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
FA 2010 HO
Assistant Professor and School for Chair 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
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August 18-December 8
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Admission to the School for Education
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Additional Resources: 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 email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
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
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 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
a. 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.
b. 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.
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 and Philosophy Letter (NAEYC 1c, 4a, 4b, 5d)
Total Points 180
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. Philosophy Statement. (NAEYC Standards 1c, 4a, 4b, 5d) -FINAL
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-Midterm
In preparation for your culminating portfolio, write the first draft of the essay addressing the professional standards relevant to your degree program.
5. Participation in class dialogue. Total Points 160
Evidence of reading assignments through application of ideas in class dialogue.
Extra Credit Options:
Receive 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.
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. It is the teacher candidate’s responsibility to contact the professor prior to due date if he/she does not understand the criteria for the assignments as explained.
Classroom Rules of Conduct: Reading/Class Participation
Candidates are required to read the textbook chapters and special readings in order to participate in class dialogue. On-line discussion board 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. When engaging in on-line discussion board, you must enter responses on-time. Critical thinking is required.
Scoring guides that include format for written assignments are provided for the course. Candidates should attend the writing center to ensure that papers do not bear any technical writing and typological errors. 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 candidates 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 two weeks 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.
DUE THIS WEEK (on the Sunday ending the week)
Readings for this week
Patience or understanding AND Misbehavior or mistaken behavior.
• Community building discussion board
• Discussion Board
• Gartrell, Chapters 1 & 2 and Kaiser & Rasminsky Chapter 1
Preventing Challenging Behavior with the Environment.
Environment Observation Project
• Kaiser and Rasminsky Chapter 7
• Open Window Slides
August 30/September 1
Relationship, Relationship, Relationship
• Kaiser and Rasminsky Chapters 3 and 5
Behavior and the Brain
• Project 1: Classroom Observation
• Kaiser & Rasminsky 4
Beyond Discipline to Guidance: Guidance and Punishment
Using Guidance to build an encouraging classroom: Beyond time-out
• Kaiser & Rasminsky Chapter 9 and Gartrell Chapters 3 and 5
Using Guidance to Maintain an Encouraging Classroom: Four Intervention Alternatives
• Gartrell Chapter 6
Preventing Challenging Behavior with the Right Social Context
• Kaiser & Rasminsky Chapter 8
The WEVAS Strategy
• Kaiser and Rasminsky Chapter 10
Positive Behavior Support and Functional Assessment
• Kaiser and Rasminsky Chapter 11
DUE THIS WEEK
Readings for this Week
Sustaining the Encouraging Classroom: Class Meetings
• Gartrell Chapter 7
The Inclusive Classroom
• Kaiser & Rasminsky Chapter 12
Understanding the Child’s Family and Culture and working with families and Experts: Partnerships
Teacher Interview Guide and Reflection
• Kaiser & Rasminsky Chapters 6 & 13 and Gartrell Chapter 4
Societal Violence and Bullying
Societal Violence and Guidance: Risk Factors
Family Interview Guide and Reflection
• Kaiser and Rasminsky Chapter& 14 and Gartrell Chapter 9
Draft of Classroom Management Plan
• Student submissions of final project
WAM! BAM! POW! Superheroes!
Working with Boys: Boys and Girls Learn Differently
Classroom Management Plan-FINAL
• Gartrell Chapters 8 & 10, Boys and Girls readings AND Super Heroes readings
One to two page philosophy-FINAL
• Kamii and Devries summary
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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92
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. from Park University 2010-2011 Undergraduate Catalog Page 92-93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2010-2011 Undergraduate Catalog Page 95-96Participation points are earned according to scoring guide. Logging into course does not constitute participation points.
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:8/15/2010 10:02:09 PM