| |
Apr 27, 2024
|
|
|
|
|
2022-2023 Catalog & Student Handbook Archived Catalog
|
ECED 2375 - Social-Emotional Development3 sem hrs cr
This course addresses promotion, prevention, and intervention strategies related to young children’s social-emotional development and challenging behavior. The course is built around the Teaching Pyramid (Fox, Dunlap, Hemmeter, Joseph & Strain, 2003), which is a framework for understanding effective practices related to supporting young children’s social-emotional development and addressing challenging behavior. The model includes a focus on building relationships with children, families, and colleagues. The course also stresses designing environments that support young children’s social-emotional competence, developing strategies for teaching social skills, and promoting emotional development. It includes a systematic approach for addressing challenging behavior when it is persistent and not responsive to developmentally appropriate guidance procedures.
Formerly/Same As ECED 2075
Transfer (UT) or Non-Transfer Course (UN): UN
Master Course Syllabus
Learning Outcomes
- Describe the major milestones related to social-emotional development (INTASC 1; NAEYC 1a)
- Design environments that support children’s social-emotional development and prevent challenging behavior (INTASC 3; NAEYC 1c, 4a)
- Define emotional literacy and identify activities that build “feeling vocabularies” (INTASC 1, 2; NAEYC 4b, 4c)
- Describe the relationship between challenging behavior, engagement, and social-emotional development (INTASC 1, 3; NAEYC 1b)
- Identify the function of children’s challenging behaviors (INTASC 2; NAEYC 1b)
- Understand the steps in developing Positive Behavior Support Plans for students with persistent challenging behavior (INTASC 2; NAEYC 4b)
- Identify strategies for (INTASC 1, 2, 3; NAEYC 2b, 4a, 4b, 4c):
- Building relationships with children, families and colleagues.
- Teaching social skills and problem solving skills and promoting emotional development, such as the development of friendship skills.
- Designing environments, schedules and routines and structuring transitions.
- Helping children learn rules and routines through activities that promote engagement.
- Identifying methods that may be used to determine the function of challenging behavior.
- Preventing challenging behavior and teaching replacement skills for challenging behavior.
- Participate in personal reflection that (INTASC 1,3; NAEYC 4d):
- Focuses on the teacher’s understanding the importance of providing opportunities for children to begin to understand their own as well as other’s emotions and teaching problem solving skills.
- Evaluate the structure and design of children’s environment and ability to build relationships.
- Generates strategies for addressing areas where children need to make changes and improvements.
|
|
