Possibility of Development: “Hot Kids”  Social Indicators  Influencing Children’s Social Skills  Sharing Categories  Preschool Book List (small groups)

 We will explore the books in class. a)Conveying Commonly Felt Emotions Book b)Embodying Democratic Community Values Book  Bring to class on due date:  1 book that conveys commonly felt emotions  3 books that embody democratic/community values  Post online on due date:  A3 drop box: List of your 4 books in Word document; identify emotion or democratic value  A3 discussion forum: List of books in text (not Word)  Extra credit: replies in A3 discussion forum = 0.1 each up to 3 pts

a)Conveying Commonly Felt Emotions Book = 4 pts i.Direct emotional experience (1 pts) ii.Experience shared by most children (1 pts) iii.Child’s perspective (1 pts) iv.No moralizing (1 pts) b)Embodying Democratic Community Values Book = 6 pts Choose 4 books with partner & identify one of these:  Cooperation  Courtesy  Negotiation  Inclusion  Altruism  Aesthetics

 Seven Silly Eaters:  cooperation & courtesy  Picky eaters create a birthday cake together for their mom even though they like different food.  Can You Say Peace?:  altruism & inclusion  Peace in different languages  Bear Feels Scared:  altruism & cooperation  Bear lost in woods; friends rescue him.  Sophie Gets Angry  Emotion: anger, jealousy  Gets upset when her sister takes her toy, calmed herself down in the woods.  I Am America  Inclusion, aesthetics of differences  Different kinds of people that make up America.  The Elephant Tree  cooperation & courtesy  Friends looking for a specific tree.  Peach & Blue  Cooperation, courtesy, aesthetics  Peach and frog show each other beauty by helping one another.  My Friends  Inclusion, cooperation & valuing others’ assistance  Little girl learned how to do ___ from ___ animal.  Uncle Monarch and the Day of the Dead  Inclusion, loss & love of family & aesthetics  Girl & uncle watch butterflies together on Day of Dead; uncle dies, etc.  Owen & Mzee  Cooperation, negotiation, altruism (rescued in dangerous circumstance), aesthetics  Rescued hippo & 130 year old tortoise that learn to live in the same enclosure even though they were different.

 Think about your “favorite” kid or kid moments…

 Should not be a “test”  Developmental checklist “Social Indicators” by Tom Drummond

“Influencing Children’s Social Skills” by Tom Drummond  Independent Time  Free to explore relationships  Model courteous & polite  Notice valued behavior  Teach classroom management and clean-up  Creative classroom  Individual Time  Inform social alternatives  Listen actively to outbursts  Foster negotiation  Small Group Time  Assign groups across cliques  Establish eating protocol  Reward responding to peer topics in conversation  Large Group Time  Community & emotion stories – books & oral story, Fairy tales & children’s  Puppet problem reenactment  Co-lead songs, games, dance  Clap & cheer for individual’s work & contributions

 Brainstorm ideal eating protocol…  Setting  Large tables – many children per table  Booster seats/Z-chair  Adults eat with the children  Water bottles & napkins to pass around the table  My kids bring their own snack  My kids bring lunch but we have someone set their food on plates and identifies which kids  They bring their own food (so it’s more likely they’ll eat it).  Beginning  Wash table (kids) – wash cloth, sometimes soap, Simple Green or Lysol wipes  Wash hands – helping each other sometimes  Water  vegetables  “carbs”  Teachers give options and serve the kids  I make the kids wait until everyone is ready.  Once kids are seated, the food gets distributed (food they brought).  Manners  You have to sit at the table even if you are not eating.  We do it in stages, so the kids might try bits of things and not eat it all.  You need to have 1 of everything on your plate.  Yes please & no thank you.  Tone of voice  Not repeating – “I want… I want…” – say my name and wait until I look at you  Patience! & turn taking  No sharing food. – but we’re saying other times to share?  No turning upside down.  Not allowed to say “disgusting.” “I don’t like ___.”  “Friends don’t always have to like the same thing.”

Ideal procedure for serving & eating snack or meal – present & post as Word document a)Protocol = 4 pts b)Rationale = 4 pts c)Clearly written and organized = 1 pt d)Presentation in class = 1 pt  Bring to class on due date: -- DUE 5/24  Orally present your protocol (-1 pt if absent)  Post on due date:  Post A5a & A5b in one Word document in A5 drop box  Post as text in A5 discussion (reply for extra credit)

Ideal procedure for serving & eating snack or meal – present & post as Word document a)Protocol = 4 pts All parts required for credit; late deduction applies i.Setting ii.Beginning iii.Manners b)Rationale = 4 pts c)Clearly written and organized = 1 pt d)Presentation in class = 1 pt iv.Conversation v.Closing vi.Community Work

Ideal procedure for serving & eating snack or meal – present & post as Word document a)Protocol = 4 pts b)Rationale = 4 pts Your goal. What benefits do you expect: i.…for yourself? (2 pts) ii.…for the children? (2 pts) c)Clearly written and organized = 1 pt d)Presentation in class = 1 pt

Ideal procedure for serving & eating snack or meal – present & post as Word document a)Protocol = 4 pts b)Rationale = 4 pts c)Clearly written and organized = 1 pt  Protocol and Rationale in one Word document  Clearly written, posted correctly d)Presentation in class = 1 pt  Clearly organized and presented  Credit only if present in class on due date

Buy or make puppet and create persona -- DUE 5/24/10 a)Description (post online) = 2 pts i.Name ii.Personality, dominant attitude towards world iii.Kind of movements you’d make when animating  Post as Word document in A4 drop box  Post as text in A4 discussion (reply for extra credit) b)Dialog Session (in class) = 8 pts i.Manipulation & Voice (4 pts) ii.Dialog (4 pts)

Buy or make puppet and create persona a)Description (post online) = 2 pts b)Dialog Session (in class) = 8 pts i.Manipulation & Voice (4 pts) ii.Dialog (4 pts)  Bring to class on due date: -- DUE 5/24/10  Puppet & description (printed or in laptop)  Absent: -2 pts participation  Post online on due date:  Post as Word document in A4 drop box  Post as text in A4 discussion (reply for extra credit)

Buy or make puppet and create persona a)Description (post online) = 2 pts b)Dialog Session (in class) = 8 pts Perform social problem in small group i.Manipulation & Voice (4 pts)  Personal movement quiet while puppet talks  Distinctly different voice for the puppet maintained  Character of puppet conveyed in its movement ii.Dialog (4 pts)

Buy or make puppet and create persona a)Description (post online) = 2 pts b)Dialog Session (in class) = 8 pts Perform social problem in small group i.Manipulation & Voice (4 pts) ii.Dialog (4 pts)  Concrete example of actual instance described or re-enacted  Two parts played in the dialog

 Social Problems:  Care for other’s work, property, body and space.  Use words to solve problems.  Open opportunities to all.  Use puppet to lead these discussions.  Assignments:  Care for property & space: clean-up time  Grabbing  Knocking over other people’s work – unintentionally and intentionally  Pulling hair  Taking something not yours – STEALING  Lashing out without words  Sharing space  Peeing on the bathroom floor