EDC355A Social and Emotional Learning in Early Childhood-Part 1

for F1T 2012

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Park University School for Education  Conceptual Framework


EDC 355 Social and Emotional Learningin Early Childhood-Part 1


F1T 2012 DL


Wolf, Amy


Associate Professor and Chair of Leadership and Early Childhood Education


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

Tuesday and Thursday 10:30 a.m.-12:30 p.m. or by appointment. We will plan a monthly full-class meeting after the semester begins.

Daytime Phone

816-590-8282 (mobile)



Semester Dates

August 20-October 14, 2012

Class Days

Please see calendar and check into the online classroom daily for updates.

Class Time



Admission to the School for Education. Concurrent Enrollment in: EDC 354a: Observation, Assessment and Screening in ECE: Part 1; EDC 363a: Integrating Curriculum-Pre-K: Part 1; EDC 373/383

Credit Hours


Copple, C. and Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs, 3rd edition. Washington, DC: National Association for the Education of Young Children. (ISBN: 978-1-928896-64-7).

Gartrell, D. (2011). A Guidance Approach for the Encouraging Classroom, 5th Edition. Belmont, CA: Wadsworth.(ISBN-13 978-1-4283-6096-9)

Kaiser, B. and Rasminsky, J. (2012). Challenging Behavior in Young Children: Understanding, Preventing, and Responding Effectively. Boston: Pearson. (ISBN-13: 978-0-13-215912-8)

Other readings will be available in the course shell.
Please Note: All Park University School for Education candidates seeking a degree in Education (certification and non-certification tracks), must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions: 

1.      Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation. 

 Contract Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year



 2 years



 3 years



 4 years



 5 years



6 years



2.      Send an email to Carol Williams (carol.williams@park.edu) with the following information:

a.      Your Name

b.      The Contract Period you wish to purchase

c.      Your student identification number

d.  Note: Students on a non-certification early childhood track, Teaching Young Children or Early Childhood and Leadership, need to request purchase of the NAEYC portfolio).

3.      Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.

4.      Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step.

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:
EDC355A: Social and Emotional Learning in Early Childhood-Part 1: This course will examine the theories that support the problem solving approach to guiding young childrens behavior in the early childhood classroom and/ setting. The adult role in developing relationships of mutal trust and respect and helping young children see themselves as a member of a learning cimmunity will be emphasized. Developmentally appropriate strategies, including preventive strategies, will be explored. Prerequisite: Admission to the School for Education. Concurrent Enrollment in: EDC354A, EDC363A, EDC373 or EDC383 or permission of Coordinator or Chair. 2:0:2  Students must enroll and successfully complete part 2 within th enexter term or repeat EDC 354a.

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: dialogue, demonstration, observation and reflection, research, collaborative group projects and presentations.  

  Instructor Learning Outcomes

  1. 1. Apply knowledge of child growth, development and learning to teaching (MoSPE 2.1;  NAEYC 1c)
  2. 2. Recognize the necessity of managing time, space, transitions, and activities (MoSPE 5.2)
  3. 3. Identifies the influences of classroom, school and community culture on student relationships and the impact on the classroom environment and learning. (MoSPE 5.3; NAEYC 1b, 2a)
  4. 4. Appraise strategies to facilitate children's skills in communication and interpersonal relationships, including problem solving and negotiation. (MoSPE 4.1; NAEYC 4a)
  5. 5. Examine strategies for building a sense of community and friendship inclusive of all children. (MoSPE 6.2; NAEYC 4a, 4b)
  6. 6. Evaluate classroom management, motivation and engagement strategies for responding effectively to children with challenging behaviors.  (MoSPE 5.1; NAEYC 4b)
  7. 7. Analyze the role of culture in creating relationships. (MoSPE 1.5, 6.2; NAEYC 1b, 2a, 4a)
  8. 8. Explain and analyze strategies for collaborating with families to support parents in guiding the behavior of their child. (MoSPE 9.3; NAEYC 2b, 2c, 4a)
  9. 9. Formulate an appropriate philosophy of early childhood education as a basis for making professional decisions.  (MoSPE 1.8.3; NAEYC 6b, 6d)
Class Assessment:


The Core Assessment in this course takes place in Part B.

Class Assessment:

Participation in class weekly discussion board. Evidence of reading assignments is evident through the application of ideas and reflection in discussion boards. 90 Total Points (10 points for each discussion board and 5 points each for community building)

Project 1: Analysis of the Environment. Candidates will collect data from a time sampling. Furthermore, candidates will keep anecdotal notes using an observation guide. Finally, candidates will write a reflective paper based upon the observations and connect to readings. 75 points.

Project 2: Teacher and Family interviews and reflections. Candidates will interview their mentor teacher and the families regarding their perspectives and ideas regarding guidance and supporting the social and emotional development of children. A reflective piece will compare and contrast the teacher and family interview. Additionally, candidates will compare responses to the observational data collected in Project 1 and to readings. 60 points

PROCTORED FINAL: Philosophy Statement (Management/Guidance Plan letter) Total Points 30 Candidates will synthesize learnings for the first portion of this course by writing a two letter to a future employer. Candidates will explain their philosophy of guidance. Candidates will include reference to the theories, writers, observations, events, knowledge, and values that influence thinking. Candidates will keep this statement  for the second portion of the course and adding to it to create a classroom management plan.Dispositions Teacher candidate dispositions are continually measured in education courses. Please make sure to review the criteria.


90-100% A
80-89% B
70-79% C
60-69% D
0-59% F

Late Submission of Course Materials:
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 Teacher candidates are required to read the textbook chapters in order to participate in class discussion boards. Small group work includes dialogue and problem solving throughout the semester. Individual teacher candidates can receive partial points for class participation and discussion boards. 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 one week after they have been returned to students.

Visiting Programs When visiting programs or schools 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. Candidates must review the protocols and practicum manual for visiting programs, sign and return to professor prior to observing.

Course Topic/Dates/Assignments:




Readings for this week

Week 1

Community Building

Introducing Guidance

    Gartrell Chapter 1 and Kaiser & Rasminsky Chapter 9

Week 2

Community Building


The Influential Environment.


Introduction: Project 1: Environment Observation Project

    Gartrell Chapter 5, 6, 7 and Kaiser and Rasminsky Chapter 8

    Open Window Slides

Week 3

Challenging Behaviors and Development

·   Kaiser and Rasminsky Chapters 1 & 4

Week 4

The Ideal Environment (simulation)


Overview: Teacher Interview

    Gartrell Chapter 5, 6, 7 and Kaiser and Rasminsky Chapter 8

    Open Window Slides

Week 5

Families, Relationships and Contextual Factors


Overview: Family Interview

·      Project 1: Environment Observation Project Observation Guide and Reflection

    Kaiser & Rasminsky Chapter 5, 6, and 12.

Week 6

Risk Factors

    Kaiser and Rasminsky Chapters 2 and 3; Gartrell Chapter 2

Week 7

Preventing Challenging Behavior with the Right Social Context

Project 2: Teacher and Family Interview with Reflection Due

·   Kaiser and Rasminsky Chapter 7; Gartrell Chapters 7 and 8

Week 8

The Inclusive Classroom

·   Kaiser and Rasminsky Chapter 11

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 2011-2012 Undergraduate Catalog Page 95-96

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 2011-2012 Undergraduate Catalog Page 95

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: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 98

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 .


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Last Updated:8/6/2012 2:35:26 PM