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

2. CCE 135: Foundations of Early Learning Candice Hoyt, Faculty (206) 715-1878 (until 9 pm) Office hours by appointment choyt@sccd.ctc.edu choyt@sccd.ctc.edu http://facweb.northseattle.edu/choyt Syllabus: http://facweb.northseattle.edu/choyt/CCE135 Online – Angel: http://northseattle.angellearning.com/

3. Wednesday 2/10/10 Presentation: Team C  Chapter 11: Social Skills Chapter 11 Key Ideas Learning Story Questions? Chapter 10 Reflections (left over from last week)

4. Team C Presentation Chapter 11

5. KE Chapter 11

6. Key Ideas Erikson Psychosocial Stages of Development (p. 239): First 3 stages:  0-1 years: Trust vs. mistrust  1-3 years: Autonomy vs. shame & doubt  3-6 years: Initiative vs. guilt

7. Learning Stories Questions?

8. REFLECTIONS Chapter 10

9. Chapter 10 Reflection Discuss in groups: 1.How would you help calm a fearful eight-month-old infant? How would your behavior change if a two- year-old was fearful? 2.How would you help a toddler cope with anger? Describe a recent experience with an angry toddler and what you did in response. 3.How can you respond to infants and toddlers in ways that promote individuality? 4.How would you describe your own temperament? Do you think you are a resilient person? Consider how the answers to these questions influence your interactions with very young children.

10. Chapter 10 Reflections How would you help calm a fearful eight-month-old infant?  Calm voice  Holding  Removing from situation  Comforting, pat on back  Singing something comforting (from home…)  Offer them something from the garment of the mother OR FATHER How would your behavior change if a two-year-old was fearful?  Talk about it – about what they find fearful, dissect it more  Solutions  Change positions  Familiarize them with what’s scaring them (exposure therapy)  Be available and follow a cue  More availability and eye contact

11. Chapter 10 Reflections How would you help a toddler cope with anger?  Asking questions  Comforting  Naming their feelings  Stating facts, what you’re seeing  Offering help  Picking them up and cuddling  Leaving them alone  Letting them kick and scream and cry  Staying nearby – may be scary to the toddler – calmly waiting until ready. Describe a recent experience with an angry toddler and what you did in response.  Kicking and screaming all day. Irritated?  Trying to watch what was going on. Tried Tylenol for teething.  Remained in room and they still came with open arms when they were finished.

12. Chapter 10 Reflections How can you respond to infants and toddlers in ways that promote individuality?  Being aware of temperament. Individuality.  Reading their cues, telling you want they want/don’t.  Being respectful of infants— “I have a tissue, I’m going to wipe your nose.”  Don’t cover their eyes.  Kleenex accessible.  Keep factual, Enterprise Talk.  Knowing the children really well and catering your responses / actions to each child (e.g., one likes to use tissue by self, one doesn’t, etc).

13. Chapter 10 Reflections How would you describe your own temperament? Do you think you are a resilient person?  I’m a feisty baby… irritable fast, skeptical,….  Have to be aware of moments to keep resilience. Harder as the day goes by.  Solve the problem, keep it going. Put things into perspective.  Nothing’s shocking anymore.  Flexible: positive, adapting – blended: sometimes can be feisty, not always optimistic.  Having an “active approach” to life’s circumstances. – problem-solver.  Courageous. Taking risks.  Gracious.  Adapting and not complaining because you know it has to be done. (Resilience because there is meaning behind what you’re doing… even when it is very difficult, tiring, overwhelming, etc.) TOOLS for courage/resilience.  Humor  Crying  Drinking (oops, I mean “teacher juice”)  Asking for help  Spirituality  Venting – not complaining?  Sex  Exercise  Comfort from others  FOOD  Unrelated outlet activity– hobby, etc. Consider how the answers to these questions influence your interactions with very young children.  We don’t shield children from problem- solving experiences because we know that they are useful for us, too.

14. Coming Up CCE 135: Foundations of Early Learning Mon2/15/10HOLIDAY > A 02(b): post Parts 1-3 Wed2/17/10* Team D--SQ 02: Ch 012- 13 > A 02: Learning Story questions… > Ch 013: Social Env [17] > Ch 014: Adult Relat. [19] > R 016 > Team D--SQ 02: Ch 12-13 Mon2/22/10* Team A--A 02(b): pt 1-3 -- can do full if complete > Team A--Learn Stor 1-3> Team A--Learn Stor 1-3 > A 02(b) EXTRA.5 pt/ quality reply--max 5 pt Due tonight:  Team C SQ 02: Ch 11 – PowerPoint & Individual papers