CCV Section Grid - Detail
Vermont State Colleges

Web Schedules

Fall 2018
Spring 2019
Summer 2019

Accelerated Courses

Fall 2018
Spring 2019
Summer 2019

Course Planning by Program


Web Schedule Fall 2018

Revision Date: 01-Nov-18

COM-1015-VA01Y - Communication in the Early Childhood Education & Afterschool Workplace

Synonym: 179308
Location: St. Albans
Credits: 3 (45 hours) 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: Friday, 05:00P - 09:00P
Semester Dates: 11-02-2018 to 12-02-2018
Last day to drop without a grade: 11-08-2018 - Refund Policy
Last day to withdraw (W grade): 11-20-2018 - Refund Policy
Faculty: Sue 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.

Browse the Moodle Site for this class.

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:

 Other Information

There are no assignments due the first night of class.

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.

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

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



  • small and large group discussion
  • scenario-based role-playing and observation
  • peer presentations
  • reflective journals and response papers
  • lecture

Evaluation Criteria:

Criteria for Evaluation:

10% Journals How does your head, heart and gut feel? What emotions come to the surface for you? Are you conflicted in your feelings? Why or why not? Reflect on your feelings, observations and experiences. These are to be thoughtful and draw on your opinions as well as personal and professional experience.

30% Response Papers An opportunity to show you understand what you read, describe your emotional response to an issue or topic, 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 teaching practice.

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


In groups of 3 or 4, students will 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: this is an example of reflective listening.…). Students will have the choice to present the scenario in an ineffective manner and then again using the skills learned in this class. Peer review and instructor evaluate students.

Grading Criteria:

 Letter Grade Criteria:

A =            90 - 100

B =            80 - 89

C =            70 - 79

D =            60 - 69

F =             below 60


Fall 2018 textbook data will be available on June 4. 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: Gretchen Dehart

Notes: Call or text 802-777-8505

Attendance Policy:

 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.


Friday, 11/2, Saturday 11/3, Sunday 11/4



In Class






Getting to know your classmates

Setting Ground Rules

Identify your Learning Style

Confidentiality exercise

Overview of class syllabus, expectations and homework due dates

Introduction to competency-based learning

Journal Writing #1 (in class)

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



In Class






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).

Styles of communication

Assertive vs. aggressive or passive, verbal and non-verbal

Using assertiveness strategies

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”

Journal Writing #2- Pick a workplace/school experience where the communication style (assertive, aggressive, passive) used did not work for you



Scenario work


In Class






Complete Are You A Good Listener self-assessment

Everyday biases we are exposed to in our workplaces and communities

The role of Praise

Scenario work

The “Talking Environment”




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

Discussion about Finals

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

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

Journal Writing #3 (in class) relate the readings to your workplace/environment



Take note of types of communication you participate in/observe. Do not use names, though be specific with other details.

What did you hear? What did you see? Where was it taking place? Who else was there? How was it resolved?

Post to Moodle by 9pm on Wed., 11/7


Response paper (#1) on  Ch. 1, 2, 3 of Opening Minds

Submit electronically by 9pm Sat., 11/10

Post a sample (or describe it) of written communication that is used in your program with children, co-workers, parents, community

Post to Moodle by 9pm on Wed.,11/14

Response paper (#2) on  Ch. 4, 5, 6 of Opening Minds

Submit electronically by 9pm Sat., 11/17

Ask your supervisor or a colleague to assess you with the Are You A Good Listener questionnaire

Post to Moodle the # of assessments that the 2 of you agreed upon (example 3 of 20 or 16 of 20) and describe 1 thing that surprised you. Post by 9pm Tues., 11/20

Response paper (#3) on  Ch. 7, 8, 9 of Opening Minds

Submit electronically by 9pm Sun., 11/25

Visit another child care or school (depending on your OWN work setting/environment)


You can do this ANYTIME before the next class.


Before you visit, post to Moodle your thoughts about what makes a great learning environment for children.




What non-verbal communications did you see?

How did you feel sitting in the parking lot?

Walking up to the front door?

Exploring the playground and/or classroom?

Did you interact with or observe staff and/or parents? What verbal/non-verbal did you experience?

If asked to give clear feedback on your experience, how would you respond?

What did you see that supports your post about great learning environments for children?

Post by 9pm Wed., 11/28

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.

Return to St. Albans Section Grid
Return to Communication in the Early Childhood Education & Afterschool Workplace Page

© Community College of Vermont
For support click on: Vermont State Colleges Help Desk and choose the Student and Visitor Login.
Complete the screen that follows as fully as you can.