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EDC 355 Social and Emotional Learning in Early Childhood
Ebright, Ladonna E.


Mission Statement: 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.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

EDC 355 Social and Emotional Learning in Early Childhood

Semester

FA 2006 HO

Faculty

Ebright, LaDonna E.

Title

Assistant Professor

Degrees/Certificates

Masters+
Certifications: Elementary Education K-8, Special Education certification for Learning Disabilities, Mental Retardation and Behavior Disordered
School Psychological Examiner and School Psychologist

Office Location

Copley 211

Office Hours

By appointment

Daytime Phone

(816) 584-6233

Other Phone

(816) 210-4958 cell or (816) 891-8513 home

E-Mail

LaDonna.Ebright@park.edu

laebright@aol.com

Semester Dates

August 21 - December 8, 2006

Class Days

-M---F-

Class Time

3:15 - 4:30 PM

Prerequisites

Admission to the School for Education (or permission of the instructor for students with ED322A on their audit)

Credit Hours

3


Textbook:

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

 

Additional Resources:

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 helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


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. PREREQUISITE: Admission to the School of Education or the Early Childhood Education and Leadership Program. 3:0:3

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

  1. Apply knowledge of child growth, development and learning to teaching practice. (MoSTEP 1.2.2 EC 2.3 NAEYC 1c)
  2. Examine and evaluate strategies that help children become responsible decision-makers. (MoSTEP  1.2.6 EC 6.9 NAEYC 4a, 4b)
  3. Appraise strategies to facilitate children's skills in communication and interpersonal relationships, including problem solving and negotiation. (MoSTEP  1.2.5, 1.2.6 EC 6.4 NAEYC Standards 4a, 4b)
  4. Examine strategies for building a sense of community and friendship inclusive of all children. (MoSTEP 1.2.6 EC 6.6, 6.7 NAEYC 4a, 4b)
  5. Evaluate strategies for responding effectively to children with challenging behaviors.  (MoSTEP 1.2.6 EC 6.6, 6.7, 6.8 NAEYC 4a)
  6. Analyze the role of culture in creating relationships. (MoSTEP 1.2.3 EC 5.1 NAEYC 1c)
  7. Explain and analyze strategies for collaborating with families to support parents in guiding the behavior of their child.  (MoSTEP 1.2.6, 1.2.10 EC 3.4, 6.7 NAEYC 2c, 4a)
  8. Formulate an appropriate philosophy of early childhood education as a basis for making professions decisions.  (MoSTEP 1.2.9  EC 1.4 NAEYC 5d)


Core Assessment:
Classroom Observations with Analysis and Reflection

Link to Class Rubric

Class 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.

 

Grading:

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.

 

Course Topic/Dates/Assignments:

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.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis                                                                                                                                                                                                                                                   
Outcomes
1,2,3,4,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Analysis provides an in-depth discussion of  the ways 1) the physical environment, 2) active listening, 3) negotiations, 4) effective setting of limits and 5) use of affirmations support the social and emotional learning of the child.  
Many specific examples are explained from the observational notes (at least two for each of the five parts of the question) (NAEYC Standard 4a).  

Readings from multiple sources are used to help analyze your observation (Ayers, Gartrell, Paley, and journal articles). (NAEYC Standard 5d) 
Examples are referenced from the observational notes (at least one for each of the five parts of the question) (NAEYC Standard 4a).  

Reading from one source is used to help analyze your observation. (NAEYC Standard 5d) 
Few if any examples are used from the observational notes (NAEYC Standard 4a).  
Readings are rarely or inappropriately used to  analyze the observation. (NAEYC Standard 5d) 
No evidence. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1,2,3,4,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Responses are well-developed with explanations of three or more relevant examples from your fieldwork.

How are these learnings helping you develop a vision of the teacher you want to be?  (NAEYC Standard 5d)
•How are your learnings helping you envision children as capable and competent? (NAEYC Standard 4a) 
Responses address questions with brief reference to two relevant examples from your fieldwork.
•How are these learnings helping you develop a vision of the teacher you want to be?  (NAEYC Standard 5d)
•How are your learnings helping you envision children as capable and competent? (NAEYC Standard 4a) 
Responses are brief and rely on personal opinion.
•How are these learnings helping you develop a vision of the teacher you want to be?  (NAEYC Standard 5d)
•How are your learnings helping you envision children as capable and competent? (NAEYC Standard 4a) 
No evidence of addressing the required questions. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1,2,3,4,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Response is well-developed with explanations of two or more relevant examples from your readings.
•How are you coming to appreciate the values that underlie teaching decisions? (NAEYC Standard 5d) 
Response addresses question with brief reference to an example from your readings.
•How are you coming to appreciate the values that underlie teaching decisions? (NAEYC Standard 5d) 
Response is brief.  Relies on personal opinion.
How are you coming to appreciate the values that underlie teaching decisions? (NAEYC Standard 5d) 
No evidence. 
Application                                                                                                                                                                                                                                                
Outcomes
1,2,3,4,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Response is well-developed with explanations of three or more relevant examples from your fieldwork or reading.
•Why might these learnings be important for the year children will spend in your company?  (NAEYC Standard 5d) 
Response addresses question. Two relevant examples from your fieldwork or reading are briefly referenced.
•Why might these learnings be important for the year children will spend in your company?  (NAEYC Standard 5d) 
Response is minimal.  Relies on personal opinion.
•Why might these learnings be important for the year children will spend in your company?  (NAEYC Standard 5d) 
No evidence. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Basic concepts of a guidance approach to classroom management are explained and differentiated from other approaches.  (NAEYC 4a) Basic concepts of a guidance approach to classroom management are referenced. (NAEYC 4a) Basic concepts of a guidance approach to classroom management are not referenced. (NAEYC 4a) No evidence. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Careful attention to spelling and grammar.

Well-organized paragraphs help the reader follow your thinking. 
Several minor errors in grammar and spelling (3-5).


 
Substantial errors in grammar and spelling (more than 5).
Construction of paragraphs is confusing.

 
No evidence. 
First Disciplinary Competency                                                                                                                                                                                                                              
Outcomes
Examine and evaluate strategies that help children become responsible decision-makers. (MoSTEP  1.2.6 EC 6.9 NAEYC 4a, 4b)                                                                                                                                                                                                                                                                                                                                                                                           
Assignment explains the value of children as decision-makers, both in the curriculum and in the classroom as a community of learners with at least four relevant examples from your readings or observations.  (NAEYC 4a, 4b) Assignment briefly references the value of children as decision-makers, both in the curriculum and in the classroom as a community of learners with at least three relevant examples from your readings or observations.  (NAEYC 4a, 4b) Assignment provides little if any reference to the value of children as decision-makers, both in the curriculum and in the classroom as a community of learners with few relevant examples from readings or observations (two or less). (NAEYC 4a, 4b) 


No evidence.
 
Second Disciplinary Competency                                                                                                                                                                                                                             
Outcomes
Examine and evaluate strategies to facilitate children's skills in communication and interpersonal relationships, including problem solving and negotiation. (MoSTEP  1.2.5, 1.2.6 EC 6.4 NAEYC Standards 4a, 4b)                                                                                                                                                                                                                                                                                                    
Assignment clearly explains the contributions of a guidance approach to the child's development of these essential skills.  Examples from the field observations are used to provide a strong understanding of the value of each skill for the child as a learner (two or more relevant examples for each of the four skills identified in the competency).  (NAEYC 4a, 4b) Assignment references the contributions of a guidance approach to the child's development of these essential skills.  Several examples from the field observations are provided (at least one  relevant example for each of the four skills). (NAEYC 4a, 4b) Assignment provides little if any reference to the contributions of a guidance approach to the child's development of these four essential skills.  No relevant examples are provided from the field observations are provided. (NAEYC 4a, 4b) 


No evidence.
 

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Last Updated:8/13/2006 6:52:14 PM