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
Syllabus:
• http://facweb.northseattle.edu/choyt/CCE135
Online – Angel:
• http://northseattle.angellearning.com/
Monday
1/4/09
 Course Design
 Teams
 SQ Chapter Topics
 Conscious Care
Course Design
Materials
Format
 Student Handbook
 In-Class
 Discussions
 Presentations
 Syllabus
http://facweb.northseattle.edu
/choyt/CCE135
 Sign sheet
 Angel
 Discussions
 Post documents
Angel
• http://northseattle.angellearning.com/
• CCE 135 Foundations of Early Learning (Hoyt - hybrid) W10
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Angel
• http://northseattle.angellearning.com/
•
CCE 135 Foundations of Early Learning (Hoyt - hybrid) W10
Lessons
Report
 CCE 135: Foundations of
 Be sure to hit “Run”
Early Learning
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Discussion Questions (DQ)
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Team Discussions
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Discussion Forum & Wiki
for each assignment
Individual Assignments
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REQUIRED
Post your assignment then
comment on 2 others.
when you choose a new
Category from the dropdown menu.
 Grades
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 Milestones
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Team Assignments

Post team assignment then
comment on each one.
Within 7 days of due date.
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“Mark complete” required
for most assignments.
No grade until marked.
Angel
• http://northseattle.angellearning.com/
•
CCE 135 Foundations of Early Learning (Hoyt - hybrid) W10
Resources
Instant Messenger
 Contact e-Learning
 Does not count for DQ or
Support Center for help
with Angel
Phone - 206-527-3738
Email distance@sccd.ctc.edu
 Other resources may be
added.
A replies.
 Peers or I may be online
and able to answer
questions, clarify, etc.
 Save the conversation for
others to view later.
 Have to invite people
into the chat “room.”
Sequence Papers
 Critique of the child’s world compared to research
 See “Example ‘Real World’ Topics” in your syllabus, e.g.:
Toilet “training”
 Exer-saucers
 TV/DVDs (Baby Einstein, Teletubbies, Sesame Street, etc)
 Computer games/Video games (Leap Frog, PC games, online
games, etc)
 Co-sleeping
 “Time out”
 Sign Language
 Reading to infants
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Or choose your own (with approval)
Sequence Papers
 SQ 1 & 2 and Final Project:
 Team:
Research and presentation
 Materials for parents/teachers
 Post online and present in class
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Individual:
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Paper
 SQ 1 & 2:
 Critique compared to what you learned from the textbook
 Final Project:
 Critique compared to 3 references (1 can be the textbook)
Sequence Papers
 SQ 1 topic selection (decide by Monday 1/11)
 Team A: Chapter 5
 Team B: Chapter 6
 Team C: Chapter 7
 Team D: Chapter 8
 SQ 2 topic selection (decide by Monday 2/1)
 Team A: Chapter 9
 Team B: Chapter 10
 Team C: Chapter 11
 Team D: Chapter 12 & 13
Conscious Care
 Write a paper on:
 Your commitment to taking care of yourself.
 What you will do next to ensure this commitment.
 Post at least one goal and one step toward that goal,
by Mon 1/11.
 Post complete paper in the Drop Box (private) by
Mon 1/11.
 Respond to each other’s posts by Wed 1/20.
Conscious Care
Conscious care requires us to understand our own needs
and how to care for ourselves and advocate for ourselves
before we can understand the needs of others, care for
others, or advocate for others.
CONSCIOUS
 alertness
 on purpose
 observing
 active
 focused
 thoughtful
 healthy
 premeditated
 awareness
CARE
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nurturing
attending
loving
supporting
considerate
friendly
concerned
encouraging
Stress
How do you handle stressors?
 Stress
 Read
 Sleep
 Exercise
 Eat
 Shop
 Make a plan
 Fresh Air
 Asking for help
 Time alone
 Gardening
 Laughter
 TV / movies
 Call a friend
 Dancing
 Sex
 Fatigue
 Regular sleep
 Prioritize what you’re doing
 Eat well
 Exercise
 Breathe
 Push through
 Caffeine!
 Sugar
 Chocolate
 Vitamins
 Sunlight
 Permission to SIT for a minute
 BE tired
 Anger
 Breathe
 Talk about it
 Refocus
 Walk it off
 Reframe it
 Shout – yell!
 Running
 Redirecting to positive
energy
 Don’t bring it home
 Don’t bring it to work
 Let it go
 Irritation
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Talk about it – doesn’t
always work
Pinpoint what’s bothering
you & try to find a solution
Remove yourself from the
situation
Avoid people you like –
because you don’t want to
take it out on them
Walk away
Time out
Deep breath
Asking for help
Asking for a substitute
Needs
Are you “aware” of yourself? What do you need?
 What are your needs in
your personal life?
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Personal time
Quiet
Sleep
Space
Order
Alcohol – weekend martinis
Work-out time
Money
Good book
Life coach
Friends
Family
Support
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Encouragement
Help doing things when I
am overwhelmed
Permission to throw a
temper tantrum
Forgiveness
Love
Sex
Appreciation
 What are your needs
in your work?
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Time
Order
Space
Support
Viable income
Freedom to try new things
Energy
Validation
Creativity
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Acknowledgement
Patience of others
My patience
Learning to be in the
moment
Flexibility
Willingness to take risks
To be listened to and heard
Respected
Asked for opinion
Continued learning
opportunities
Feedback
Advocate: one who speaks for/represents another
What comes to mind when you hear the word “Advocate”?
 Someone who speaks for you
 Asking what you need
 On your side
 Protecting your rights
 Trust
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Lawyer
Parent
President
Lobbyist
Child – children speak for one
another
Guardian
Leader
Boss
Mentor
Celeste
Spouse
Friend
Family
Advocate: one who speaks for/represents another
What comes to mind when you hear the word “Advocate”?
 supporter
 voice
 mediator
 initiative-taker
 family
 involvement
 representative
 promote
 cultural
Advocate
one who speaks for/represents another
Who do you advocate for?
 Children
 Teachers
 Friends
 Parents
 Family
 The environment
 Spouse
 My program
 Neighborhood
 Work
 Co-workers
Who advocates for you in your
personal life?
Who advocates for you at work?
Advocate
one who speaks for/represents another
We are mentors for children,
modeling, living by example.
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How do you advocate for yourself?
Eating right
Speaking up
Focusing on the important things
Protect your time
Respecting yourself
Check your time sheets
Exercise
Ask for time off – and take it!!!
Take opportunities to do unexpected
things (not always following a plan) –
idea related to “teachable moments”
 Vote
 Positive self-talk
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Know who your friends are
Know who your friends are
not
Choose your friends
Be truthful
Being genuine / authentic
Honest with yourself about
your limits and not a super
hero
Be confident in yourself
Establish boundaries
Try new things
Feel free to abandon things
that don’t work, even if
you’ve always done them.
Take chances
Wrap Up
Wednesday 1/6
Monday 1/11
 Due…
 Read Chapter 1
 Post DQ 01: Chapter 1
 Due…
 Read Ch 2; Readings 1 & 2
 Post DQ 2: Ch 2, R 1 & 2
 Post Conscious Care
 Post SQ 01 topic choices
 In Class…
 Conscious Care
 Learning Stories
 Chapter 1
 In class…
 Chapter 2; Readings 1 & 2
 Learning Stories (A 02)
 SQ 01 topic choices