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Course Planning by Program

2024-25

Essential Objectives

Course Syllabus


Revision Date: 05-Jul-24
 

Fall 2024 | EDU-2280-VO01 - Strategies for Social-Emotional Development in Early Childhood Education


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
Open Seats: 7 (as of 07-13-24 2:05 PM)
To check live space availability, Search for Courses.

Faculty

Maureen Young
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Philip Crossman

Course Description

This course focuses on strategies for fostering the development of self-regulation, positive relationships, and welcoming communities in early childhood settings. Students learn the importance of their own self-regulation as well as using research-based methods for supporting the needs of diverse individuals. Emphasis will be placed on the theory and practice of guidance and communication as it relates to building self-esteem, self-control, and pro-social behaviors in children, including those with disabilities and emotional-behavioral challenges. Recommended prior learning: experience or course in child development.


Essential Objectives

1. Understand the importance of self-regulation when working with children in potentially stressful ECE settings.
2. Develop a baseline understanding of normative behaviors typical for each developmental phase of child development.
3. Explain the emotional regulation processes and how trauma impacts those processes and can lead to disruptive behaviors.
4. Develop proactive strategies for the creation of physical settings, policies, expectations, and best-practices conducive to healthy and peaceful classroom environments.
5. Practice and promote culturally sensitive communication strategies that model healthy relational interactions for children, their families, and fellow professionals.
6. Identify techniques for documenting and addressing inappropriate communication and behavior in early childhood education settings.
7. Articulate strategies for supporting age-appropriate, strengths-based social-emotional development of children.
8. Identify challenging behaviors that make it appropriate to solicit outside intervention and outline procedures for doing so where necessary.


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 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.

EDU-2280-VO01 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.


Methods

Methods/Content

Small and large group online discussions

Individual and group learning tasks

Reading reflection and response


Evaluation Criteria

This courses uses a total points system to calculate final 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

Making a Difference in Children's Lives

  • Defining Social Competence
  • The Social Environment
  • A Pyramid Framework for Guiding Social and Emotional Development
  

Guiding Children's Social Development & Learning - CH.1

  

Chapter Reading

Learning Tasks (Opportunities to engage in actions that relate to our weekly topic(s).

Online Discussion

Reflective Essay

 

2

Good Beginnings: Establishing Relationships

  • Attachment
  • Reading Cues
  • Fostering Self-Regulatiom
  

Guiding Children's Social Development & Learning - CH.2

  

Chapter Reading

Learning Tasks (Opportunities to engage in actions that relate to our weekly topic(s).

Online Discussion

Reflective Essay

 

3

Building Positive RelationshipsThrough Nonverbal Communication

  • Functions and Channels of Non-Verbal Communication
  • Communicating Safety and Security
  • Applying Nonverbal Communication Skills to Interactions with Family Members
  

Guiding Children's Social Development & Learning - CH.3

  

Chapter Reading

Learning Tasks (Opportunities to engage in actions that relate to our weekly topic(s).

Online Discussion

Reflective Essay

 

4

Promoting Children's Positive Sense of Self Through Verbal Communication

  • Children's Emerging Sense of Self
  • Establishing a Positive Verbal Environment
  • Skills for Promoting Children's Self-Awareness and Self-Esteem Through Verbal Communication
  

Guiding Children's Social Development & Learning - CH.4

  

Chapter Reading

Learning Tasks (Opportunities to engage in actions that relate to our weekly topic(s).

Online Discussion

Reflective Essay

 

5

Supporting Children's Emotional Development and Learning

  • Emotional Self-Awareness
  • Helping Children use Words to Express Their Emotions
  • Teaching and Reinforcing Empathy
  • Individual Variations

  

Guiding Children's Social Development & Learning - CH.5

  

Chapter Reading

Learning Tasks (Opportunities to engage in actions that relate to our weekly topic(s).

Online Discussion

Reflective Essay

 

6

Building Resilience in Children

  • Developing Stress Hardiness and Resilience in Children
  • The Influence of Stress, Risk Factors, and Adversity on Resilience
  • Protective Factors
  

Guiding Children's Social Development & Learning - CH.6

  

Chapter Reading

Learning Tasks (Opportunities to engage in actions that relate to our weekly topic(s).

Online Discussion

Mid-Term Resiliency Self-Assessment

 

7

Play as a Context for Social Development and Learning

  • Types of Play
  • Skills for Supporting, Enhancing, and Expanding Childen's Play
  • Sharing Information with Families about Children's Play
  • The Development of Children's Humor

  

Guiding Children's Social Development & Learning - CH.7

  

Chapter Reading

Learning Tasks (Opportunities to engage in actions that relate to our weekly topic(s).

Online Discussion

Reflective Essay

 

8

Supporting Children's Peer Relationships and Friendships

  • Adult-Child Relationships
  • Peer Relationships
  • Skills for Supporting Children's Peer Relationships and Friendships
  

Guiding Children's Social Development & Learning - CH.8

  

Chapter Reading

Learning Tasks (Opportunities to engage in actions that relate to our weekly topic(s).

Online Discussion

Reflective Essay

 

9

Influencing Children's Social Development by Structuring the Physical Environment

  • Maintaining Health and Safety
  • Choosing Developmentally Appropriate Materials
  • Daily Schedule and Routines
  • Warning Signs that the Physical Environment is Problematic
  

Guiding Children's Social Development & Learning - CH.9

  

Chapter Reading

Learning Tasks (Opportunities to engage in actions that relate to our weekly topic(s).

Online Discussion

Reflective Essay

 

10

Fostering Self-Regulation in Children: Communicating Expectations and Rules

  

Guiding Children's Socail Development & Learning - CH.10

  

Chapter Reading

Learning Tasks (Opportunities to engage in actions that relate to our weekly topic(s).

Online Discussion

Reflective Essay

 

11

Fostering Self-Regulation in Children: The Role of Consequences

  

Guiding Children's Social Development & Learning - CH.11

  

Chapter Reading

Learning Tasks (Opportunities to engage in actions that relate to our weekly topic(s).

Online Discussion

Reflective Essay

 

12

Handling Children's Aggressive Behavior

  

Guiding Children's Social Development & Learning - CH.12

  

Chapter Reading

Learning Tasks (Opportunities to engage in actions that relate to our weekly topic(s).

Online Discussion

Reflective Essay

 

13

Promoting Prosocial Behavior

  

Guiding Children's Social Development & Learning - CH.13

  

Chapter Reading

Learning Tasks (Opportunities to engage in actions that relate to our weekly topic(s).

Online Discussion

Reflective Essay

 

14

Fostering Healthy Attitudes About Sexuality and Diversity

  

Fostering Children's Social Development & Learning - CH.14

  

Chapter Reading

Learning Tasks (Opportunities to engage in actions that relate to our weekly topic(s).

Online Discussion

Reflective Essay

 

15

Making Ethical Judgements and Decisions

  

Guiding Children's Social Development & Learning - CH.15

  

Chapter Reading

Learning Tasks (Opportunities to engage in actions that relate to our weekly topic(s).

Scenario Responses - Final Essays

 

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

The following textbook is required for this course:

Guiding Children's Social Development & Learning: Theory and Skills

Kostelnik, Marjorie; Soderman, Anne; Whiren, Alice; Rupiper, Michelle

ISBN13: 9781305960756

Edition: 9th

Format: Paperback

To successfuly complete this course, students are expected to:

  • Complete all reading assignments.
  • Complete all weekly learning tasks.
  • Actively participate in online discussions.
  • Complete all written assignments.

To earn full class participation points for the week, students should:

  • Complete your reading and learning tasks early in the week so that you can demonstrate an understanding of these resources within your assignments and discussion posts.
  • Post an original response to the weekly discussion prompt(s) and a minimum of two responses to peers with at least one related question.Posts should be substantive and demonstrate college-level writing. You are welcome to respond to other students more frequently, as your schedule allows. Be sure to reply to any questions that others have asked related to your posts. The weekly discussions close on Monday evening at 11:59PM. You will not receive full credit if you do not meet these minimum requirements and/or deadlines. Lack of participation in the weekly discussion is reported as an absence for the week.


Missing & Late Work Policy

This class runs from Tuesday-Monday. All weekly assignments are due by Monday at 11:59 pm. Submit your assignments on time! Missing assignments will receive 0 points.

If you recognize that a due date might be a problem for you, advocate for your success by following these steps:

  • Identify the problem.
  • You may request an extension for an assignment, but you must submit your request before the assignment is due. Extension requests on or after the due date will not be considered.
  • When you request an extension, write Request for an Extension in the subject line of your email and explain to me your plan for completing your work, including how much time you think you'll need. There is no need to detail the reason for your request.
  • I will respond and together we will negotiate a reasonable extension deadline.
  • Assignments submitted after the extension deadline will not be accepted.

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.