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EDC 355 Social&Emotional Learning inEarly Childhood
Wolf, Amy


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.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



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

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDC 355 Social&Emotional Learning inEarly Childhood

Semester

S1T 2009 DL

Faculty

Wolf, Amy

Title

Assistant Professor and Program Coordinator of Early Childhood Education

Degrees/Certificates

Interdisciplinary Ph.D. Early Childhood Education and Sociology
M.A. Human Development and Family Studies: Emphasis Early Childhood Education, Higher Education, and Administration
B.S. Human Development and Family Studies; Emphasis: Children in Group Settings

Office Location

Copley 320

Office Hours

On-line/Virtual Office Hours CST: Wednesdays 9 p.m.-10 p.m. and Thursdays 11:30-1 p.m., Face to Face office hours: Tuesdays: 11:30-2

Daytime Phone

816-584-6303

Other Phone

816-590-8282 (mobile or text)-Best means!  913-432-7803 (home)

E-Mail

amy.wolf@park.edu

Texting 816-590-8282

Semester Dates

January 12, 2009- March  2008

Class Days

On-line, please check schedule for multiple discussion board assignments.

Prerequisites

Admittance to School for Education. EDC 220, EDC222. Must co-enroll in EDC 360b or EDC 361b or permission from instructor

Credit Hours

3


Textbook:
 

Gartrell, D. (2004). The power of guidance: Teaching social emotional skills in early childhood classrooms.  Clifton Park, NY: Thompson Delmar Learning. (ISBN 1-4018-4856-7)

Kaiser, B., and Rasminsky, J. (2007). Challenging behavior in young children: Understanding, preventing, and responding effectively. Boston: Pearson Allyn and Bacon. (ISBN 0-205-49333-5)
 
 

Required: All students seeking teacher certification and licensure must purchase Foliotek, the School for Education electronic portfolio system. Purchasing information will be distributed within the first two weeks of the semester.

Textbooks can be purchased through the MBS bookstore

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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
EDC355 Social and Emotional Learning in Early Childhood: This course will examine the theories that support the problem solving approach to guiding young childrens 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 Practicum.3:0:3.

Educational Philosophy:
 

The professor draws from Howard Gardner's theory of multiple intelligences, in that it is important to allow for diverse learning styles in all classrooms. Further, she believes in the fact that individuals learn through collaboration and construction of their own knowledge. In other words the professor draws heavily from theorists such as Dewey, Vygotsky, Piaget, Bruner to name a few. The professor provides time to share personal experiences and ideas to understand multiple perspectives. The class is organized in the style of a seminar including techniques such as: demonstration, discussion board, observation, library/internet research.

Learning Outcomes:
  Core Learning Outcomes

  1. Apply knowledge of child growth, development and learning to teaching
  2. Examine and evaluate strategies that help children become responsible decision-makers.
  3. Appraise strategies to facilitate children's skills in communication and interpersonal relationships, including problem solving and negotiation.
  4. Examine strategies for building a sense of community and friendship inclusive of all children.
  5. Evaluate strategies for responding effectively to children with challenging behaviors.
  6. Analyze the role of culture in creating relationships.
  7. Explain and analyze strategies for collaborating with families to support parents in guiding the behavior of their child.
  8. Formulate an appropriate philosophy of early childhood education as a basis for making professions decisions.


Core Assessment:
Classroom Observations with Analysis and Reflection

Link to Class Rubric

Class Assessment:
 

1.            Observations (NAEYC Standards: 1c, 4a, and 4b)  Total Points: 75

a.       Complete the observation guide. Record effective strategies and ideas gained from the observations. 

b.      Analysis of observation notes. Describe and discuss how the teachers use 1) the physical environment (including the routine), 2) active listening, 3) meaningful involvement of the a child or children in problem-solving 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 observations notes.

c.       Reflection. Concluding analysis, reflect on learnings. What are you noticing that seems important for your teaching and/or work with young children?  How are these learnings helping you develop a vision of the educator you want to be?  What readings are helping you understand the issues? Why might your learnings be important for the time 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 decisions relating to your work with young children and families?


2.                        Interviews (NAEYC Standards 1c, 4a, 4b) Total Points: 60

a.       Conduct an interview with your mentor teacher. Consider the following questions: 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 and personalized based upon your observations. Submit interview guide and answers.

b.      Conduct an interview with a family of a child enrolled in your practicum (or observation) classroom. Consider the following questions to ask the family: 1) what does your center/teacher do to make you and your child feel welcomed 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 and personalized. Submit interview guide and answers.

c.       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? 

3.            Classroom Management Plan (NAEYC 1c, 4a, 4b, 5d)

Total Points 150            

a.       Based upon your observations, readings and interviews develop a classroom management plan. Describe how you will organize your classroom to foster positive growth in the classroom. Synthesize projects one and two in order to develop your own ideas in develop your plan. Plan must include references to theories and readings (CORE ASSESSMENT RUBRIC) 150 Points

b.      PROCTORED FINAL EXAM Philosophy Statement. (NAEYC Standards 1c, 4a, 4b, 5d)

Total Points 30                               

 Synthesize your learnings for the semester by writing a one to two page letter to your future employer explaining your philosophy of guidance. Be sure to include reference to the theories, writers, observations, events, knowledge, and values that influence your thinking from project 3a.

4.            Portfolio Essay. In preparation for your culminating portfolio, write the first draft of the essay addressing the professional standards relevant to your degree program [MO-STEP1.2.6 (for those candidates seeking early childhood teaching certification)  NAEYC Standards 1c, 4a, 4b (for those candidates who are in teaching non-certification program) Total Points 30          .


5. Participation in class discussion boards. Total Points 100  

Evidence of reading assignments and conducting interviews through application of ideas in class discussion board and responses to others.

Extra Credit Option:

Receive 5 extra credit points by attending a professional meeting (Reggio Collaborative, NEA, NAEYC, etc.). Scan and submit notes for points.

Grading:
 

A project packet including scoring guides will be distributed at the beginning of the semester.

A=400-445 * An “A” is exceptional work that demonstrates strong understandings and critical thinking.

B= 356-399

C=311-355

D=267-310

F

Late Submission of Course Materials:
 

Candidates must follow the criteria outlined and abide by the due dates for each project. Late submissions are accepted only with prior approval from the professor. Twenty percent of the total points (for the project) may be deducted if the professor accepts the paper as a late submission.   It is the teacher candidate’s responsibility to contact the professor prior to due date if they do not understand the criteria for the assignments as explained. 

Classroom Rules of Conduct:
 

Reading/Course Participation

Candidates are required to read the textbook chapters in order to participate in class discussions.  Small group work includes dialogue and problem solving throughout the semester. Candidates must enter each discussion board in a timely manner as the interaction among peers and faculty is essential to the learning process in this class. If candidates enter too late, then peers will not have the opportunity to engage in dialogue with one another and learning is halted. As a result, individual candidates may receive partial points or not points for class participation and interaction. The class projects are based on contents covered in the text and class dialogue.

 

Writing Assignments 

Scoring guides that include format for written assignments are provided for the course project packet. Teacher candidates should attend the writing center to ensure that papers do not bear any technical writing and typological errors. (http://www.park.edu/support/writing.asp)  Candidates must cite references using APA style within the contents of the paper. Candidates should write papers in order to explain all information (assume that the reader does not understand the information presented). This form of writing will enable the students to explain their ideas and understanding of content to the professor. Furthermore, this form will better enable candidates to explain ideas to family members of children with whom they will work in the future. All written papers should be saved for the purpose of revision.  Candidates are allowed to make one revision for each written project if the grade is less than ninety percent and submitted on time. The due date for the revised papers is one week after they have been returned to students.

Visiting Programs

When visiting early childhood programs for observations, it is essential that candidates always remember that they are representatives of Park University. Professional dress and behaviors are required during all observations. Unprofessional behavior will be evidenced in final grade.

Course Topic/Dates/Assignments:
 

Sun

Mon

Tue

Wed

Thu

Fri

Sat

1

2

3

4

5

6

7

8

9

10

11

Readings for Week 1: Gartrell, Chapters 1 and 2 Kaiser & Rasminsky, Chapter 1

12

13

Enter introduction to yourself under introductions page by 11 p.m.

14

Gartrell, Chapter 1, Patience or Understanding posting due by 11 p.m.

15

Gartrell Chapter 2 and Kaiser & Rasminsky Chapter 1, Misbehavior or Mistaken Behavior posting AND responses to 2 classmates postings of Patience or Understanding by 11 p.m.

16

17

18

Responses to 2 classmates postings of Misbehavior or Mistaken Behavior by 11 p.m.
 
Readings for Week 2: Kaiser and Rasminsky Chapter 4, 5, 7, View Images and Questions on the Open Window Power Point located under Week 2.

19

2

Read faculty and peer responses from the 2 postings last week AND

Kaiser and Rasminsky Chapter 5, Relationships, Relationships, Relationships postings due by 11 p.m.

21

Kaiser & Rasminsky Chapter 4, Behavior and the Brain posting AND responses to 2 classmates’ postings of Relationships due by 11 p.m.

22

Open Window slides (Power Point), and Kaiser & Rasminsky Chapter 7, Preventing Challenging Behavior with the Right Physical Space and Program postings AND responses to 2 classmates’ postings of Behavior and the Brain due by 11 p.m.

23

24

25

Responses to 2 classmates’ postings of Preventing Challenging Behavior with the Right Physical Space and Programming by 11 p.m.

Readings for Week 3 Kaiser & Rasminsky, Chapter 9 Gartrell, Chapters 3 & 5

Assignments for Week 3 Begin Assignment 1: Observations.

26

27

Read faculty and peer responses from the 3 postings last week

AND Kaiser & Rasminsky Chapter 9 and Gartrell Chapter 3, Beyond Guidance to Discipline by 11 p.m.

28

Gartrell Chapter 5, Using Guidance to Build an Encouraging Classroom: Beyond Time-out posting AND responses to 2 classmates’ postings of Beyond Guidance to Discipline by 11 p.m.

29

30

31

2009

January

 


Sun

Mon

Tue

Wed

Thu

Fri

Sat

1

Responses to 2 classmates’ postings of Using Guidance to Build an Encouraging Classroom: Beyond Time-out  by 11 p.m.

Readings for Week 4:Kaiser and Rasminsky, Chapters 8 and 10; Gartrell, Chapter 6

Assignment DUE for Week 4: Assignment 1: Observations

Upcoming Assignment (including description) Assignment 2a: Teacher Interview

2

3

Read faculty and peer responses from the 2 postings last week AND Gartrell, Chapter 6, Using Guidance to Maintain an Encouraging Classroom posting due by 11 p.m. 

4

Kaiser & Rasminsky, Chapter 8, Preventing Challenging Behavior with the Right Social Context posting AND responses to 2 classmates’ postings of Using Guidance to Maintain an Encouraging Classroom posting due by 11 p.m.

5

Kaiser & Rasminsky, Chapter 10, The WEVAS Strategy posting AND responses to 2 classmates’ postings of Preventing Challenging Behavior with the Right Social Context posting due by 11 p.m.

6

7

8

Responses to 2 classmates’ postings of The WEVAS Strategy by 11 p.m.

Readings for Week 5: Kaiser and Rasminsky Chapter 6 and 11; Gartrell, Chapter 4 and 7

Assignment DUE for Week 5 Teacher Interview (this will be reviewed but not scored) you will need to resubmit with revisions when required during week 6).

Upcoming Assignment (including description) Overviews of Assignments 2 b and 2c.

9

10

Read faculty and peer responses from the 3 postings last week AND Kaiser and Rasminsky Chapter 11, Positive Behavior Support and Functional Assessment posting due by 11 p.m.

11

Gartrell Chapter 7, Sustaining Classroom Relationships: Class Meetings posting AND Responses to 2 classmates’ postings of Positive Behavior Support and Functional Assessment by 11 p.m.

12

Kaiser & Rasminsky Chapters 6 & 13 and Gartrell Chapter 4, Understanding Families and Culture AND Responses to 2 classmates’ postings of Sustaining Classroom Relationships: Class Meetings by 11 p.m.

13

14

15

Responses to 2 classmates’ postings of Understanding Families and Culture by 11 p.m.

Readings for Week 6:Kaiser and Rasminsky Chapter 12; View Boys and Girls Learn Differently Power Point located under Week 6.

Assignment DUE for Week 6: Assignment 2 a-c: Interviews and Reflections

Upcoming Assignment (including description): Assignment 3: Classroom Management Plan

16

17

Read faculty and peer responses from the 3 postings last week AND Kaiser & Rasminsky Chapter 12, The Inclusive Classroom posting due by 11 p.m.

18

Boys and Girls Learn Differently Power Point and posting AND Responses to 2 classmates’ postings of The Inclusive Classroom due by 11 p.m.

19

20

21

22

Responses to 2 classmates’ postings of Boys and Girls Learn Differently by 11 p.m.

Readings for Week 7: Kaiser and Rasminsky Chapters, 2, 7, & 14; Gartrell, Chapter 9; View Wam, Bam, Pow: Superheroes Power Point located under Week 7 and The Children’s Place website.

Assignment DUE for Week 4: Assignment 3: Classroom Management Plan

Upcoming Assignment (including description):Assignment 4: Portfolio Essay

23

24

Read faculty and peer responses from the 2 postings last week AND Kaiser and Rasminsky Chapter 7 Protective Factors posting by 11 p.m.

25

Kaiser & Rasminsky Chapters 2 & 14 and Gartrell Chapter 9, Societal Violence posting AND Responses to 2 classmates’ postings of Protective Factors postings by 11 p.m.

26

Wam, Bam, Pow: Superheroes Power Point and discussion board AND Responses to 2 classmates’ postings of Protective Factors posting by 11 p.m.

27

28

2009

February

 


Sun

Mon

Tue

Wed

Thu

Fri

Sat

1
Responses to 2 classmates’ postings of Wam, Bam, Pow: Superheroes

Readings for Week 8: Group Games Criteria

Assignment DUE for Week 8: Assignment 4: Portfolio Essays DUE Wednesday AND Final Exam DUE Friday

2

3

Read faculty and peer responses from the 3 postings last week AND DeVries and Kamii. Group Games Criteria and posting by 11 p.m.

4

Responses to 2 classmates’ postings of  Group Games AND Assignment 4: Portfolio Essays DUE by 11 p.m.

5

6

Read faculty and peer responses from the posting this week Final Exam DUE

7

8

9

10

11

12

13

14

15

16

17

18

19

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21

22

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2009

March

 

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 2008-2009 Undergraduate Catalog Page 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 2008-2009 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 "F".
  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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2008-2009 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:1/13/2009 1:45:30 PM