COURSE NUMBER: EDC 355
COURSE TITLE: Social and Emotional Learning in Early Childhood Education
TERM: Fall 2005
FACULTY: Catherine Wilson
TITLE: Associate Professor of Education
OFFICE LOCATION: Copley 320
OFFICE HOURS: M-F 9:00-10:30; T-TH-9-10:00; W 1-2:00
OFFICE TELEPHONE NUMBER: 816-584-6342
PARK EMAIL ADDRESS: firstname.lastname@example.org
DATES OF THE TERM: August 22-December 16
CLASS SESSIONS DAYS: M-F
CLASS SESSION TIME: 12:24-1:40
PREREQUISITE(S): Admission to the School for Education (or permission of the instructor for students with ED322A on their audit)
CREDIT HOURS: 3
The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.
Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.
COURSE DESCRIPTION: This course will examine the theories that support the problem solving approach to guiding young children’s behavior in the early childhood classroom. The adult role in developing relationships of mutual trust and respect and helping young children see themselves as a member of a learning community will be emphasized. Developmentally appropriate strategies, including preventive strategies, will be explored. Students will observe and analyze guidance and classroom management practices in different early childhood settings.
EDUCATIONAL PHILOSOPHY: Becoming as a teacher is a complex process that occurs most effectively in learning communities that provide rich opportunities for inquiry and reflection, and that cultivate a sense of curiosity, integrity, social justice, and professionalism.
LEARNING OUTCOMES: Learners successfully completing EDC 355 will be able to:
(NAEYC Standard 1c; MoSTEP Standard 1.2.2, Revised ECE competency 2.3,) (Assessment: Observations),
Park University Literacies:
Analytical and Critical Thinking. The student demonstrating analytical and critical thinking literacy will be able to gather, evaluate, and communicate information effectively; meet the basic computing demands of contemporary life; know standards of excellence; recognize varieties of problem-solving strategies; and be able to contribute to desirable changes or help preserve and transmit fundamental knowledge for the good of society. (Assignments: Advocacy in Action Observations, Interviews, Philosophy Statement, Portfolio Essay)
Ethics and Values. The student demonstrating ethics and values literacy is sensitive to value questions, appreciatively and critically aware of differing value systems, in possession of tools for analyzing value questions, and engaged in the process of putting these things together into a constant set of personal values and testing them for life. (Assignments: Advocacy in Action, Observations, Interviews, Philosophy Statement, Portfolio Essay)
Community and Civic Responsibility. The student demonstrating community and civic responsibility literacy will be able to see the complexity of social, political, and economic systems and problems on the national and international scene, and then develop ways that would contribute to the solution of such problems through effective citizenship participation. (Assignments: Advocacy in Action, Philosophy Statement)
Ayers, W. (1993). To teach: The journey of a teacher. NY: Teachers College Press.
Gartrell, D. (2003). A guidance approach for the encouraging classroom. 3rd edition. Clifton Park: NY Thomson
Paley, V. (1979/2000) White teacher. Cambridge, MA; Harvard University Press.
Selected journal articles (on reserve in the Park University Library)
Bondy, E., & Ketts, S. (2001). Like being at the breakfast table: The power of classroom morning meeting. Childhood Education, Spring, 144-149. (On reserve in library).
DeVries, R., & Zan, B. (1995). Creating a constructivist classroom atmosphere. Young Children, 51, 4-13. (On reserve in library).
Feeney, S., & Freeman, N. K. (1999). Ethics and the early childhood educator. “Ethical responsibilities to children. pp. 37-42. Washington, DC: National Association for the Education of Young Children.
Froschl, M., & Sprung, B. (1999). On purpose: Addressing teasing and bullying in early childhood. Young Children, 70-72
Gartrell, D. (2001). Replacing time-out: Part One-Using guidance to build an encouraging classroom. Young Children, 8-16.
Harada, V.H., Lum, D., & Souza, K. (2002/03) Building a learning community: Students and adults as inquirers. Childhood Education, Winter, 66-71. (On reserve in library).
Hitz, R., & Driscoll, A. (1988). Praise or encouragement? New insights into praise. Implications for early childhood educators. Young Children, 6-13.
McClurg, L. G. 1998). Building an ethical community in the classroom: Community Meeting. Young Children, 30-35. (On reserve in library.)
Novick. R. (1998). The comfort corner: Fostering resiliency and emotional intelligence. Childhood Education, 200-204.
Rightmeyer, E. C. (2003). Democratic discipline: Children creating solutions. Young Children, 38-45.
Watson, M. (2003). Attachment theory and challenging behaviors: Reconstructing the nature of relationships. Young Children, 12-20.
Your first interview will be conducted with a classroom teacher. The following are questions to ask the teacher: 1) How do you define challenging behavior? 2) When a teacher/center has a child with challenging behaviors enrolled, what kind of questions should the teacher ask herself to support the child’s social and emotional development? 3) When working with children with challenging behaviors in your classroom what has helped you most? 4) Describe your strategies/ guidelines for working with the family of a child with challenging behavior. These questions will be further refined in class.
Your second interview will be conducted with a family. The following are questions to ask the family: 1) What does your center/teacher do to make you and your child feel welcome and comfortable? 2) How does your center keep you informed of happenings in the center and the classroom? 3) How does the teacher support your child rearing beliefs and wishes? 4) What kind of information, activities, and communication would like for the teacher/center to share with you? These questions will be further refined in class.
Reflection. At the conclusion of your account of the interviews, reflect on your learnings. What are you noticing that seems important for your teaching? How are these learnings helping you develop a vision of the teacher you want to be? What readings are helping you understand the issues? Why might your learnings be important for the year children will spend in your company? How are your learnings helping you envision children as capable and competent? How are you coming to appreciate the values that underlie teaching decisions? (Park University Literacies: Analytical and Critical Thinking, Ethics and Values)
GRADING POLICY: The course requirements are all assigned point values. Rubrics will be provided for each of the assignments. You will earn grades on the basis of total points earned in the course. 1) Advocacy in Action (10pts. each week; 100 total pts.) 2) Observations (75 pts. each; total 150 pts. 3) Interviews (60 pts.) 4) Philosophy Letter 30 pts. 5) Portfolio Essay 30 pts.
A=370-350 pts Exceptional work that demonstrates strong understandings and critical thinking.
B= 349-320 pts.
LATE SUBMISSION OF COURSE MATERIALS: Assignments must be submitted on the date requested to receive full credit.
Participation: “Dispositions for Becoming an Effective Teacher” will be used as the criteria for participation in class discussion and expectations for assignments. To earn the grade of an “A” for the course your participation and coursework must clearly demonstrate each of the dispositions at the level of “3” or “4”. This includes work being turned in on the date due and attendance.
· Arrive promptly for class.
· Turn off cell phone.
· Attend all class meetings (excused absences for emergencies only).
· Actively participate in class learning experiences.
Each student will be an important part of the community of learners. The learnings created through discussion and group work will be essential to developing understandings of the course content. If you should have an emergency and are unable to attend, please be sure to call the instructor before the class meeting. Attendance will be considered in determining the final course grade. If you have more than five absences for the semester, your final evaluation will be lowered by one grade, for example, a “B” will become a “C.” Three late arrivals or early departures = one missed class.
· Complete all reading assignments before the class for which they are assigned.
· Complete all assignments on the date indicated in the syllabus.
Computers make writing and revising much easier and more productive however technology can also cause problems. Printers run out of ink and hard drives crash. You are responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to disk and print out paper copies for backup purposes. When turning in an assignment, be sure to provide the instructor with a paper copy rather than a disk or an e-mail attachment.
August 22 and 26
The Challenge of Teaching: Developing a Vision
Ayers To Teach: The journey of a teacher. Chapters 1-2
Advocacy in Action Due August 26
August 29 and September 2
Creating an Environment for Learning
Ayers To Teach: The journey of a teacher. Chapters 3-4
Advocacy in Action Due August 29
September 9 (no class September 5
Ayers. To Teach: The journey of a teacher. Chapters 5-7
Advocacy in Action Due September 9
September 12 and 16
Foundations of a Guidance Approach
Gartrell. A guidance approach for the encouraging classroom. Chapters 1-2
Advocacy in Action Due September 12
September 19 and 23
Gartrell. A guidance approach for the encouraging classroom. Chapters 3-4
Advocacy in Action Due September 19
September 26 and 30
Organizing and Managing the Environment
Gartrell. A guidance approach for the encouraging classroom. Chapters 5-6
Advocacy in Action Due September 26
October 3 and 7
Communicating with the Group and with Individuals.
Gartrell. A guidance approach for the encouraging classroom. Chapters 7-8
McClurg, L. G. (1998). Building an ethical community in the classroom: Community Meeting. Young Children, March, 30-35. (On reserve in library.)
Advocacy in Action Due October 3
October 10 and 14
Gartrell. A guidance approach for the encouraging classroom. Chapters 9-10
Advocacy in Action Due October 10
October 24 and 28
Gartrell. A guidance approach for the encouraging classroom. Chapters 11
Advocacy in Action Due October 24
October 31 and November 4
Advocacy in Action Due October 31
Observations Due November 4
November 7 and 11
Working with Families
November 14 and 18
Gartrell. A guidance approach for the encouraging classroom. Chapters 12
Advocacy in Action Due November 14
Interviews Due November 18
November 21 (no class November 25)
Understanding Culture/Examining Bias
Paley. White teacher pp. 1-53
November 28 (no class December 2)
Paley. White teacher pp. 54-136
Philosophy Letter Due November 28
December 5 and 9
Portfolio Essay Due for Peer Review December 5 and final evaluation December 9
ACADEMIC HONESTY: “Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.” Park University 2005-2006 Undergraduate Catalog Page 85-87
PLAGIARISM: “Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another’s idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing.” Park University 2005-2006 Undergraduate Catalog Page 85-87
ATTENDANCE POLICY: Attendance will be considered in determining the final course grade. If you have more than five absences for the semester, your final evaluation will be lowered by one grade, for example, a “B” will become a “C.” Three late arrivals or early departures = one missed class.
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
DISABILITY GUIDELINES: Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners concerning the information necessary to accomplish this goal. It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University’s policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
COPYRIGHT NOTIFICATION: This material is copyright and can not be reused without author permission.
NAEYC Standards: 1c, 4a, and 4b
75- 70 pts.
Does Not Meet Expectations
Notes provide descriptive accounts of the setting, teaching strategies, and learning experiences observed. ___
Notes include descriptive accounts of the children’s participation, responses, initiative, etc.___
Analysis provides an in-depth discussion of the ways the physical environment, active listening, negotiations, effective setting of limits and use of affirmations support the social and emotional learning of the child. Many specific examples are used from the observational notes. _____
Concludes with a thoughtful, well-developed reflection on your learnings from the observation and implications for your teaching.___
What are you noticing that seems important for your teaching?____
How are these learnings helping you develop a vision of the teacher you want to be? ____
What readings are helping you understand the issues? ___
Why might your learnings be important for the year children will spend in your company?___
How are your learnings helping you envision children as capable and competent?___ How are you coming to appreciate the values that underlie teaching decisions?___ (Park University Literacies: Analytical and Critical Thinking, Ethics and Values)
Applies relevant readings to the observation. Often more than one reading is used as a resource in reflection.___
Careful attention to spelling and grammar.___
Notes provide brief accounts of events. ___
Some attention to the children.___
Analysis provides a brief discussion of the ways the physical environment, active listening, negotiations, effective setting of limits and use of affirmations support the social and emotional learning of the child. ___Some examples are used from the observational notes. _____ Not all elements are discussed.________
Reflection demonstrates beginning attempt to think about the implications of observation.___
One text emphasized.___
Some errors in grammar and spelling.___
Paragraphs help organize thinking.___
Notes demonstrate little effort to describe events. ___
Little attention given to children’s responses.___
Little or no analysis. _____
Reflection is brief and/or superficial.___
Relies on personal opinion with no references to readings.___
Substantial errors in grammar and spelling.___
Construction of paragraphs is confusing.___
60- 55 pts.
Notes provide descriptive accounts of the teacher/parent’s responses to each of the questions. ___
Reflection includes a thoughtful response to each question. ____
Notes provide brief accounts of responses to questions. ___
Reflection includes a response to some questions._____
Notes demonstrate little effort to record responses. ___
NAEYC Standard 5
Demonstrates a strong understanding of the concept of creating a community of learners.___
(Park University Literacies: Analytical and Critical Thinking, Ethics and Values, Community and Civic Responsibility)
Appropriate examples of teaching practices are provided.____
Sources of your thinking are clearly explained._____
Writing is clear and well-organized.___
Demonstrates a beginning understanding of the concept of creating a community of learners.___
Examples of teaching practices are provided, but all examples are not appropriate.____
Brief reference to sources of your thinking.________
Ideas sometimes need to be clarified or better organized .___
Some errors in spelling and grammar.___
Demonstrates little or no understanding of the concept of creating a community of learners.___ (Park University Literacies: Analytical and Critical Thinking, Ethics and Values, Community and Civic Responsibility)
Few or no examples of teaching practices are provided. ___
Examples are not appropriate._____
Little or no reference to the sources of your thinking.____
Ideas not clearly expressed. Poorly organized.___
Substantial errors in spelling and grammar.___
Demonstrates a strong understanding of the standard or competency.___
The essays make good connections between standard/competency and artifacts from professional coursework.___
Demonstrates beginning understanding of the standard or competency.___
Beginning connections are made between the standard/competency and artifacts from professional coursework.___
Does not demonstrate beginning understanding of each standard or competency missing.___
Little or no connections made between standard/competency and artifacts from professional coursework.___