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2024-25

Essential Objectives

Course Syllabus


Revision Date: 05-Aug-24
 

Fall 2024 | COM-1015-VO04 - Communication in the Early Childhood Education & Afterschool Workplace


Online Class

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

Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 09-03-2024 to 12-16-2024
Last day to drop without a grade: 09-16-2024 - Refund Policy
Last day to withdraw (W grade): 11-04-2024 - Refund Policy
This course has started, please contact the offering academic center about registration

Faculty

Stephannie Peters
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Ashraf Alamatouri

General Education Requirements


This section meets the following CCV General Education Requirement(s) for the current catalog year:
CCV Communication
    Note
  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 catalog year page, and your academic advisor.
  2. 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 IT Support page. https://support.ccv.edu/general/computer-recommendations/

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 is a low cost ($50 or less) textbook or resource class.
This class may require purchase of supplies or materials that are not available through the CCV bookstore. ***

This course uses one or more textbooks/books/simulations.

Fall 2024 textbook details will be available on 2024-05-20. 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.

COM-1015-VO04 Link to Textbooks for this course in eCampus.

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.

Prohibited: The use of generative AI is not allowed in this course, with the exception of spellcheck, grammar check and similar tools. This course rests in the value of students engaging in the learning process without relying on AI-generated content. Students will develop critical thinking and problem-solving skills independently, owning their learning journey from start to finish. If you use these tools, your actions would be considered academically dishonest and a violation of CCV's Academic Integrity Policy.


Methods

B. Methods/Content

  • small and large group discussions
  • scenario-based assignments
  • peer presentations
  • reflection/application papers

C. Completion Requirements

  • completes all reading assignments
  • participates in class discussions and scenario-based experiences
  • completes all written and discussion assignments
  • successfully completes mid-term project
  • successfully completes final assignment

This is a “fully online course” which requires you to log in multiple times each week in order to meet deadlines. Attendance in this course requires timely Discussion board postings and engagement/participation in class activities. To be considered “present” and attending the class you must participate fully in the online discussions. “Fully” means assigned initial posts and responses to peer posts. If you do not participate in a week’s discussion board(s), you will be marked “absent”.


Evaluation Criteria

D. Criteria for Evaluation:

  • 40% Class Engagement – includes all group/class discussion boards
    • The “week” for the class is Tuesday (12:01am) – Monday (11:59pm).
    • Assignments are due by Monday (11:59pm)
    • All initial posts are due Friday (11:59pm) with response posts due Monday (11:59pm).
    • See each discussion board for specific expectations, but typically will require 1 initial post and at least 2 responses to peers. Posts should be significant (several sentences each and where appropriate, include references to relevant materials). Most weeks will be 2 -3 required discussion boards.
    • Engagement Grade (discussion posts) – 4 possible points each week:
      • 4 = completed all assigned initial & response posts. All met specifics assigned/were significant (several sentences each and where appropriate, included references to relevant materials).
      • 3 = completed all assigned initial & response posts. A few were missing some specifics assigned/not significant
      • 2 = missing several posts and/or many posts not significant/missing specifics
      • 1 = missing many posts and/or not significant
      • 0 = very minimal or no engagement
  • 25% Reflection/Application Papers (see rubric)
  • 15% Formal presentation that demonstrates proficiency using the CCV Oral Communication Rubric. This will be a posted video presentation with a visual (powerpoint/slideshow) (see specific assignment handout & CCV rubric). Topic choices:
      • 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.
      • Describe and practice communication strategies to support diverse children and families, including those with diverse abilities and special needs.
  • 10% Mid Term (scenarios)
  • 10% Final Assignment (reflect on learning)

FEEDBACK (grades)

All grades will be posted in the Canvas gradebook. All grades will be posted by end of the week after the assignment was due (for example, due on Monday 1/1, will be posted before Tuesday 1/9) except in highly unusual circumstances.

  • Engagement grading will be based on the criteria above with up to 4 points possible
  • Reflection/Application Papers and mid-term will be graded according to rubric criteria; completed rubric will be posted on the Canvas gradebook with the assignment’s grade
  • Presentation will be graded according to rubric criteria; completed rubric will be posted on the Canvas gradebook with the assignment’s grade
  • Final assignment will be graded on the submitted assignment and posted on the Canvas gradebook with the assignment’s grade

Please message me if you have questions about grades!


Grading Criteria

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

 HighLow
A+10098
A Less than 9893
A-Less than 9390
B+Less than 9088
B Less than 8883
B-Less than 8380
C+Less than 8078
C Less than 7873
C-Less than 7370
D+Less than 7068
D Less than 6863
D-Less than 6360
FLess than 60 
P10060
NPLess than 600


Weekly Schedule


Week/ModuleTopic  Readings  Assignments
 

1

  • Overview/Introductions
  • Communication Self-Reflection & goal-setting
  
  • Powerpoint/links/videos posted in week’s module on Canvas
  • NAEYC Professional Standards & Competencies
  
  • Start a log/journal of successful & challenging communications you have (you will not be handing this in but it will be of use in the course)
 

2
  • Reflective listening skills
  • Effective professional communication skills
  • Negotiation, relationship building, assertiveness, and confidentiality
  
  • Powerpoint/links/videos posted in week’s module on Canvas
  • Tactful Teacher – Part I - 10 Strategies of Effective Communication
  
  • Continue log/journal of successful & challenging communications you have (you will not be handing this in but it will be of use in the course)
 

3
  • Professional Communication Skills
  • Communication skills that show empathy for families
  
  • Powerpoint/links/videos posted in week’s module on Canvas
  • Tactful Teacher – Part II – Tailoring Communication for a Perfect Fit
  • Tactful Teacher – Appendix – Interpreting Non-Verbal Communication
  
  • Reflection/Application Paper (see rubric) Topic: Based on this week’s readings & discussion, how will you add to your skills to be a more effective early ed/after-school workplace communicator (be more specific than general)?
 

4
  • Assertive communication vs. aggressive or defensive
  • Conflict styles
  
  • Powerpoint/links/videos posted in week’s module on Canvas
  • Tactful Teacher – Part III - Communicating with Difficult People
  
  • Reflection/Application Paper (see rubric) Topic: Communication that is Challenging for Me
 

5
  • Challenging Communications
  
  • Powerpoint/links/videos posted in week’s module on Canvas
  • Tactful Teacher – Part IV – Communicating Under Duress
  
  • Reflection/Application Paper (see rubric) Topic: My Emotions + How I Can Communicate Effectively
 

6
  • The common roles for participants in team and small group activities and strategies for decision making.
  • Who are YOU in a group? Is there a role you should be freed from?
  • Whose responsibility is it to assure a group is successful?
  
  • Powerpoint/links/videos posted in week’s module on Canvas
  
  • Reflection/Application Paper (see rubric) Topic: Group Dynamics & Me as a Group Member
 

7
  • Communicating with Children
  • Acknowledging feelings as a conflict resolution tool
  
  • Powerpoint/links/videos posted in week’s module on Canvas
  • How to Talk … Chpt. 1 - Helping Children Deal with their Feelings
  • How to Talk … Chpt. 2 – Engaging Cooperation
  
  • Reflection/Application Paper (see rubric) Topic: My Role Supporting Children & Their Feelings
 

8
  • Communicating with Children
  
  • Powerpoint/links/videos posted in week’s module on Canvas
  • How to Talk … Chpt. 3 – Alternatives to Punishment
  • How to Talk … Chpt. 5 – Praise
  
  • Mid-Term (scenarios) (10% of grade)
 

9
  • Communicating with Children
  
  • Powerpoint/links/videos posted in week’s module on Canvas
  • How to Talk … Chpt. 4 – Encouraging Autonomy
  • How to Talk … Chpt. 6 – Freeing children from Playing Roles
  
  • Reflection/Application Paper (see rubric) Topic: Supporting Children’s Autonomy
  • Start working on diversity presentation due on 12/2
 

10
  • Knowing Oneself – Personality and Learning Styles
  • How knowledge of self and others can help or hinder communication
  • You as a group member
  • You as a Leader
  

•Powerpoint/links/videos posted in week’s module on Canvas

  
  • Reflection/Application Paper (see rubric) Topic: Who Am I? Knowing myself, who am I in the early ed/after-school workplace and how can I be the most effective communicator possible?
  • Be working on presentation due 12/2
 

11
  • Barriers as Opportunities
  • Barriers to Effective Communication
  • Formal Presentation Skills (*your presentation is almost due!)
  • Communicating with Children
  
  • Powerpoint/links/videos posted in week’s module on Canvas
  • How to Talk … Chpt. 7 – Putting It All Together
  
  • Be working on presentation due 12/2
 

12
  • Advocacy Skills
  • The Importance of Kindness, Honesty, and Civility
  • Can you be kind and honest? Is this harder for some to do than others? Why?
  • How much courage does it take to communicate effectively?
  • How much skill does it take to communicate effectively?
  
  • Powerpoint/links/videos posted in week’s module on Canvas
  

Be working on presentation due 12/2

 

13
  • Written communication – children, co-workers, parents, community
  • Effective and professional oral and written communication skills with varied and diverse audiences in the early childhood education & after-school workplaces
  • Confidentiality & Communicating with Colleagues
  
  • Powerpoint/links/videos posted in week’s module on Canvas
  • NAEYC Code of Ethics
  
  • DUE: Post Your Formal Presentation in the Week 14 discussion board (15% of grade) no later than Monday 12/2 11:59pm {they will be our discussion board next week!}. Your presentation MUST have video of you presenting it. Use assignment description and rubric to ensure you meet the requirements.
 

14
  • Discussion Boards on Formal presentations:
    • 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.
    • Describe and practice communication strategies to support diverse children and families, including those with diverse abilities and special needs.
  
  • Powerpoint/links/videos posted in week’s module on Canvas
  • Zero to Three’s “The ABCs of Diversity & Inclusion”
  
  • Discussion Board – substantial discussion of your and peers’ presentations
  • Prepare for Final Assignment (reflection on learning) by looking at Course Objectives – what do you know? What can you do?
 

15
  • Summaries/Reflections
  

Reflect on one’s own communication style and develop strategies for improved communication skills based on individual professional goals.

  

DUE (NO LATER THAN 11:59pm on SATURDAY 12/14:

Final Assignment (10% of grade)

 

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

E. Attendance Policy

  • Attendance & Engagement/Participation
    • This is a “fully online course” which requires you to log in multiple times each week in order to meet deadlines. Attendance in this course requires timely Discussion Board postings and participation in class activities. To be considered “present” and attending the class you must participate fully in the online discussions. “Fully” means assigned initial posts and responses to peer posts. If you do not participate in a week’s discussion board(s), you will be marked “absent” and received a “0” for the week’s discussion grade
    • More than 3 absences (20% of classes), you will NOT pass the course.
    • Engagement Grade (discussion posts) – 4 possible points each week:
      • 4 = completed all assigned initial & response posts. All met specifics assigned/were significant (several sentences each and where appropriate, included references to relevant materials).
      • 3 = completed all assigned initial & response posts. A few were missing some specifics assigned/not significant
      • 2 = missing several posts and/or many posts not significant/missing specifics
      • 1 = missing many posts and/or not significant
      • 0 = very minimal or no participation
    • The “week” for the class is Tuesday (12:01am) – Monday (11:59pm).
    • Assignments are due by Monday (11:59pm)
    • All initial posts are due Friday (11:59pm) with response posts due Monday (11:59pm).
      • See each discussion board for specific expectations, but typically will require 1 initial post and at least 2 responses to peers. Posts should be significant (several sentences each and where appropriate, include references to relevant materials).

Communications:

All written, oral & electronic communications must be both respectful and appropriate. One of the most effective communications strategies is to check for understanding and clarifications.

  • Be sure to check your CCV email (you can have it automatically forwarded to your regular email) and our Canvas page regularly. I will communicate with you via CCV email, and Canvas has important information including what is due when and your current grade. Please check both frequently.
  • Communicating with Instructor: Preferred method is email. If I do not get back to you within 48 hours, it means I did not receive it. Please confirm you used correct email address and resend.
    • Your college courses are a great opportunity to practice professional writing, so emails must:
      • Include salutation (greeting) using my name
      • Must be in complete sentences
      • Sign with your full name
      • And of course in a polite & professional tone

Other Resources for Your Success:

  • Use www.tutor.com for proofreading and other tutoring services (log on via ccv.edu portal)
  • www.grammarly.com is a free (or paid for extended services) for an instant check of your spelling, grammar, usage and mechanics


Missing & Late Work Policy

LATE WORK:
  • Class discussions are due that week. After 11:59pm on Monday, discussion board posts will not be accepted or counted.
  • Work submitted is due by 11:59pm on Monday. It is expected that work will be submitted on time. Work turned in after the due date will lose 25% of possible points and will not be accepted more than 1 week after the due date. As semesters go quickly, it is difficult to keep up when you’re also catching up, so please keep current with your assignments.

Accessibility Services for Students with Disabilities:


CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please
  1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
  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


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.