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EDC 355 Social&Emotional Learning inEarly Childhood
Wolf, Amy


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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 and Emotional Learningin Early Childhood

Semester

S6T 2013 DL

Faculty

Wolf, Amy

Title

Associate Professor and Chair of Leadership and 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

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)

E-Mail

amy.wolf@park.edu

Semester Dates

January 14, 2013-May 10-2013

Class Days

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

Class Time

TBA

Prerequisites

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

Credit Hours

3


Textbook:
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)
Choose one memoir from the four listed below to read throughout the semester:
Louise, R. (2008). Somebody’s someone. Berkeley, CA: Agate. 978-1-932847-31-2.

Murray, L. (2010) Breaking night: From homeless to Harvard. New York: Hyperion. ISBN 978-0-7868-6891-9

Rivas, V. (2005) A private family matter. New York: Atria Books. ISBN 0-7434-9788-5.

Walls, J. (2009). The glass castle. Scribner: New York. ISBN: 978-1-4391-5696-4

 
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

 $30.00

$30.00

 2 years

 $59.00

$29.50

 3 years

 $87.00

$29.00

 4 years

 $112.00

$28.00

 5 years

$120.00

$24.00

6 years

$125.00

$20.83

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:
EDC355: Social and Emotional Learning in Early Childhood. Through this course, candidates 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 community will be emphasized. Developmentally appropriate strategies, including preventive strategies, will be explored. Candidates will observe and analyze guidance and classroom mangagement practices in early childhood settings. Prerequisite: Admission to the School for Education. Concurrent Enrollment in: EDC354, EDC363, and EDC373 or EDC383 or permission of Coordinator or Chair. 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: dialogue, demonstration, observation and reflection, research, collaborative group projects and 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.


  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)
Core Assessment:
Classroom Observations with Analysis and Reflection

Link to Class Rubric

Class Assessment:

Class Assessment:

Participation in class weekly discussion board. Evidence of reading assignments is evident through the application of ideas, experiences and reflection in discussion boards. Participation requires active dialogue among candidates throughout the week. Candidates are expected to respond critically with one another, monitor postings and return and respond regularly with one another. 200 Total Points (10 points for each weekly discussion board (exception: week 15 peer review is worth 20 points) and 5 points each for both community building exercises.)

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
 
Project 3: Core Assessment: Guidance/Management Plan. Based upon your observations, readings, class dialogue and interviews develop a guidance/management plan. Describe how you will organize the environment to foster positive growth in the early childhood setting. Synthesize projects one and two in order to develop your own ideas in develop your plan. Plan must include references to theories, readings, and class dialogue. 150 points
 
Project 4: Book review and reflection. Candidates will select a book from the provided list; read the book; and write a review with reflection. Reviews and reflections will be posted on discussion board during final for dialogue. 45 points

 PROCTORED FINAL EXAM In preparation for the culminating portfolio,candidates will write the first draft of the essay addressing the professional standards relevant to your degree program. Choose one project completed in EDC 355 to use as a portfolio artifact. Review the MoSPE Quality Indicators (for those seeking Missouri Teacher Certification) OR NAEYC Key Elements (for those seeking ECE-TYC or ECEL degrees). Complete the Portfolio Template as provided. 30 points

Dispositions Teacher candidate dispositions are continually measured in education courses. Please make sure to review the criteria.

Grading:

Under Doc Sharing in the course shell, candidates will locate a project packet that outlines all assignments and includes all scoring guides.
 
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. Candidates are expected to engage in dialogue through the discussion boards versus simple regurgitation of information and/or relying strictly upon personal opinion. Within the course format, candidates are expected to respond critically to question sets and one another. Further, candidates must monitor all postings and return regularly to the discussion boards in order to respond to postings from others. 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:

Week

Topic

DUE THIS WEEK

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

SPRING BREAK
 
 

Week

Topic

DUE THIS WEEK-Sunday midnight

Readings for this week

Week 9

Mistaken Behavior and Guidance

Overview: Project 3-Core Assessment: Guidance/Management Plan

    Gartrell Chapters 3, 4, and 10

Week 10

Functional Assessment and Behavior Support

Overview: Book Review

    Kaiser and Rasminsky Chapter 10

Week 11

Solving Problems in the Encouraging Classroom

·   Gartrell Chapters 9 and 11

·   Review http://www.michaelgurian.com/ to learn more about “boys”

·   Choose one article from Michael Gurian http://www.michaelgurian.com/articles.html

Week 12

Bullying versus Rough and Tumble Play

    Kaiser & Rasminsky Chapter 12

Week 13

Media and Violence

Draft of Project 3-Core Assessment: Guidance/ Management Plan

    NAEYC position Statements

 http://www.naeyc.org/files/naeyc/file/positions/PSMEVI98.PDF

http://www.naeyc.org/files/naeyc/file/positions/PSVIOL98.PDF

    Play Therapy http://www.a4pt.org/ps.playtherapy.cfm?ID=1158

Week 14

Peer Review Project 3-Core Assessment: Guidance/Management Plan

Project 3-Core Assessment: Guidance/ Management Plan

    Peer’s Guidance/Management Plan

Week 15

Group Games

Book Review with reflection

·   http://www.odu.edu/educ/act/journal/vol16no1/zan.pdf

·   http://www.uni.edu/coe/regentsctr/Activity_Sheets/group%20games%20activity%20sheet.pdf

Week 16

Book review

·   Candidates book reviews with reflections

·   NAEYC position statement:

http://www.naeyc.org/files/naeyc/file/positions/PSCHAB98.PDF

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:
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 .



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:12/28/2012 4:01:22 PM