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/
 Learning Stories
Wednesday
1/6/10
 Chapter 1
 Conscious Care
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.

Alexa’s New Toy
by
Candice Hoyt
February 27, 2009
It was my first
day working
with Alexa, and
I didn’t know
what we would
play together.
Alexa’s mom
told me about
the new toy that
Alexa really
liked.
I see that Alexa
likes to take off
all the pieces.
She can use two hands to
push the pieces up and off
the spindles.
Sometimes she holds
it with her finger in
the middle.
Usually she grasps it in
her hand.
Alexa likes to chew on
the small pieces...
and to pick up the base
to chew the spindles!
Alexa can pick up the base in both hands, lift it
high, and bang it down.
BANG! BANG! BANG!
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.
What It Means
Alexa, I was captivated and impressed by the
skills and joy you showed when playing with
your new toy. You know how to make it do what
you want it to.… You have the smarts and the
skills to take it apart, suck on it, and make lots of
noise. You are right on track, practicing all of
these things: pincer grasp, cause and effect and
self-soothing your teething pains. I am excited to
see what you do next!
Opportunities and Possibilities
Alexa is practicing key skills for her stage of development, and we can
continue to support her building these skills independently and
together with us.
We can offer other stacking blocks and spindle stacking toys. She may
not be able to use them “correctly”, but we should pay attention to
how she is using them to explore multiple areas of development.
We can offer noise-making materials like drums or rattles. There are
plenty of other cause-and-effect games and toys we can offer.
She is doing great self-soothing her teething, and we should continue
to allow her to chew and suck on a variety of teething tools, but also
other toys she likes to play with. It is especially important that we
review the infant safety guidelines and make sure that whatever is in
her reach is safe for her to put into her mouth.
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 (email, 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 inperson, on the phone, etc.
Include as many responses as
you get, but you must have at
least one.
The Family’s Response
Alexa’s dad, Ken, says:
Alexa enjoys sounds. Not only does she like percussive
banging, but when she puts the blocks to her mouth, she begins
to “sing.” Alexa will make a long “Aaaaaaheeeeeeaaaaa…gah”
sound, take the block from her mouth, examine it and repeat the
process.
Alexa’s mom, Jeannie, says:
Wow – this is great! It made me laugh and cry a little. It’s
quite amazing to “see” your child through someone else’s lens.
Alexa was first introduced to this toy at my mom’s house.
Initially, I thought she wouldn’t be interested, but she loved
taking the blocks off the spindles. Just a few days later, we
acquired our very own version of this toy from Alexa’s older
cousins. Right away when we got it home, Alexa removed all of
the blocks and scattered them around the kitchen floor. Later,
she was in her highchair holding on to the base and banging it
down. I think she likes the fact that she can make a loud noise
by doing this. Lately, Alexa has become a very busy little person.
This toy is a great example of that – she interacts with all parts of
it and in so many different ways. I love that she puts her finger
through the hole in the block. This is something that I would do
– it amazes me that at 8 ½ months old, she is already doing
things that I would do [as an adult].
The part about this that makes me tearful is thinking
about what Alexa does when I am away at work. While away
from Alexa, I am hungry for information about her – I don’t want
to miss out on anything. I’m glad that she plays so happily when
I am not with her. And it’s great to see these pictures because it
feels like a “window” into the time that I am not with her. But, it
also makes me sad because I realize that I miss things when I am
way. Conversely, on the days I don’t work, these pictures make
me realize that I don’t always pay very close attention to the
details of what Alexa is doing. These pictures inspire me to
watch her more closely and pay attention. She is amazing and
it’s well worth watching carefully and absorbing all of the
wonderful things she is doing.
Learning Stories (A 02)
Learning Story
• Part 1:
The Story
• Part 2:
What It Means
• Part 3:
Opportunities
and Possibilities
• Part 4:
Responses
CCE 135 Due Dates
(1) Part 1
 1/25: Post online;
 2/1: Comment on 2 others.
(2) Parts 1-3
 2/8: Post online;
 2/15: Comment on 2 others.
(3) Part 4 -- Final
 2/22: Post online;
 3/8: Comment on 2 others;
 Present in class (by team--see calendar).
Learning Stories
Other examples:
 http://homepage.mac.com/tdrummon/LearningStories/welcome.html
Other information:
 http://www.familydaycare.com.au/forms/feature%2041%20-
%20Learning%20Stories.pdf
 http://www.unisanet.unisa.edu.au/staff/SueHill/Learningstories.pdf
Infants, Toddlers, and Caregivers
A Curriculum of Respectful, Responsive Care and Education
Janet Gonzalez-Mena and Dianne Widmeyer Eyer
CHAPTER 1
PRINCIPLES, PRACTICE
AND CURRICULUM
The Three R’s
Respectful
Responsive
• What does it mean • You respond to what
to respect a baby
the child is doing/
as a person?
feeling.
• Talk to the child
• Allow the child to
before touching;
react to what is
Informing them of
happening, focused
what you are
on their own body
doing.
and what is
happening to it.
Reciprocal
• You both get something
out of your interaction:
connection/ attachment.
• Is the most fun!
The Three R’s
Respectful
Responsive
Reciprocal
•What does it mean to respect a baby
as a person?
•Talk to the child before touching;
Informing them of what you are doing.
•You respond to what the child is
doing/feeling.
•Allow the child to react to what is
happening, focused on their own
body and what is happening to it.
•You both get something out of your
interaction—connection/attachment.
•Is the most fun!
•Acknowledging their presence &
participation
•Diaper changing: involve the child’s
attention in the activity
•Speak in a normal person voice
•Handle with care
•That they are competent
•On the same level
•Waiting…
•Be present for them without directing
•Allow things to be not okay
•Understanding/open-minded (not
judgmental)
•Moment-by-moment – don’t know
what’s going to come next
•How would you want someone to
respond to you?
•Give them a break.
•Let them decide how they feel
•Debate & discuss.
•Open to their ideas.
•Open to their activities.
Ten Principles Based on a Philosophy of Respect
1.
2.
3.
4.
5.
Involve infants and toddlers
in things that concern them.
Invest in quality time, when
you are totally available to
infants and toddlers.
Learn each child’s unique
ways of communicating and
teach yours.
Invest time and energy to
build a total person
(concentrate on the “whole
child”).
Respect infants and toddlers
as worthy people.
6. Be honest about your feelings
7.
8.
9.
10.
around infants and toddlers.
Model the behavior you want
to teach.
Recognize problems as
learning opportunities, and let
infants and toddlers try to
solve their own.
Build security by teaching
trust.
Be concerned about the
quality of development in
each stage.
1. Involve infants and toddlers in things that concern them.
 Communicate involvement—tell the child what is happening as you do
it together (diapering, eating, etc).
 Don’t do it as a “chore” – manipulating child’s body & hurrying to finish
2. Invest in quality time, when you are totally available to
infants and toddlers.
Wants-Something
Wants-Nothing
Shared Activity
• Gaining independence
reduces WantsSomething time.
• Be available but not
active – responsive but
not in charge.
• Doing something
together: attachment,
exploration, enhancing
reflection.
• Examples:
• Examples:
• Examples:
2. Invest in quality time, when you are totally available to
infants and toddlers.
 Wants-something and wants-nothing time.
 But also time alone for caregivers & children.
 Cannot be completely present and involved all the time.
 Too much “quality time” = no quality.
 “Floor time” (p. 7): Instead of time-out, difficult children are given 30 minutes
of 1-on-1 responsive, wants-nothing quality time.
3. Learn each child’s unique ways of communicating and
teach yours.
 Communicating vs. narrating
 Talking is communication, not distraction
 Teaching them to listen
 Sign language = “gesturing system” (p. 11) that is uniform – very useful for
early, pre-verbal communication
Questions:
 What do you think about no baby talk or repeating words, etc?
 The book is saying to be genuine in your communication style – not
downplaying for babies? Does this work?
4. Invest time and energy to build a total person (concentrate
on the “whole child”).
 Adding Physical, Social and Emotional development to Cognitive
development.
 Providing a “rich” environment without “toys, equipment, and gadgets
advertised as making babies smarter” allows natural, whole-self
development.
 How do you explain that eating and diapering are intellectually
significant? Do you need to justify this to the parents / the directors?
Brian example (pp. 12-13)
Twelve-month-Old Brian is sitting at a low table with several other
children eating a piece of banana. He is obviously enjoying the
experience in more way than one. He has squashed the banana in his
hand and crammed it in his mouth, and it is now oozing out between his
teeth. He is relishing it. He reaches for his mouth with the very last piece
and, plop, it falls on the ground. He stretches out a hand for it, but the
caregiver is quicker. "l'm sorry, Brian, but the banana is dirty now. I can't let
you eat it." Brian's eyes open wide, his mouth drops open, and a sorrowful
wail comes forth. "That's all the banana we have," the caregiver adds as
Brian reaches out to her for more. She sits back down at the table after
having disposed of the dropped piece. She offers him a cracker, saving,
"We're out of bananas, but you can have a cracker instead." Brian rejects
the offered cracker. Aware now. that he will get no more, he begins to
scream.
"I see how unhappy you are," says the caregiver calmly but with
genuine compassion. "I wish I had more banana to give you," she adds.B
Brian example (pp. 12-13)
Brian's screams become more piercing, and he begins to kick his feet.
The caregiver remains silent, looking at him as if she really cares about his
feelings.
The other children at the table are having various reactions to this
scene. The caregiver turns to them and explains, "Brian lost his banana,
and he didn't like it." She turns back to Brian. He continues to cry. The
caregiver waits. Sobbing, he gets off his chair, toddles over to her, and
buries his head in her lap. She touches him on the back, stroking him
soothingly. When he has quieted down, she says, "You need to wash your
hands now." He doesn't move. She waits. Then gently she repeats, "You
need to wash your hands, Brian. I'll come with you," she adds. Turning the
table over to another caregiver, she gets up and walks slowly across the
floor with Brian. Brian is licking globs of banana from his fingers. A last sob
escapes from his lips as he reaches the sink.
5. Respect infants and toddlers as worthy people.
 What do you think of this approach?
Allowed freedom and sensory experience instead of saying “eat it”
The teacher honored his sadness
My first instinct is to stop the crying – it made me feel uncomfortable at first; usually try to distract the child,
but it’s really to their benefit
It’s also about language – they’re crying but really they’re talking to you
I like that she explained to the rest of the table what was going on, and it didn’t set them off
Didn’t use a lot of words to describe. Just said she saw that he was “upset” – didn’t use “sad” or “mad”.
Followed the routine—there was a pause but then went to wash hands (instead of he’s upset so he doesn’t have
to wash his hands.







 What about these alternatives? (p. 13)
 “Stop that screaming—that’s nothing to get so upset about—you were almost finished anyway.”



Just make him more upset instead of letting him move through it—talk about it, let him do what he needs to do
Discounts his feelings
“Poor little Brian—let’s go play with that doggie that you like so much—look, Brian—see him bark—
bow!-wow!”




Discounts his feelings – by trying to distract him
“You’re not helping me!” when someone tries to do this for me
Don’t allow for his grieving
“Poor little” turns them into victims – instead of understanding their feeling
6. Be honest about your feelings around infants and toddlers.
 Teaching children to have & share their feelings – modeling AND
allowing them to express themselves (safely) by crying/yelling.
 Being honest means NOT saying “When you do that I feel sad.” when
really you feel frustrated or annoyed or … -- what words to use that are
authentic?
 What about “I can’t let you hit me.” vs. “I don’t like it when you hit me.”
 “Come back when you’re ready.” & “I hope you’re ready soon!”
7. Model the behavior you want to teach.
 “I can’t let you hit him. It’s my responsibility to keep children safe.”
 “You hit him, and now he is crying.” vs. “He doesn’t like it when you hit
him. See? You made him feel sad.”
 … EXCEPT that sometimes it is useful to help children identify their
own feelings (the victim and the perpetrator) -- BUT you need to make
sure you are careful and really attuned to what the child is feeling.
 Example p. 14-15:



Amber is crying, caregiver says about the slap, “It hurt!”
Are there other reasons Amber may be crying?
Frustration? Social “hurt”?
8. Recognize problems as learning opportunities, and let
infants and toddlers try to solve their own.
 Let them handle their own problems.
 Intervene when dangerous.
 Facilitate when stuck, but with the least help necessary, and not
defining a “correct” goal.
 Scaffolding (Lev Vygotsky/Jerome Bruner): Facilitation sometimes as
little as being nearby as a support.
9. Build security by teaching trust.
 Dependable: When the child expresses a need, the need is met in a
timely manner.
 Predictable: When the parent leaves, it is preceded by a good-bye,
rather than a trick.
 Safe-secure: Can freely explore without wasting energy worrying about
basic needs.
10. Be concerned about the quality of development in each
stage.
 Objectives for DEPTH not DISTANCE
 The quality of the learning and the activities
 Learning is not “stuff” you can buy!
 Pay attention to the process not just the product


Children direct their learning in developmental areas that are “ready”
Directed activity enhancing one developmental area may cause unintended
delays in another
 Baby Einstein article:

Time (2007): “Baby Einsteins: Not So Smart After All”
http://www.time.com/time/health/article/0,8599,1650352,00.html
 In response (though they claim it isn’t), Baby Einstein created a special return
policy for those who bought between June 5, 2004 and September 4, 2009.
http://www.babyeinstein.com/%28S%28qth3nt55ymauox450c2wnv55%29
%29/parentsguide/satisfaction/upgrade_us.html
Diversity
Developmental
Individual
Cultural
• Value judgments … our culture sees “cruel” where others see sense /
tradition / “no harm” or even “it works!”
• Try to really be open minded, not just act open minded (while really trying
to work out a way to change their mind)
Conscious Care
 Questions?
Wrap Up
Monday 1/11
Wednesday 1/13
 Due…
 Read Ch 2; Readings 1 & 2
 Post DQ 2: Ch 2, R 1 & 2
 Post Conscious Care
 Post SQ 01 topic choices
 Due…
 Read Ch 3; Reading 3
 Post DQ 3: Ch 3, R 3
 Post DQ 1 replies (2+)
 In class…
 Chapter 2; Readings 1 & 2
 Learning Stories (A 02)
 SQ 01 topic choices
 In class…
 Chapter 3; Reading 3
References