School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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
EDC 355 Social&Emotional Learning inEarly Childhood
S1T 2009 DL
Assistant Professor and Program Coordinator of Early Childhood Education
Interdisciplinary Ph.D. Early Childhood Education and SociologyM.A. Human Development and Family Studies: Emphasis Early Childhood Education, Higher Education, and AdministrationB.S. Human Development and Family Studies; Emphasis: Children in Group Settings
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
816-590-8282 (mobile or text)-Best means! 913-432-7803 (home)
January 12, 2009- March 2008
On-line, please check schedule for multiple discussion board assignments.
Admittance to School for Education. EDC 220, EDC222. Must co-enroll in EDC 360b or EDC 361b or permission from instructor
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)
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
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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
Link to Class RubricClass 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.
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.
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:
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.
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.
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.
Readings for Week 1: Gartrell, Chapters 1 and 2 Kaiser & Rasminsky, Chapter 1
Enter introduction to yourself under introductions page by 11 p.m.
Gartrell, Chapter 1, Patience or Understanding posting due by 11 p.m.
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.
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.
Kaiser & Rasminsky Chapter 4, Behavior and the Brain posting AND responses to 2 classmates’ postings of Relationships due by 11 p.m.
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.
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.
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.
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.
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
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.
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.
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.
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.
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.
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.
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.
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
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.
Boys and Girls Learn Differently Power Point and posting AND Responses to 2 classmates’ postings of The Inclusive Classroom due by 11 p.m.
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
Read faculty and peer responses from the 2 postings last week AND Kaiser and Rasminsky Chapter 7 Protective Factors posting by 11 p.m.
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.
Wam, Bam, Pow: Superheroes Power Point and discussion board AND Responses to 2 classmates’ postings of Protective Factors posting by 11 p.m.
Readings for Week 8: Group Games Criteria
Assignment DUE for Week 8: Assignment 4: Portfolio Essays DUE Wednesday AND Final Exam DUE Friday
Read faculty and peer responses from the 3 postings last week AND DeVries and Kamii. Group Games Criteria and posting by 11 p.m.
Responses to 2 classmates’ postings of Group Games AND Assignment 4: Portfolio Essays DUE by 11 p.m.
Read faculty and peer responses from the posting this week Final Exam DUE
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.
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 .
Last Updated:1/13/2009 1:45:30 PM