EDC 355 Social and Emotional Learning in Early Childhood
FA 2006 HO
Ebright, LaDonna E.
Masters+Certifications: Elementary Education K-8, Special Education certification for Learning Disabilities, Mental Retardation and Behavior DisorderedSchool Psychological Examiner and School Psychologist
(816) 210-4958 cell or (816) 891-8513 home
August 21 - December 8, 2006
3:15 - 4:30 PM
Admission to the School for Education (or permission of the instructor for students with ED322A on their audit)
Ayers, W. (2001). To teach: The journey of a teacher. NY: Teachers College Press (ISBN 08077-3985-5)
Kaiser, B & Rasminsky, JS. (2007). Challenging Behavior in Young Children, Understanding, Preventing, and Responding Effectively 2nd ed. Boston, MA: Pearson. (ISBN 0-205-49333-5)
Marion, M. (2007). Guidance of Young Children 7th ed. Upper Saddle River, NJ. Pearson (ISBN 0-13-154530-2)
Paley, V. (2000). White Teacher. Cambridge, MA. Harvard University Press. (ISBN 0-674-00273)
Selected journal articles and other texts will be available from the instructor
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy: Becoming a teacher is a comples 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: Core Learning Outcomes
Link to Class RubricClass Assessment:
1. Advocacy in Action. After reading the selections assigned for the week, identify two ideas that you will want to share with your teaching partner or colleague in your building. Describe the idea and include 4-6 points that you will make as you share your learnings with your colleague (NAEYC Standardes 1c, 4a, 4b) (Park University Literacies: Analytical and Critical Thinking, Ethics and Values, Community and Civic Responsibility)
2. Observations: Arrange to observe in a preschool and K-3 setting (Child and Family Studies majors will observe in a toddler and preschool setting) for a minimum of two hours in each setting. Your assignment will have three components:
a. Observation notes,
b. Analysis of observation notes. Describe and discuss how the teachers use 1) the physical environment (including the schedule), 2) active listening, 3) meaningful involvement of the child or children in problem-slving and decision-making, 4) effective setting of limits and 5) use of affirmations support the social and emotional learning of the child. Be specific and provide descriptive examples from your observatons notes.
c. Reflection. At the conclusion of your analysis, 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)
3. Interviews. The interviews are designed to help you better understand the classroom teacher's role in collaborating with families to support parents in guiding the behavior of their child and to respond effectively to children with challenging behavior (NAEYC Standards 1c, 4a, 4b)
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 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 in the classroom? 3) How does the teacher support your child rearing beliefs and wishes? 4) what kind of information, activities, and communication would you like for the teacher/center to share with you? These questions will be furhter 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)
4. Philosophy Statement. Synthesize your learnings for the semester by writing a letter to your principal explaining your rationale for creating a community of learners. Be sure to include reference to the theories, writers, observatons, events, knowledge and values that influence yur thinking. (NAEYC Standards 1c, 4a, 4b, 5d) (Park University Literacies: Analytical and Critical Thinking, Ethics and Values, Community and Civic Responsibility)
5. Portfolio Essay. In preparation for your culminating portfolio, write the first draft of the essay addressing the professional standards relevant to your degree program. Guidelines will be developed in class. (NAEYC Standards 1c, 4a, 4b) (Park University Literacies: Analytical and Critical Thinking, Ethics and Values, Community and Civic responsibilities.
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) Advocy in Action (10 points each week; 100 total points). 2) Observation (75 points each; total 150 points). 3) Interviews (60 points). 4) Philosophy Letter, 30 points. 5) Portfolio Essay 30 points.
A = 350-370 points. Exceptional work that demonstrates strong understandings and critical thinking
B = 349-320 points
C = 319-300 points
Late Submission of Course Materials: Assignments must be submitted on the date requested to receive full credit.
Classroom Rules of Conduct:
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 asignments before the class for which they are assigned
Complete all assignments on the date indicated in the syllabus
Comuters 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.
Week 1: August 21 & 25: The Challenge of Teaching: Developing a Vision. Readings: Marion: Guidance of Young Children, Chapter 12; Ayers: To Teach, Chapters 1 & 2, Kaiser & Rasminsky: Challenging Behavior in Young Children Chapters 1 & 2 Advocacy in Action Due August 25
Week 2: August 28 & September 1: Creating an Environment for Learning. Readings: Ayers: To Teach, Chapters 3 & 4. Kaiser & Rasminsky: Challenging Behavior, Chapters 7 & 8. Advocacy in Action Due September 1
Week 3: September 4 (No classes) September 8: The Curriculum. Readings: Ayers: To Teach Chapters 5 through 7; Article: "Building a Learning Community" will be provided in class. Advocacy In Action due September 8
Week 4: September 11 and 15th: Foundations of a Guidance Approach. Readings: Marion: Guidance of Young Children Chapters 1 through 3; Kaiser & Rasminsky: Challenging Behavior, Chapter 5. Advocacy in Action due September 15
Week 5: September 18 & 22: Foundations of a Guidance Approach: Readings: Marion: Guidance of Young Children Chapter 4, 5 & 13. Advocacy in Action Due September 22
Week 6: September 25 & 29: Organizing and Managing the Environment. Readings: Will be provided prior to class. Advocacy in Action Due September 29.
Week 7: October 2 & 6: Communicating with the Group and with Individuals. Readings: Kaiser & Rasminsky: Challenging Behavior, Chapter 13, Selected readings will be provided prior to class. Advocacy in Action Due October 6
Week 8: October 9 & 13 Problem Solving: Readings: Marion: Guidance of Young Children, Chapter 10, Kaiser & Rasminsky: Challenging Behavior, Chapter 9. Advocacy in Action Due October 13
Fall Break- no classes
Week 9: October 23 & 27: Interventions: Readings: Marion: Guidance of Young Children, Chapters 6, 7 & 11; Kaiser & Rasminsky: Challenging Behavior, Chapter 10 Advocacy in Action Due October 27.
Week 10: October 30 and November 3: Interventions: Readings: Marion: Guidance of Young Children, Chapter 8 & 9; Kaiser & Rasminsky: Challenging Behavior, Chapter 11. Advocacy in Action Due October 30 and Observations Due November 3
Week 11: November 6 (no class) November 10: Working with Families: Readings: Kaiser & Rasminsky: Challenging Behavior, Chapter 13
Week 12: November 15 & November 17: Liberation Teaching: Readings: Kaiser & Rasminsky: Challenging Behavior, Chapters 12 and 14 Advocacy in Action Due November 15 and Interviews Due November 17.
Week 13: November 20 and No Class on November 24: Understanding Culture/Examining Bias: Readings: Paley: White Teacher, pp1-53, Kaiser & Rasminsky: Challenging Behavior, Chapter 6.
Week 14: Nobember 27 & December 1: Understanding Culture/Examining Bias: Readings: Paley: White Teacher pp. 54-136. Philisophy Letter Due December 1
Week 15: December 4 & 8: Portfolio Essay Due for Peer Review December 4 and final evaluation December 8.
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 2006-2007 Undergraduate Catalog Page 87-89
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 2006-2007 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2006-2007 Undergraduate Catalog Page 89-90
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. 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 .
Last Updated:8/13/2006 6:52:14 PM