Social Emotional Competence in Early Childhood Education

Student Learning Outcomes, Goals, Objectives:

Students successfully completing this course will be able to:

Outcome 1: Demonstrate skill in designing new learning environments or adapting existing environments so that they are physically and psychologically safe, healthy, and developmentally appropriate for young children with typical and atypical needs.

• Outcome 2: Understand, evaluate and apply knowledge and strategies based on research and reflective practice to design learning environments that are responsive to a wide range of individual learning and maturational needs.

• Outcome 3: Apply knowledge of how individual and group guidance and problem solving techniques can be used to develop positive and supportive relationships with children, to encourage positive social interaction among children, to promote positive strategies of conflict resolution, and develop personal self-control, self-motivation, and self-esteem.

• Outcome 4: Demonstrate knowledge of environmental manipulations and a variety of behavior management and guidance techniques, including attention to the arrangement of the physical and psychological environment as it relates to individual children, scheduling, and transitioning.

• Outcome 5: Demonstrate knowledge of the consultant role to programs and persons working with young children in a variety of settings to ensure that those environments are developmentally appropriate.

• Outcome 6: Identify and use developmental principles in creating or adapting indoor and outdoor environments, and establishing guidelines for children’s behavior that maximize self-control, problem-solving, and independence.

• Outcome 7: Demonstrate knowledge in creating a multicultural environment, or adapting an existing one so that it is reflective of the homes and communities of children and consistent with the systems of care philosophy.

• Outcome 8: Apply knowledge in fostering high quality interactions with children during play and child-initiated activities and in guiding children’s inquiry and discovery.

• Outcome 9: Demonstrate knowledge of methods for providing individual and group learning time through a variety of formats including play, environmental routines, and guided inquiry relevant to early childhood education settings.

• Outcome 10: Illustrates knowledge in enhancing social interaction between typically and atypically developing children and between children of varying developmental levels.

Course Grading Information:

Table 1: Activity and Assignments

Activity/Assignment	Points	SLO	% of Grade
Attendance (7 synchronous classes – 4 points each)	28	NA	8%
Introduction Discussion Board	10	NA	4%
Book Club Reaction Papers (15 points each)	30	#3	10%
Book Club Class Discussion exit ticket (5 points each) 	10	#4	5%
Case Study Reaction papers (25 points each)	50	#3	15%
Quizzes (13 at 10 points each- lowest grade is dropped)	120	#1	48%
Behavior Assessment	25	#2	10%
Total	273

Grading Scale

Table 2: Grading Scale

Letter Grade	% points accumulated
A	≥ 93.0
A-	90.0-92.9
B+	87.0-89.9
B	83.0-86.9
B-	80.0-82.9
C+	77.0-79.9
C	73.0-76.9
C-	70.0-72.9
D	60.0-69.9
F	<60.0

Attendance/Participation:

Attendance and participation are graded components and constitute 8% of the student’s final course grade.

Course Materials Purchased by the Students:

• Katch, J. (2003). They don’t like me: Lessons on bullying and teasing from a preschool classroom. Boston, MA: Beacon Press.

• Paley, V.G. (1992). You can’t say you can’t play. Cambridge, MA: First Harvard University Press.