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/
 Presentation: Team A
Monday
1/25/10


Chapter 5: Attachment
Co-Sleeping
 Chapter 5
 Learning Stories


Examples
Parts 2 & 3
Team A Presentation
Chapter 5: Attachment
Chapter 5: Key Ideas
 Attachment: closeness




and responsiveness
Early attachment builds
neural pathways
Stages of attachment (p.
102)
Attachment is based on
trust, which is based on
consistency and
authentic responses
Parents saying good-bye
 Identifying the infant’s
communication:
EmotionVocab.pdf
http://facweb.northseattle.edu/choyt/
Readings/emotionvocab.pdf
 Developmental Pathways
(pp. 108-109):



Attachment Behaviors
Diverse Developmental
Pathways
Cultural Diversity and
Developmental Pathways
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.

About Learning Stories
 Learning Stories
 My examples
http://facweb.northseattle.edu/choyt/CCE135/LearningStories/ByCandice/

New Zealand examples (infants & toddlers)
http://facweb.northseattle.edu/choyt/CCE135/LearningStories/FromNewZealan
d/

Tom Drummond examples
http://homepage.mac.com/tdrummon/LearningStories/welcome.html
 Learning Stories information, New Zealand

http://www.educate.ece.govt.nz/learning/curriculumAndLearning/Assessmentforlear
ning/KeiTuaotePae/Book1.aspx
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.
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.
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).
Coming Up
In-Class Disc
In-Class Due
Online Due
Wed 1/27/10 * Team B--SQ 01: Ch 06
> Ch 06: Perception [16]
> Team B--SQ 01: Ch 06
> DQ 04 replies
Mon 2/1/10
> Ch 07: Motor Skills [22]
> Ch 08: Cognition [20]
> Team C--SQ 01: Ch 07
> Team D--SQ 01: Ch 08
> SQ Ch 05 replies
> A 02(1) replies
> Team D--SQ 01: Ch 08
* Team C--SQ 01: Ch 07
* Team D--SQ 01: Ch 08