Course Syllabus

Summer 2026 | COM-1015-VO01 - Communication in the Early Childhood Educatio

Online Class

Online courses take place 100% online via Canvas, without required in-person or Zoom meetings.

Faculty

Kathleen Moore
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Ashraf Alamatouri

General Education Requirements

Communication

Note

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 catalog year page, and your academic advisor.

Courses may only be used to meet one General Education Requirement.

Course Description

In this course students 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 is 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 and trauma, 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.

Required Technology

More information on general computer and internet recommendations is available on the CCV computer recommendations Support page.

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.

Required Textbooks and Resources

This course uses one or more textbooks/books/simulations, along with free Open Educational Resources (OER) and/or library materials.

Summer 2026 textbook/book details will be available on 2025-12-01. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be specific to this class. Please see this page for more information regarding the purchase of textbooks/books.

For Open Educational Resources (OER) and/or library materials details, see the Canvas Site for this class.

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

Artificial Intelligence(AI) Policy Statement

CCV recognizes that artificial intelligence (AI) and generative AI tools are widely available and becoming embedded in many online writing and creative applications.

Integrated: This course's generative AI policy acknowledges the use of AI is an essential skill in today's world. By using genAI for specific purposes, students become equipped with relevant skills and tools necessary to thrive in a technology-driven society. Emphasizing the mastery of generative AI should empower you to harness its potential, enhancing your problem-solving abilities and preparing you for future challenges and opportunities. Be aware, however, that any time generative AI is used at any point in the assignment without attribution it may be considered a violation of CCV's Academic Integrity Policy.

AI Use Policy for This Course

Artificial intelligence tools such as ChatGPT, Microsoft Copilot, and similar platforms can be valuable supports for your learning when used thoughtfully. You are welcome to use AI to help you brainstorm ideas, clarify concepts, generate examples, or revise your writing. However, these tools should support your thinking—not replace it. If you rely on AI to do the intellectual work for you, you are shortchanging your own learning and skill development, which is the primary goal of this course.

All use of AI must be clearly cited. Transparency matters. Any time you use AI to generate ideas, text, or feedback that influences your work, you must acknowledge it.

Examples of Appropriate Citation

Discussion Forum Post:

I used ChatGPT to help me brainstorm examples of nonverbal communication in professional settings (OpenAI, ChatGPT, prompt: “examples of nonverbal communication in the workplace,” May 4, 2026).

Submitted Assignment (end note or footnote):

AI Assistance: I used ChatGPT (OpenAI) to generate initial brainstorming ideas and to review clarity in my draft. Prompt example: “Explain the concept of audience analysis in simple terms.” All final writing and analysis are my own.

Appropriate Uses of AI

• Brainstorming topics or generating starting ideas
• Asking for clarification of course concepts
• Reviewing your writing for grammar or organization
• Generating examples that you then evaluate and refine
• Testing your understanding by comparing your ideas to AI-generated responses

Inappropriate Uses of AI

• Submitting AI-generated work as your own without citation
• Having AI write discussion posts or assignments for you
• Copying and pasting AI responses with little or no revision
• Using AI instead of engaging with assigned readings or course materials
• Relying on AI in place of your own critical thinking and analysis

Consequences for Misuse or Non-Disclosure

If I encounter work that appears to include uncited AI use, I will enter a zero for the discussion or assignment until we have had a chance to discuss the situation. If it is determined that AI has been used inappropriately, the following consequences will apply:

• First misuse: 20% deduction on the assignment or discussion
• Second and subsequent misuses: A zero will be recorded for the assignment or discussion

These policies are intended to encourage honest, transparent use of AI while protecting the integrity of your learning.

Instructor Use of AI

As your instructor, I also use AI tools to support course design and instruction. With over 20 years of teaching experience, I may use AI to help develop and refine assignments, discussion prompts, and grading rubrics. I also use AI to support consistency and fairness in grading. However, all final decisions about course content, expectations, and grades are my own, grounded in my professional judgment and experience.

In short, AI can be a helpful tool—but it is not a substitute for your voice, your ideas, or your learning. Use it responsibly, cite it transparently, and make sure your work reflects your own understanding.

Methods

• Textbook and PowerPoint readings
• Videos
• Online discussion forums
• Assignments such as reflections, research, and presentations.

Evaluation Criteria

Discussion forums: 50%

Assignmnts: 50%

Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

	High	Low
A+	100	98
A	Less than 98	93
A-	Less than 93	90
B+	Less than 90	88
B	Less than 88	83
B-	Less than 83	80
C+	Less than 80	78
C	Less than 78	73
C-	Less than 73	70
D+	Less than 70	68
D	Less than 68	63
D-	Less than 63	60
F	Less than 60
P	100	60
NP	Less than 60	0

Weekly Schedule

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

• In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
• Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
• Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.

Participation Expectations

Your active participation in this course is essential and will be reflected in your grade. Each week, you are expected to contribute to the discussion forums and respond substantively to your peers. “Substantive” means going beyond surface-level comments—your posts should engage with the course material for the current week (and, when relevant, concepts from earlier weeks), apply key ideas, ask thoughtful questions, or extend the conversation in meaningful ways. Consistent, thoughtful participation not only demonstrates your understanding of the material but also helps build a stronger learning community for everyone.

Please note that discussion forum first posts are due on Wednesdays at 10:01 a.m. You are welcome to post before then if that does not meet your schedule needs. Forums close on Saturdays at 11:59 p.m. and do not re-open, even if you were traveling or missed the forum for any other reason.

Missing & Late Work Policy

• Late assignments can be submitted up to one week past the deadline. You will lose 10%.After a week, it will no longer be accepted for credit.
• Late work is not accepted in the discussion forum. Interacting with classmates is an essential part of online discussions and cannot be made up after the fact.
• Extensions will be granted only in extenuating circumstances. If a lengthy medical problem or other emergent personal issue will result in missing weekly discussions and/or assignments, please contact your instructor as soon as possible.
• Students who know that they will not have course access for any given week should make arrangements with their instructor to complete assignments and participation requirements prior to the absence.

Accessibility Services for Students with Disabilities:

1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/student-support/accessibility-services/
2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.

Academic Integrity

Apply Now for this semester.