Course Description
Examination of the roles that teachers, families, and the environments have on the social and emotional development of young children in inclusive early care and education settings. Prerequisite: HDF 111 or PSY 250, HDF 112, and HDF 202; Pr. or Coreq.: SES 242 and HDF 250; Note: Same as SES 341.
Syllabus
Student Learning Outcomes, Goals, Objectives:
Students successfully completing this course will be able to:
National, State, and Licensing Standards | Student Learning Outcomes
- Demonstrate knowledge of social and emotional development for children with and without disabilities.
- Develop strategies for building effective professional–family and community partnerships and effectively advocating for family members and children with disabilities.
- Identify strategies and techniques that support social and emotional development and enhance positive behaviors through a strength-based approach including active learning, play and child-initiated activities, fostering inquiry and discovery.
- Understand the importance and usefulness of reflection for planning and professional growth.
Course Grading Information:
| Activity/Performance Measure | Percentage/Points |
|---|---|
| Attendance (7 synchronous classes – 4 points each) | 28 points |
| Introduction Discussion Board | 10 points |
| Book Club Reaction Papers (15 points each) | 30 points |
| Book Club Class Discussion exit ticket (5 points each) | 10 points |
| Case Study Reaction papers (25 points each) | 50 points |
| Quizzes (13 at 10 points each- lowest grade is dropped) | 120 points |
| Behavior Assessment | 25 points |
Grading Scale
| Percentage | Letter Grade |
|---|---|
| ≥ 93.0% | A |
| 90.0-92.9% | A- |
| 87.0-89.9% | B+ |
| 83.0-86.9% | B |
| 80.0-82.9% | B- |
| 77.0-79.9% | C+ |
| 73.0-76.9% | C |
| 70.0-72.9% | C- |
| 60.0-69.9% | D |
| <60.0% | F |
The midterm grade period occurs each semester between the fifth and sixth week of classes. During this time, a midterm grade for this course will be assigned, accessible in UNCGenie. The midterm grade reflects current academic performance based on assignments to date and indicates if improvement is needed. Students with a D or F at midterm are encouraged to discuss strategies with instructors and advisors. More information is available on Spartan Central.
Attendance/Participation:
There are seven required synchronous class meetings. Each session is worth 4 points (28 points total).
Course Materials Purchased by the Students:
- Paley, V.G. (1992). You can’t say you can’t play. Cambridge, MA: First Harvard University Press.
- Katch, J. (2003). They don’t like me: Lessons on bullying and teasing from a preschool classroom. Boston, MA: Beacon Press.
Scholarly Perspectives
This course engages diverse scholarly perspectives to develop critical thinking, analysis, and debate and inclusion of a reading does not imply endorsement.