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Essential Objectives

Web Schedule Fall 2019

Revision Date: 19-Oct-19

COM-1015-VA01X - Communication in the Early Childhood Education & Afterschool Workplace

Synonym: 187373
Location: St. Albans
Credits: 3 (45 hours)
Accelerated Section: This course has special meeting dates and times. See comments below or consult VSC Web Services - Search for Sections in the VSC portal for specific dates and times. If you have any questions call the site office offering the course.
Day/Times: Monday & Thursday, 05:30P - 09:30P
Semester Dates: 09-30-2019 to 10-31-2019
Last day to drop without a grade: 10-06-2019 - Refund Policy
Last day to withdraw (W grade): 10-18-2019 - Refund Policy
Faculty: Susan Ryan | View Faculty Credentials
This course has started, please contact the offering academic center about registration
This section meets the following General Education Requirement(s):
  1. Many degree programs have specific general education recommendations. In order to avoid taking unnecessary classes, please consult with additional resources like your program evaluation, your academic program page, and your academic advisor.
  2. Courses may only be used to meet one General Education Requirement.

Course Description:

In this course students will develop effective communication and relationship-building skills for early childhood education and afterschool workplace settings. The course focuses on building effective communication skills with parents, colleagues, children, youth, and community partners. Emphasis will be placed on active listening, observation, reporting, and the use of clear language in interpersonal and small group situations.

Essential Objectives:

1. Describe and apply effective and professional communication skills with children and adults, including reflective listening, assertiveness, negotiation, and conflict resolution.
2. Evaluate and practice communication strategies to support respectful, reciprocal relationships with families, colleagues, and community partners, including advocacy and confidentiality.
3. Explore factors that influence communication patterns across diverse communities and families, including the impact of culture, personal and family values, language, race, ethnicity, gender, socioeconomic conditions, stress, religion, age, and abilities on communication.
4. Describe and practice communication strategies to support diverse children and families, including those with diverse abilities and special needs.
5. Examine and practice written and oral communication strategies to engage families and communities in children’s development and learning.
6. Describe common roles for participants in team and small group activities and develop strategies for decision making.
7. Demonstrate effective and professional oral and written communication skills with varied and diverse audiences in the early childhood education workplace.
8. Reflect on one’s own communication style and develop strategies for improved communication skills based on individual professional goals.
9. Prepare a formal presentation that demonstrates proficiency using the CCV Oral Communication Rubric.

Additional Instructor Pre-Assignments/Notes/Comments:


All assignments are due on the date listed. During the semester,one ‘pass’may be requested. This assignment will be accepted one week late with no penalty.

If you are not working in an early childhood or afterschool setting, please let me know and we will discuss alternatives for you to be able to complete the assignments.

If you experience a life crisis that interrupts your plan to be successful in this course, please come forward to discuss your options.


How to Talk So Kids Will Listen and Listen So Kids Will Talk, Faber & Mazlish, I will be using the Scribner Edition, printed in 2012. If you have an older version, the pages may have different numbers though the chapters may have the same titles.


small and large group discussion

scenario-based role-playing and observation

peer presentations

journal writing

response papers


Evaluation Criteria:

10% Journals Pick a recent (this week) communication experience to reflect upon. What communications styles were used (passive, assertive, aggressive, or passive-aggressive) by you and the other party? What emotions surfaced for you during this experience? (How does your head, heart and gut feel?) Was the outcome the one you wanted/needed? If not, what do you wish happened?

30% Response Papers An opportunity to show you understand what you read, describe your emotional response, extend your thinking, give examples or information related to the issue or topic AND describe how you will implement and integrate these ideas in your communication practice.

40% Class Participation, including scenario role playing, observing scenarios, discussion and small group work

20% Final PresentationThis is a chance to demonstrate your learning. All presentations must be between 10-20 minutes, demonstrate competencies AND meet the criteria described in the mandated CCV Oral Presentation Rubric to be eligible for full points.

Option 1: Either solo or in pairs, present integration of the learning, competencies and strategies into your daily interaction with children, families, co-workers and supervisors. How has this integration changed during the semester and what impact have you seen in this application?

Option 2: In small groups, create a scenario that reflects at least two of the objectives. Students will demonstrate the scenario for the class demonstrating proficiency and effectiveness of the communication skills taking place (ex: reflective listening.…). Students will have the choice to present the scenario using ineffective communication styles and strategies and then again using the skills learned in this class.

Peer review and instructor evaluate students.

Grading Criteria:

A = 90 - 100

B = 80 - 89

C = 70 - 79

D = 60 - 69

F = below 60

Grading Criteria

A+ Through C-

Indicates satisfactory completion of course objectives and expectations


Fall 2019 textbook data will be available on May 13. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be for this course only. Please see this page for more information regarding the purchase of textbooks.

The last day to use a Financial Aid advance to purchase textbooks is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.

Contact Faculty:

Email: Susan Ryan
Hiring Coordinator for this course: Dana Lee

Notes: Call or text 802-777-8505

Attendance Policy:

Full attendance and participation in all classes is expected. Notify the instructor (prior to the start of class), if you are going to be absent and be sure to submit any assignments due that day.


In Class

Class 1




Journal Writing

Getting to know your classmates

Setting Ground Rules

Identify your Learning Style

Overview of class syllabus, expectations and homework due dates

Confidentiality exercise

Introduction to competency-based learning

Different types of communication (passive, passive aggressive, assertive, aggressive, verbal, non-verbal)

Using assertiveness strategies

Journal Writing #1 (in class)

What are your feelings about class? What are you most excited to explore? What worries you most?


Due Thursday 10/3

Between now and Thursday, observe different types of communication working together (well or not!) What communication supported the interaction working well or what could have changed for a positive outcome?

Bring at least 2 specific examples to class for discussion (no names of participants, please) This will be turned in.

In Class
Assignments, due Monday 10/7

Class 2



What Learning Styles are evident in your work setting? Which do you respond to best and why?

Reflective Listening Skills-Using these skills as a tool to acknowledge feelings

Acknowledging feelings as a conflict resolution tool with children and co-workers


Professional Communication Skills (e.g., negotiation, relationship building, assertiveness, confidentiality).

Everyday negotiations in our workplaces and communities


Article: “It Lets the Sad Out, Using Children’s Art to Express Emotions” by Barbara Rodriguez

Article: “Talking with Young Children about Their Art”

Article: “Expressing Feelings Through Art”

Chapters 1 &2: How to Talk…

Response Paper #1, based on the readings.

Bring to class 2 examples/thoughts of art used in your workplace.


Try the new strategies from Chapter 1 & 2. What success/challenge did you experience?

In Class

Class 3



Everyday biases we are exposed to in our workplaces and communities

The role of Praise

Scenario work

Complete Are You A Good Listener self-assessment

“More than One Way to Learn,” Sally Bing, First Teacher

Due Thursday 10/3

Between now and Thursday, observe others in your setting who interact with children and take note of your own interactions. Note how feelings are (or not) acknowledged and are questions phrased as open or closed. What values do you see in play? Do they conflict or mesh successfully?

What communication supported the interaction working well or what could have changed for a positive outcome?

Bring at least 2 specific examples to class for discussion (no names of participants, please) This will be turned in.

Ask a co-worker/supervisor or someone with whom you interact with during your daily work to complete Are You A Good Listener with you in mind.

Not to be turned in….light discussion will happen as follow up on Monday 10/14

In Class
Assignments due Monday 10/14

Class 4



The “Talking Environment”




Universal Design concept

What does the CCV campus ‘say’ to students, the community, those with diverse abilities?


Article: “People First Language” by Kathie Snow

Article: “Is it Just Semantics?” Revolutionary Common Sense by Kathie Snow

Article: “Teaching Young Children to Resist Bias: What Parents Can Do” NAEYC

Chapters 3 & 4 How To Talk…

Response Paper #2, based on the readings

In Class
Assignments due Thursday 10/17



Continue Biases

Reflective Journal #3 (in class)-what makes a great learning environment for children?

Groups you belong to, what role (s) do you play?

Final Projects-Questions?

Scenario work

Access your grades to date?

Between now and Thursday, observe different opportunities to support children’s autonomy and/or using intentional alternatives to punishment.

Bring at least 2 specific examples to class for discussion (no names of participants, please) This will be turned in.

Class 6



In Class


Roles in Groups

Who are YOU in a group?


Finals…questions/need time?

Canvas-access to Discussion Board

Back to scenario from Monday….


Chapter 5, 6, 7 How to Talk…

Response Paper 3

Between now and Monday, observe different opportunities….

What roles do you see others taking…what about you? Bring specific examples to class for discussion (no names of participants, please)

In Class

Class 7



Try On Line Class Work

Small Group Participation and Facilitation

The “Talking Environment”

Between now and Thursday, observe different obvious personality traits in co-workers

Bring at least 2 specific examples to
class for discussion (no names of
participants, please) This will be turned in.

In Class

Class 8



Appreciative Inquiry

The Talking Environment

Final Project Paper (due 10/28)

Walk me through the scenario from your

point of view and identify the learning

objectives/competencies you plan to



Share your presentation, identifying the

Learning Objectives you will be

In Class

Class 9



Present Final Projects

Complete 2nd: Are you a Good Listener?

Compare to 1st

Communication Exercise –break into groups

Final Reflection (in class)

Look at your Journal #1

How many of your worries came true?

How many were dis-spelled?

On line

Class 10

On line in lieu of 10/31

Non-violent Communication

Post to Discussion Board 1-your thoughts about the reading


Conduct your own analysis of a recent decision/interaction

Post to Discussion Board 2-what did you learn? Are you at war or peace with the interaction?

What would you change the next time?

Please note: In order to receive accommodations for disabilities in this course, students must make an appointment to see the Americans with Disabilities Coordinator in their site and bring documentation with them.

Academic Honesty: CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.

Course description details subject to change. Please refer to this document frequently.

To check on space availability, choose Search for Classes.

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