Mondays 6:30-9:00 pm
North Seattle Community College, IB 1409
Candice Hoyt, Instructor
Course online: http://northseattle.angellearning.com/
Project sharing and mutual
helping time
Req #3 Essential Literature
Documentation - handout
Goals for children
Enhancing children’s social
skills
Who are the “hot kids”?
Puppet (work time – Wed)
Eating protocol
“Thinking Big” notes
“Organization and
Presentation of
Documentation:
Opening the Window”
article
Community Values
Possibility of
Development
(pile includes…)
Possibility of
Development: “Hot Kids”
Social Indicators
Influencing Children’s
Social Skills
Sharing Categories
Preschool Book List
(small groups)
 We will explore the books in class.
a) Conveying Commonly Felt Emotions Book
b) Embodying Democratic Community Values Book
 Bring to class on due date:
 1 book that conveys commonly felt emotions
 3 books that embody democratic/community values
 Post online on due date:
 A3 drop box: List of your 4 books in Word document;
identify emotion or democratic value
 A3 discussion forum: List of books in text (not Word)
 Extra credit: replies in A3 discussion forum = 0.1 each up to
3 pts
a) Conveying Commonly Felt Emotions Book = 4 pts
i.
Direct emotional experience (1 pts)
ii. Experience shared by most children (1 pts)
iii. Child’s perspective (1 pts)
iv. No moralizing (1 pts)
b) Embodying Democratic Community Values Book = 6 pts
Choose 4 books with partner & identify one of these:
 Cooperation
 Courtesy
 Negotiation
 Inclusion
 Altruism
 Aesthetics
 Seven Silly Eaters:
 cooperation & courtesy
 Picky eaters create a birthday cake together for
their mom even though they like different food.
 Can You Say Peace?:
 altruism & inclusion
 Peace in different languages
 Bear Feels Scared:
 altruism & cooperation
 Bear lost in woods; friends rescue him.
 Sophie Gets Angry
 Emotion: anger, jealousy
 Gets upset when her sister takes her toy,
calmed herself down in the woods.
 I Am America
 Inclusion, aesthetics of differences
 Different kinds of people that make up
America.
 The Elephant Tree
 cooperation & courtesy
 Friends looking for a specific tree.
 Peach & Blue
 Cooperation, courtesy, aesthetics
 Peach and frog show each other beauty by
helping one another.
 My Friends
 Inclusion, cooperation & valuing others’
assistance
 Little girl learned how to do ___ from ___ animal.
 Uncle Monarch and the Day of the Dead
 Inclusion, loss & love of family & aesthetics
 Girl & uncle watch butterflies together on Day
of Dead; uncle dies, etc.
 Owen & Mzee
 Cooperation, negotiation, altruism (rescued in
dangerous circumstance), aesthetics
 Rescued hippo & 130 year old tortoise that
learn to live in the same enclosure even though
they were different.
Think about your
“favorite” kid or kid
moments…
Should not be a “test”
Developmental
checklist “Social
Indicators” by Tom
Drummond
“Influencing Children’s Social
Skills” by Tom Drummond
 Independent Time
 Free to explore relationships
 Model courteous & polite
 Notice valued behavior
 Teach classroom management
and clean-up
 Creative classroom
 Individual Time
 Inform social alternatives
 Listen actively to outbursts
 Foster negotiation
 Small Group Time
 Assign groups across cliques
 Establish eating protocol
 Reward responding to peer
topics in conversation
 Large Group Time
 Community & emotion stories
– books & oral story, Fairy
tales & children’s
 Puppet problem reenactment
 Co-lead songs, games, dance
 Clap & cheer for individual’s
work & contributions
 Brainstorm ideal eating protocol…
 Setting
Large tables – many children per table
Booster seats/Z-chair
Adults eat with the children
Water bottles & napkins to pass around the
table
 My kids bring their own snack
 My kids bring lunch but we have someone set
their food on plates and identifies which kids
 They bring their own food (so it’s more likely
they’ll eat it).




 Beginning
 Wash table (kids) – wash cloth, sometimes
soap, Simple Green or Lysol wipes
 Wash hands – helping each other sometimes
 Water  vegetables  “carbs”
 Teachers give options and serve the kids
 I make the kids wait until everyone is ready.
 Once kids are seated, the food gets distributed
(food they brought).
 Manners
 You have to sit at the table even if you are not
eating.
 We do it in stages, so the kids might try bits of
things and not eat it all.
 You need to have 1 of everything on your plate.
 Yes please & no thank you.
 Tone of voice
 Not repeating – “I want… I want…” – say my
name and wait until I look at you
 Patience! & turn taking
 No sharing food. – but we’re saying other times
to share?
 No turning upside down.
 Not allowed to say “disgusting.” “I don’t like
___.”
 “Friends don’t always have to like the same
thing.”
Ideal procedure for serving & eating snack or meal – present
& post as Word document
a) Protocol = 4 pts
b) Rationale = 4 pts
c) Clearly written and organized = 1 pt
d) Presentation in class = 1 pt
 Bring to class on due date: -- DUE 5/24
 Orally present your protocol (-1 pt if absent)
 Post on due date:
Post A5a & A5b in one Word document in A5 drop box
Post as text in A5 discussion (reply for extra credit)
Ideal procedure for serving & eating snack or meal –
present & post as Word document
a) Protocol = 4 pts
All parts required for credit; late deduction applies
i. Setting
iv. Conversation
v. Closing
ii. Beginning
vi. Community Work
iii. Manners
b) Rationale = 4 pts
c) Clearly written and organized = 1 pt
d) Presentation in class = 1 pt
Ideal procedure for serving & eating snack or meal –
present & post as Word document
a) Protocol = 4 pts
b) Rationale = 4 pts
Your goal. What benefits do you expect:
i. …for yourself? (2 pts)
ii. …for the children? (2 pts)
c) Clearly written and organized = 1 pt
d) Presentation in class = 1 pt
Ideal procedure for serving & eating snack or meal –
present & post as Word document
a) Protocol = 4 pts
b) Rationale = 4 pts
c) Clearly written and organized = 1 pt
 Protocol and Rationale in one Word document
 Clearly written, posted correctly
d) Presentation in class = 1 pt
 Clearly organized and presented
 Credit only if present in class on due date
Buy or make puppet and create persona --
DUE 5/24/10
a) Description (post online) = 2 pts
i. Name
ii. Personality, dominant attitude towards world
iii. Kind of movements you’d make when animating
Post as Word document in A4 drop box
Post as text in A4 discussion (reply for extra credit)
b) Dialog Session (in class) = 8 pts
i. Manipulation & Voice (4 pts)
ii. Dialog (4 pts)
Buy or make puppet and create persona
a) Description (post online) = 2 pts
b) Dialog Session (in class) = 8 pts
i. Manipulation & Voice (4 pts)
ii. Dialog (4 pts)
 Bring to class on due date: -- DUE 5/24/10
 Puppet & description (printed or in laptop)
 Absent: -2 pts participation
 Post online on due date:
Post as Word document in A4 drop box
Post as text in A4 discussion (reply for extra credit)
Buy or make puppet and create persona
a) Description (post online) = 2 pts
b) Dialog Session (in class) = 8 pts
Perform social problem in small group
i. Manipulation & Voice (4 pts)
 Personal movement quiet while puppet talks
 Distinctly different voice for the puppet
maintained
 Character of puppet conveyed in its movement
ii. Dialog (4 pts)
Buy or make puppet and create persona
a) Description (post online) = 2 pts
b) Dialog Session (in class) = 8 pts
Perform social problem in small group
i. Manipulation & Voice (4 pts)
ii. Dialog (4 pts)
 Concrete example of actual instance described or
re-enacted
 Two parts played in the dialog
 Social Problems:
 Care for other’s work,
property, body and space.
 Use words to solve problems.
 Open opportunities to all.
 Use puppet to lead these
discussions.
 Assignments:
 Care for property & space:
clean-up time
 Grabbing
 Knocking over other people’s
work – unintentionally and
intentionally
 Pulling hair
 Taking something not yours –
STEALING
 Lashing out without words
 Sharing space
 Peeing on the bathroom floor