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 C
Monday
2/1/10

Chapter 7
 Presentation: Team D
 Chapter 8
 Learning Stories Part 1
Team C Presentation
Chapter 7
MOTOR SKILLS
&
INFANT SWIMMING
Chapter 7: Motor Skills
Chapter 7: Key Ideas
 Stability:
 Cephalocaudal (head-tail)
 Lifts head first before walk
 Proximodistal (near-far)
 Gross before fine motor
 Neurons/Brain Growth
 Myelinization (insulating
neural fibers) increases
 Dendrite trees increase
 Neurons move to (EFG):
 cerebral cortex : complex
 subcortical levels: reflex
 Basic reflexes p. 136
 Reflexes important:
 Protective
 Precursor to skills /
voluntary actions
 Gross motor:
 Pikler approach = not
putting baby into position
s/he can’t get into alone
 Tummy time?
 Bayley & Pikler Charts (pp.
141 & 142)
 Fine motor
 Hand manipulative (p. 145):
 From fist/hold involuntarily
 To voluntary & complex
Chapter 7: Key Ideas
 Foster motor

development:



Do not give infants objects
until they have “hand
regard” (p. 147)
Keep immediate
environment uncluttered
so child can focus on
hands
Do not prop or contain
them




Encourage practicing
current skills
Allow babies to change
positions themselves
(process more important
than product)
Avoid rescuing them
Gross motor opportunity
inside as well as outside.
Be skeptical of marketing!
Team D Presentation
Chapter 8
COGNITION
& SIGN LANGUAGE
Chapter 8: Cognition
Chapter 8: Key Ideas
 Piaget’s Sensorimotor





Stage (p. 161) &
behaviors
Assimilation /
accomodation
Object permanence
Stages of Cognitive
Development (p. 163)
Growth = gradual &
continual
Quality of each stage
 Preoperational Stage
(p. 163), beginning:






Language
Ability to pretend
Memory
Ability to predict
Construct new knowledge
Intentionality
 Vygotsky: co-constructed
 Assisted learning
 Zone of proximal
development
Chapter 8: Key Ideas
 Pretend play:
 First relies on real object
 Later can imagine more
 Natural vs. Academic:
 Colors: “You can have the
red pillow.”
 Shapes: “Do you want a
square cracker or a round
cracker?”
 Numbers: “You each get 3
pieces of apple. One, two,
three; one, two, three….”
 Special needs:
 Labels are important in
assessing cognitive
development
Intervention in childcare
setting
 Assistance from
government, etc




Need more assistance and
direct help from adults
Adaptive behaviors
Difficult social
development if cannot
read cues
Learning Stories (A 02)
CCE 135 Due Dates (revised 1/31)
Learning Story
• Part 1:
The Story
• Part 2:
What It Means
• Part 3:
Opportunities
and Possibilities
• Part 4:
Responses
(1) Part 1
 1/25: Post online;  2/1
 2/1: Comment on 2 others.  2/8
(2) Parts 1-3
 2/8: Post online;  2/15
 2/15: Comment on 2 others.  2/22
(3) Part 4 -- Final
 2/22: Post online;  3/1
 3/8: Comment on 2 others;  NO CHANGE
 Present in class (individuals by team—slight change).

Team A & B:



Present Parts 1-3 on 2/22 (A) & 2/24 (B).
Present Part 4 only on 3/1 (A) and 3/3 (B).
Team C & D full parts 3/1 (C) & 3/3 (D)
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.
Coming Up
CCE 135: Foundations of Early Learning
In-Class Disc
In-Class Due
Online Due
Mon 2/1/10
* Team C--SQ 01: Ch 07
* Team D--SQ 01: Ch 08
> Ch 07: Motor Skills [22]
> Ch 08: Cognition [20]
> Team C--SQ 01: Ch 07
> Team D--SQ 01: Ch 08
> Team A SQ Ch 05 replies
> A 02(1): 2 replies
> Team C & D--SQ 01
(incl. individual paper)
Wed 2/3/10
* Team A--SQ 02: Ch 09
> Ch 09: Language [21]
> Team A--SQ 02: Ch 09
> Team B SQ Ch 06 replies
> Team A--SQ 02: Ch 09
Mon 2/8/10
* Team B--SQ 02: Ch 10
* Team C--SQ 02: Ch 11
> A 02(2): Part 2
> Ch 10: Emotions [22]
> Ch 11: Social Skills [17]
> Team C SQ Ch 07 replies
> Team B--SQ 02: Ch 10
> Team C--SQ 02: Ch 11
> A 02(2): post Part 2 (parts
1-3 of story)