Syllabus Entrance
Printer Friendly
Email Syllabus
Education Major Version

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

SP 2008 HO

Faculty

Wolf, Amy

Title

Assistant Professor and Program Chair 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, Higer Education, and Administration
B.S. Human Development and Family Studies; Emphasis: Children in Group Settings

Office Location

Copley 320

Office Hours

Tuesdays and Thursdays 1-3:30

Daytime Phone

816-584-6303

Other Phone

816-590-8282 (mobile)

E-Mail

amy.wolf@park.edu

Semester Dates

January 14, 2008 - May 6, 2008

Class Days

--T-R--

Class Time

3:50 - 5:05 PM

Prerequisites

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

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)

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Recommended:
Lawerence-Lightfoot, S. (2003). Essential conversation: What parents and teachers can learn from each other. New York: Random House

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 for Education.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: in-class dialogue, demonstration, discussion board, observation, library/internet research, collaborative group projects and oral presentations.  

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
        1. Complete the observation guide. Record effective strategies and ideas gained from the observations. 
        2. 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.
        3. Reflection. Concluding 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.
      2. Interviews (NAEYC Standards 1c, 4a, 4b) Total Points: 60
        1. Conduct an interview with your mentor teacher. Consider the following are 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. Submit interview guide and answers.
        2. Conduct an interview with a family of a child enrolled in your practicum classroom. Consider the following questions to ask the family: 1) What does your center/teacher do to make you and your child feel welcome and comfortable? 2) How does your center keep you informed of happenings in the center and the classroom? 3) How does the teacher support your child rearing beliefs and wishes? 4) What kind of information, activities, and communication would like for the teacher/center to share with you? These questions will be further refined in class and personalized. Submit interview guide and answers.
        3. 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 and Philosophy Letter (NAEYC 1c, 4a, 4b, 5d) Total Points 180            
        • 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. Sythesize 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
        • Philosophy Statement. (NAEYC Standards 1c, 4a, 4b, 5d) Total Points 30                                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, observations, events, knowledge, and values that influence your thinking. 
      4. Portfolio Essay. (NAEYC Standards 1c, 4a, 4b) Total Points 30                                                       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.
      5. Participation in class dialogue. Total Points 130  Evidence of reading assignments through application of ideas in class dialogue.

Extra Credit Options:

Recieve 5 extra credit points by attending a professional meeting (Reggio Collaborative, MNEA, etc.). Submit notes for points.

 

Receive 10 extra credit points for missing 0 classes.

 

    Grading:

    A project packet  including scoring guides will be distributed at the beginning of the semester.
     
     
    A=423-470 * An a is exceptional work that demonstrates strong understandings and critical thinking.

    B= 376-422

    C=329-375
    D=282-328
    F

    Late Submission of Course Materials:

    Teacher 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. Teacher candidates may submit papers on time even if absent (via digital drop box, placing in professor’s mailbox, or sending with a friend).   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/Class Participation
     
    Teacher candidates are required to read the textbook chapters in order to participate in class discussions and small group activities.  Small group work includes dialogue and problem solving throughout the semester. Individual teacher candidates will receive partial 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.Teacher candidates should attend the writing center to ensure that papers do not bear any technical writing and typological errors. Teacher candidates must cite references using APA style within the contents of the paper. Teacher 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 students 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.  Teacher 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 two weeks after they have been returned to students.
     
    Mobile Phones and Messaging:

    Participation in class is essential for everyone's learning. If teacher candidates must have a mobile phone for emergencies, they are required to turn to vibrate. Otherwise, all phones are to be turned off during class time. Text messaging is not permitting during class time.
     
    Visiting Programs

    When visiting early childhood programs for observations it is essential that teacher candidates always remember that they are representatives of Park University. Professional dress and behaviors are required during all observations.

    Course Topic/Dates/Assignments:

    January 2008
     
    Sun
    Mon
    Tue
    Wed
    Thu
    Fri
    Sat
     
     
    1
    2
    3
    4
    5
    6
    7
    8
    9
    10
    11
    12
    13
    14
    15
    Opening Dialogue: Overview of Course
    Homework: Read Gartrell Chapter 1
    16
    17
    Patience or Understanding?
    Homework: Read Gartrell Chapter 2 and Kaiser & Rasminsky Chapter 1
    18
    19
    20
    21
    22
    Misbehavior or Mistaken Behavior: What is Challenging Behavior?
    Homework: Kaiser and Rasminsky Chapter 5
    23
    24
    Relationship, Relationship, Relationship
     
    Homework: Read Kaiser & Rasminsky Chapter 3
    DUE: Initial Philosophy statement; what are your current beliefs about guidance? What do you find effective?
    25
    26
    27
    28
    29
    Protective Factors
     
    Homework: Read Kaiser & Rasminsky 4
    30
    31
    Behavior and the Brain
    Homework: Read Kaiser & Rasminsky Chapter 9 and Gartrell Chapter 3
     
     
     
     
     
     
     
     
     

    February 2008
     
    Sun
    Mon
    Tue
    Wed
    Thu
    Fri
    Sat
     
     
     
     
     
    1
    2
    3
    4
    5
    Beyond Discipline to Guidance: Guidance and Punishment
     
    Homework: Read Gartrell Chapter 5
    6
    7
    Using Guidance to build an encouraging classroom: Beyond time-out
     
    Homework: Read Kaiser & Rasminsky Chapter 7
    8
    9
    10
    11
    12
    Preventing Challenging Behavior with the right physical Space and Program
     
    Homework: Read Gartrell Chapter 6
    13
    14
    Using Guidance to Maintain an Encouraging Classroom: Four Intervention Alternatives
     
    Homework: Read Kaiser & Rasminsky Chapter 8
     
    15
    16
    17
    18
    19
    Preventing Challenging Behavior with the Right Social Context
     
    Homework: Read Kaiser and Rasminsky Chapter 10
    20
    Begin observation in practicum
    21
    The WEVAS Strategy
     
    Homework: Read Kaiser and Rasminsky Chapter 11
    22
    23
    24
    25
    26
    Positive Behavior Support and Functional Assessment
    Homework: Read Gartrell Chapter 7
    27
    28
    Sustaining the Encouraging Classroom: Class Meetings
     
    Homework: Read Kaiser & Rasminsky Chapter 12
    29
     
     
     
     
     
     
     
     

    March 2008
     
    Sun
    Mon
    Tue
    Wed
    Thu
    Fri
    Sat
     
     
     
     
     
     
    1
    2
    3
    4
    The Inclusive Classroom
     
    Homework: Read Superheroes Handout
    Finish Project 1.
    5
    6
    WAM! BAM! POW! Superheroes!
    Homework: Read Gartrell Chapters 8 & 10
    DUE: Classroom Observation (Project 1)
    7
    8
    9
    10
    11
    Spring Break!! Enjoy!!
    12
    13
    Spring Break!! Enjoy!!
    14
    15
    16
    17
    18
    Working with Boys: Boys and Girls Learn Differently
    Read: Kaiser and Rasminsky Chapter 14 and Gartrell Chapter 9
    19
    20
    Societal Violence and Bullying
     
    Homework: Read Kaiser & Rasminsky Chapter 2
    21
    22
    23
    24
    25
    Societal Violence and Guidance: Risk Factors
    26
    27
    Visit The Children’s Place
    28
    29
    30
    31
     
     
     
     
     

    April 2008
     
    Sun
    Mon
    Tue
    Wed
    Thu
    Fri
    Sat
     
     
    1
    Open Dialogue
     
    2
    3
    Work Day: Use class time to interview Teacher or Write-up interview
    Homework: Read Kaiser & Rasminsky Chapters 6 & 13 and Gartrell Chapter 4
     
    4
    5
    6
    7
    8
    Understanding the Child’s Family and Culture and working with families and Experts: Partnerships
     
    DUE: Teacher Interview
    9
    10
    Understanding the Child’s Family and Culture and working with families and Experts: Partnerships(continued)
     
     
    11
    12
    13
    14
    15
    The role of the Family Advocate in building relationships: Tiffany Smith, Northland Head Start
    DUE: Family Interview Guide
    DUE: NAEYC Standards
    16
    17
    Work Day: Use class time to Interview Family.
    18
    19
    20
    21
    22
    E-class: Don not report to classroom. Post findings from observation and interviews. Comment on at least two other classmates (make sure they are not in the same practicum classroom as you).
    Homework: Read Play a game with rules with child/children. Use Kamii and DeVries article to evaluate
    DUE Electronically: Family Interview
    23
    24
    E-Class: Group Games: Do not report to classroom. Use time to respond to discussion threads.
    25
    26
    27
    28
    29
    Work Day: Work to complete Management Plan
    DUE: Reflections portion of interviews (re-submit the graded interviews with reflection piece)
    30
     
     
     
     
     
     
     
     
     
     

    May 2008
     

    Sun

    Mon

    Tue

    Wed

    Thu

    Fri

    Sat

     

     

     

     

    1

    Work Day: Work to complete Management Plan

     

    DUE by end of class time: Classroom Management Plan

    2

    3

    4

    5

    6

    Present Plan and Letter: Final 3:15-5:15

    7

    8

    9

    10

    11

    12

    13

    14

    15

    16

    17

    18

    19

    20

    21

    22

    23

    24

    25

    26

    27

    28

    29

    30

    31

     

     

     

     

     

     

     

     

    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 2007-2008 Undergraduate Catalog Page 85-86

    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 2007-2008 Undergraduate Catalog Page 85

    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.
    3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
    4. 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".
    5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
    6. 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.
    7. 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 2007-2008 Undergraduate Catalog Page 87-88
    Teacher Candidates are afforded two absences without deduction of participation points. It is the teacher candidate's responsibility to inform the professor prior to class absence. It is also the teacher candidate's responsibility to obtain notes and additional information from a friend enrolled in the class.

    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.

     

    Copyright:

    This material is protected by copyright and can not be reused without author permission.

    Last Updated:1/9/2008 5:14:30 PM