cce 135 foundations of early learning
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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 [email protected] http://facweb.northseattle.edu/choyt - PowerPoint PPT PresentationTRANSCRIPT
Monday & Wednesday 7:55-9:10North Seatt le Community Col lege
IB 1409
CCE 135Foundations of Early
Learning
CCE 135: Foundations of Early Learning
Candice Hoyt, Faculty (206) 715-1878 (until 9 pm)Office hours by [email protected]://facweb.northseattle.edu/choyt
Syllabus:• http://facweb.northseattle.edu/choyt/CCE135
Online – Angel:• http://northseattle.angellearning.com/
Monday1/11/10
Chapter 2 Education/Curriculum
What infant-toddler education is NOT What infant-toddler education should be Curriculum Role of adult
Assessments Observations Learning Stories Using Assessments
“Teaching” on the fly Praise Positive Reinforcement Feedback Modeling
Readings 1 & 2Learning Story check-inSQ topics Wrap Up
Infants, Toddlers, and Caregivers
A Curriculum of Respectful, Responsive Care and Education
Janet Gonzalez-Mena and Dianne Widmeyer Eyer
CHAPTER 2
Education/CurriculumWhat infant-toddler
education is NOTWhat infant-toddler
education should beCurriculumRole of adult
What infant-toddler education is NOT (pp. 26-28)
Infant stimulation Television, toys AAP recommends no TV
for children under 2 (including TV in the environment)
Television and toy “educational” claims are typically unproved
Other stimulation programs unproved to help in typically developing children
Baby sitting Instinct, play & safety
focus
Preschool Lessons, expectations/goals,
restrictions on material use Proud of generic output Toddlers “look incompetent
because they don’t conform to the expectations” (p. 27)
Parents, teachers frustrated Waiting for toddlers to grow Wanting them to “do it right” “Tolerate them in the meantime”
(p. 27) Toddlers frustrated
Want to do what’s interesting Want to please adults and
achieve but are set up to fail
What infant-toddler education should be
No expected activities or outcomes Curriculum = “plan for
learning and development that is all inclusive and centers on connections and relationships” (p. 28)
Planned and unplanned activities
Children learn through genuine experiences & problem-solving Lessons and restrictions on
how to use materials inhibit true experiences and problem-solving opportunities
How? “Babies need to discover that
they can influence the people and things around them” – most important for learning at any age! (p. 26)
And “to perceive their own involvement” (p. 26) – pride and intellectual results
Television does not do this Computer games and toys
may Still not as open-ended as
interacting with real materials naturally occurring in the child’s world
Curriculum (p. 30) Framework
Philosophy on how children learn
Teaching methodology/ behavior Teaching
Ideas for activities & environment
Understand ZPD (Zone of Proximal Development -> scaffolding)
Knowledgeable about: Typical development Atypical development Diversity Strategies to adapt
activities/environment for each of these
Goals or desired results Mission statement or… ?
Vision statement Policies “How We Teach”
Holistic Goals in areas:
Cognitive Physical Social-Emotional
Interpersonal Intrapersonal Cultural/societal
Spiritual Creative / aesthetic
“Normal” not necessarily a goal
Role of Adult
Role of Adult (Figure 2.1, p. 35)
1. Determining optimum stress levels…
[Don’t abandon or force when the child is too frustrated or it is too difficult]
2. Providing attention….3. Providing feedback…4. Modeling
AssessmentsObservationsLearning StoriesUsing Assessments
Observations
Anecdotal records Objective Some exact Some informal
narrative—notes immediately or later
Running records Objective, non-
judgmental Exact Comprehensive
Documentation Objective Exact visual/audio Media recording Points-in-time
Zone of Proximal Development (ZPD) Use the knowledge you get
from observing What child can do next with
tiny bit of your involvement “Not to get rid of frustration
but to keep the child working on the problem” (p. 36).
What to do to with the child
Learning Stories
Learning Stories Document exactly Write subjectively “Analyze”
professionallyNarrative/description:
What child is doing What they can do
Documentation need: Time, Recording media, Input from …
caregivers, families & the child
Best when you have help “analyzing” what you have seen
Using AssessmentsInclusion of families
Review/compare to … What is happening at home Previous observations at
school or home Deeper understanding of
what this means for The child:
Developmentally Socially (pride)
The parents: Their view on how/why this
is important Connect with the parents
social-emotionally Daily log (infants especially)
Charts (Appendix B) Assessment: know what to
expect for typical child Dramatic difference from
“typical” may need intervention
Family can confirm (sometimes different at school than at home)
Next steps What’s typically next
developmentally Use ZPD determine what to
try –new materials/ environment/experiences
Within reach of typical child
“Teaching” on the flyPraisePositive ReinforcementFeedbackModeling
Praise
“Development isn’t about winning and losing” (p. 32)
Praise (pp. 38-39) Expresses what you
value Communicates need to
meet your goals or expectations to please you “I like the way you…” “Good job.”
Article: Alfie Kohn, “Five Reasons to Stop Saying ‘Good Job!’” www.alfiekohn.org/parenting/gj.htm 1. Manipulating children
For our convenience2. Creating praise junkies3. Stealing a child’s
pleasure Telling them what to feel
4. Losing interest Without attention
5. Reducing achievement Less likely to take risks
Positive Reinforcement
Say nothing The child may already
have acknowledged internally
They don’t always need our feedback
“Rewards” Intangible are best Attention, verbalizing Goal is intrinsic value “Acknowledging the
child’s own inner delight” (p. 39) – make sure you get it right
Specify valued behavior: “You stacked five blocks!” “You put all your dishes
away without being asked.”
When you don’t know what to say: High five/ thumbs up.
Questions: Open-ended Express genuine interest
Once the child “gets it”, stop reinforcing it
Feedback
Helping children understand the effects of their actions
Stay quiet until necessary
Interpersonal Make sure you interpret
correctly before providing feedback
Say, “I think he ran away because you shouted at him.” Modified from p. 40 “I think” keeps you neutral
Achievement Facilitate using ZPD Okay to give up on
task that is too hard; find appropriate alternative
Modeling
Best way to teach children, parents and teachers!
Intrapersonal Expressing genuine
emotions Taking care of yourself
(timeout or eating, etc)
Interpersonal Gentleness Turn-taking Standing up for
yourself Saying you’re sorry
What happens when you make a mistake: apologize for… Yelling Taking/ruining
something
Infants, Toddlers, and Caregivers
A Curriculum of Respectful, Responsive Care and Education
Janet Gonzalez-Mena and Dianne Widmeyer Eyer
READING 1 & 2
Readings 1 & 2
“As we value inner directedness in a child, we prefer gentle validations to instructions, to criticism, and even to praise” (Reading 1, p. 6).
Use: Occasional reflections Empathy Smile to “convey our
pleasure in his success” (Reading 1, p. 6)
Children who are “’refueled’ by such caring experiences” (Reading 1, p. 6) can independently play so parents can too
Readings 1 & 2
Infants in group care: Many cultures (NZ, e.g.)
believe infants need significant time with peers Childcare is publicly
funded—available to all “Set up to serve the
child’s needs” (Reading 1, p. 8)
Child can “explore and interact with other infants” (Reading 1, p. 8)
Lesson planning for infants (Reading 2) Prepare for adaptations
based on infant response Don’t use if it doesn’t fit
infants’ needs & interests
Plan and re-plan to match & develop: Relationship between
infant & teacher Interest of child Aptitude of child
Learning Stories
Questions?
Sequence Presentation Topic Selections
SQ 1 topic selection (decide by Monday 1/11) Team A: Chapter 5 – Attachment: Co-sleeping Team B: Chapter 6 – Perception: Young Child’s Brain /
Windows of Opportunity Team C: Chapter 7 – Motor Skills: Infant Swimming Team D: Chapter 8 – Cognition: Sign Language
SQ 2 topic selection (decide by Monday 2/1) Team A: Chapter 9 – Language: Sign Language Team B: Chapter 10 – Emotions: Long-term affects of
attachment Team C: Chapter 11 – Social Skills: ____________ Team D: Chapter 12 & 13 – Physical & Social Environments:
____________
Wrap Up
Wednesday 1/13 Wednesday 1/20Due…
Read Ch 3; Reading 3 Post DQ 3: Ch 3, R 3 Post DQ 1 replies (2+)
In class… Chapter 3; Reading 3
Monday 1/18Holiday – no class
Due… A 01a replies (to each
person’s Conscious Care) DQ 04: Ch 4, R 4, R 7 DQ 2 replies (2) DQ 3 replies (2)
In class… Ch 4, Readings 4 & 7 Conscious Care reflection Learning Story questions