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/
Wednesday
1/20/10
 Formal paper requirements
 Paper formatting
 Reference formatting
 Readings
 Chapter 4: Play as Curriculum
 Readings 4 & 7
 Wrap Up
 Conscious Care reflection
 Learning Story check-in
 SQ check-in
 Coming Up
Formal Paper
Requirements
Formal paper requirements (SQ, etc)
 Title Page (all centered)
* specific to this course *
Title of Paper
Student Name
“North Seattle Community
College”
“CCE 135: Foundations of Early
Learning”
“Candice Hoyt, Instructor”
Date (format: January 1, 2010)
 No Abstract
 Paper
 1” margins all sides
 Running header and page #
 12 pt font Arial or Times New
Roman
 Double-spaced
 First page: Title centered at
top, start first paragraph on
next line
 Tab each paragraph 0.5”
 Proper in-text citations (see
next slide)
 Conclusion section
 Center title “Conclusion”
Formal paper requirements (SQ, etc)
Microsoft Word skills:


Next Page
1” margins all sides


Margins (Page Layout)



Running header & page #:
Header
 Page Number


12 pt font Arial or Times
New Roman

Font type and size
Double-spaced
First page: Title centered
at top, start first
paragraph on next line


Line spacing (paragraph)
Center and left align text
Tab each paragraph 0.5”

Set tabs
Reference formatting: In-text citations
 In-text:

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Author
Year
Page (or paragraph)
number if direct quote
 In-text paraphrase:
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Some authors believe that
play is very important
(King, 1966; Jones, 1975).
King emphasized the
importance of play in
education (1966).
Play is important (King,
1966).
Reference formatting: In-text citations
 In-text quote:



“Play is the most
important thing in the
world” (King, 1966, p. 17).
King described play as
“the most important thing
in the world” (1966, p. 17).
In 1966, King described
play as “the most
important thing in the
world” (p. 17).
 In-text quote > 40
words:


Does not need “ ”, but
indent from the regular
margins.
Cite as you would for any
in-text quote above.
Reference page/bibliography formatting
 New page started with
“References” (centered)
 Bibliography can be
generated by Noodlebib
 Each reference in
bibliography must be
identified in the text of
your paper and
presentation (“internal
citation”).
 See next slide and
sample papers for tips.
 If you’d like, you can add
an appendix or handout
titled “Additional
Resources” for resources
you did not cite in the
text of your paper or in
your presentation.

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Separate page after
References
Center “Appendix” (or
Appendix A, B, etc)
List in proper APA format
Paper formatting: Help
 The Loft tutors can help
 For your FIRST PAPER
you with formatting.
 Guides/Hints:
assignment, I will give
you feedback within 24
hours if you email me
your paper at least 48
hours before it is due.
 We can set up a time to
meet and discuss the
paper and formatting.
 We can set up a group
session to do a “lesson.”
http://www.dianahacker.com/r
esdoc/p04_c09_s1.html
 Sample papers and hints:
http://facweb.northseattl
e.edu/choyt/CCE135/APA
Infants, Toddlers, and Caregivers
A Curriculum of Respectful, Responsive Care and Education
Janet Gonzalez-Mena and Dianne Widmeyer Eyer
CHAPTER 4
Free play
 Undirected but
monitored
 “Letting free play remain
free is difficult for some
adults once they
recognize how important
play is for infants and
toddlers” (p. 73).
 “Children create their
own objectives and
lessons” (p. 73).
 Caregivers need to
find ways to
articulate what they
are doing so they can
counteract the
pressure that comes
from all sides to
teach infants and
toddlers rather than
let them play (p. 79).

(e.g. your CCE 125
Professional Statements)
Adult Roles in Play
1. Setting up
2. Encouraging
environments for play
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Safety
Indoor & outdoor
environments
Materials
Nature into classroom
interactions and then
stepping back

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Peer interactions most
important
Timing crucial—not too
soon not too late
Adult Roles in Play
3. Supporting problem
solving
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Scaffolding
Know when to help
Or child loses interest
4. Observing
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Wants-nothing
Available but not directive
Modeling:
“While observing, you are
modeling that mode of
being” (p. 78).
Boredom
“Problem of the match”
(McVicker Hunt; p. 84)

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Scaffolding
Familiar enough
Interesting challenge
 Boredom spurs growth

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Getting “stuck” when
satiated
Offer new experiences
when ready to move on
“In time not on time”
(Magda Gerber; p. 86).
Assimilation and Accomodation (Piaget)
 Assimilation

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New experience or
information
Try to fit into current
understanding based on
previous experience
 Problem

Tension created if new
experience or information
does not fit into current
understanding
 Accommodation
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New experience or
information
Can’t fit easily into current
knowledge and
understanding (based on
previous experiences)
Analyze new information
Expand or refine
understanding to allow for
the new experience to fit
Play as Curriculum: Video observation
 Chapter 4 Video:

http://highered.mcgrawhill.com/sites/0073378542/s
tudent_view0/chapter4/vide
o_observations.html#
 This is not a good
example of wantsnothing quality time.
 Trying to encourage peer
interaction? – off-base?
 What is she doing
wrong?
 Closed-ended question:
“Is it cookies or is it cake?”
 Giving a lot of direction


“Count them; it’s ten.”
“Put it in the oven.”
 Was too close; could have stayed
farther back. Boy was trying to
squeeze by.
 Put hand on his back to protect his
fall.
 Looked like someone “put her
there.” – wasn’t natural

“Down on the level of the child.” – only
good if kid wants to play with you.
 High-pitched sing-songy voice.
 Not natural?
 Okay sometimes or at some level.

Cooing, etc.
Play as Curriculum: Video observation
 Good example of wants-
nothing quality time:

http://highered.mcgrawhill.com/sites/0073378542/stude
nt_view0/chapter5/video_observ
ations.html#
 Why is this one better?
 Present but not in their space.
 Didn’t narrate.
 “oops on your bottom.” (language
+ reassuring safety)
 Looked comfortable herself
 Attentive – smiled when he looked
at her.
 Identified what he was holding.
(He brought it, probably asking
“what is this?”)

Caution – it’s hard not to
interrupt and hug the kids
when they pass by.
The Caregiver’s Companion
Readings and Professional Resources
(to accompany Infants, Toddlers and Caregivers…)
Janet Gonzalez-Mena
READING 4
Facilitating the Play of
Children at Loczy
By Anna Tardos
Reading 4: Facilitating the Play of Children at Loczy
Four principles to “promote or encourage” (p. 21)
infant play:
1. “A peaceful, quiet
environment” (p. 21).
2. “Sufficient space for
infants in which to
move freely” (p. 22).
3. A fenced-in area free
from “real danger” (p.
22); slightly larger than
the child can move, but
reachable at next stage.
4. Choose simple objects;
free from “sparkling,
glittering and soundproducing toys” (p. 22).
Objects slightly more
sophisticated than the
child, but usable in some
way at current level of
development.
Reading 4: Facilitating the Play of Children at Loczy
Quiet
1.
It’s so great when it’s quiet! Sitting
reading books….
Background music?

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Free play music
Art project music is great!
Adults find it useful for
concentrating
Not on all the time
Toddlers are quieter than
preschoolers?
Environment created by teacher is
quiet
Children can create noise
Teacher might have to help make
quiet times for some kids who need
it.
Quiet room not necessary but not
worrisome.
Maybe have a quiet area for those
who need it.
2. Space
3.
Danger (avoid “don’t touch”)
4.
No sparkle, glitter, noise
The Caregiver’s Companion
Readings and Professional Resources
(to accompany Infants, Toddlers and Caregivers…)
Janet Gonzalez-Mena
READING 7
The Development of Movement
by Emmi Pikler
Reading 7: The Development of Movement
1. Lying on Back
9. Sitting
2. Turning the Head
10. Standing Up
3. Turning on the Side
11. Standing Up Alone—
4. Turning on the Belly
Without Holding On
12. Walking About on their
Own
5. Stretching
6. Rolling
7. Creeping on the Belly
and on all Fours
8. Getting Up into the
Vertical
Reading 7: The Development of Movement
 What do you think about keeping
infants only in positions they can
get into themselves?



Sounds frustrating – if you turn
the child over because he was
fussy about getting onto the belly
with the arm stuck under.
Seems more natural
Says that they have better posture
and muscle tone


Curious about gross motor after
toddler
Brain development based on gross
motor usage
 What about “tummy time”?
 Your guesses on doctors’ and
parents’ views?
Reading 7: The Development of Movement
 What about returning
them to their backs if
they get stuck on their
belly? … if they
accidentally turned over?
…with arm stuck under?
Reading 7: The Development of Movement
 Do you think these stages
are appropriate for all
children?
 Are there disabilities that
need to be treated? …
pigeon-toed? flat back of
head? etc.?
Wrap Up
Reflection
 Conscious Care
 What was the experience
like?
 Did you like doing this?
 Was it useful to you as a
teacher?
 … as a person?
Check-In
Learning Stories
Sequence Project
 Learning Stories
 Part 1 due Monday (1/25)
 Team A, Chapter 5
 Documentation
 Written

“I…” Story
Questions?
presentation Monday:
Attachment: Co-sleeping
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

Team A post .ppt online
10-15 minute presentation
Plus time for questions
 Team A: individual paper

Each post online in drop-box
 Class: read chapter

Prepare to ask questions
ComingUp
Monday 1/25
Wednesday 1/27
 Due…
 Team A: SQ 1, Chapter 5
 Post A 02(1): Learning
Story Part 1
 SQ 2 topic choice due
 Due…
 Team B: SQ 1, Chapter 6
 DQ 4 2 replies
 In class…
 Team A Chapter 5
Sequence Presentation
 Chapter 5
 Learning Story Part 1
 In class…
 Team B Chapter 6
Sequence Presentation
 Chapter 6
 Learning Story Part 1