Social and Emotional Foundations for Early Learning

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Chabot College
Fall 2006
Replaced Fall 2011
Course Outline for Early Childhood Development 40
SOCIAL AND EMOTIONAL FOUNDATIONS FOR EARLY LEARNING
Catalog Description:
40 - Social and Emotional Foundations for Early Learning
3 units
This course will focus on the healthy social and emotional development of young children as the
foundation for children’s early learning. Students will become aware of the role of the teacher in
establishing an environment that promotes the healthy social and emotional development of young
children. Strongly Recommended: Early Childhood Development 51, and 62. 3 hours.
[Typical contact hours: 52.5]
Prerequisite Skills:
None.
Expected Outcomes for Students:
Upon completion of the course student should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
compare nature vs. nurture and temperamental differences and the impact on the
social emotional development of young children;
describe influences on early brain development;
analyze presented child case studies and develop materials and curriculum that support
the child’s positive social-emotional development;
identify and compare behavior disorders which require intervention or additional
assessment/intervention;
recognize the effects of exposure to violence on young children and develop a plan for
children and families that raises awareness of the effects of violence on young children;
identify factors of family dynamics that affect children’s mental health and indicate when
intervention is necessary;
identify personal strengths and their professional role in supporting the positive
development of children’s social-emotional well being;
describe the relationship between early care and education programs, families and
children and mental health professionals that will result in innovative solutions in both the
home and program with the primary goal being the emotional wellness of children.
Course Content:
1.
2.
3.
4.
Basis of Social-Emotional Development
a.
Theories of psychological development
b.
“Nature vs. nurture”
c.
Development of self esteem
d.
Temperamental differences
Early Brain Development
a.
Prenatal development
b.
First three years
c.
Windows of opportunity
d.
Environmental and genetic influences
e.
Physical and mental health
f.
Poverty
Signs of Atypical Behavior
a.
Early warning signs
b.
Disorders affecting young children
c.
Using observational and anecdotal notes as documentation
Violence in the Lives of Young Children
a.
Violence in the home– physical and psychological effects
1)
Birth to age five
Chabot College
Course Outline for ECD 40, Page 2
Fall 2006
5.
6.
7.
8.
2)
Older children
3)
Children’s coping abilities
b.
Influences of media, entertainment and electronic games
c.
Neighborhoods and community violence
Psychological effects of child abuse
a.
Signs
b.
Emotional state of abused children
c.
Family dynamics
d.
Breaking the cycle
Environments that support children’s positive mental health.
a.
Early Care and Education professionals
1)
Personal emotional health of providers
2)
Professionalism
a)
Confidentiality
b)
Code of Ethics
b.
Acceptance and appreciation of diversity in children and families
c.
Emotionally safe and secure environments with clear expectations
d.
Ongoing relationships with families and support services
e.
Knowledge of behaviors that are developmentally appropriate
f.
Coaching children in social skills, problems solving and conflict resolution
g.
Curriculum and materials that
1)
Encourage children to express feelings in a socially and culturally
accepted manner
2)
Provide children with choices
3)
Develop self-esteem, empathy, and peer relationships
Adult substance abuse and the effects on the Mental Health of young children
a.
Prenatal exposure
b.
Dysfunction of family unit
c.
Disorders specifically linked to substance abuse
Team approach to successful intervention
a.
Developing relationships and consulting with families
b.
Connecting families to community resources
1)
Observation and assessment of the child
2)
Consultation
3)
Referral
c.
Working in the ECE environment
Methods of Presentation:
1.
2.
3.
4.
5.
6.
Lecture
Case Studies
Participation
Guest Presentations
Small group
Media
Assignments and Methods of Evaluating Student Progress:
1.
2.
Typical assignments
a.
Analyze case study of a child and develop materials and curriculum that support
child’s positive social-emotional development
b.
Research and write a paper on a behavior disorder that impacts early care and
education programs
c.
Identify resources in the community that support families and children who
experience violence or trauma in their lives
Methods of Evaluating Student Progress
a.
Assignments and written reports
b.
Midterm and final examination
Chabot College
Course Outline for ECD 40, Page 3
Fall 2006
c.
Case study
Textbooks (Typical):
Meeting the Challenge, Barbara Kaiser and Judy Sklar Rasminsky, M.O.M. Printing, 1999.
Young Exceptional Children, Susan Sandall and Michaelene Ostrosky, Sopris West, 1999.
Child Abuse: Prevention Handbook, Crime and Prevention Center, California
Attorney General’s Office, California, Cal Image Marketing, 2000.
Building Classroom Community, Jeanette G. Stone, NAEYC, 2001.
Special Student Materials:
None.
tf:/Word/ECD 40.doc
New 10-4-05
Revised 11-1-05
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