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. compare nature vs. nurture and temperamental differences and the impact on the social emotional development of young children; 2. describe influences on early brain development; 3. analyze presented child case studies and develop materials and curriculum that support the child’s positive social-emotional development; 4. identify and compare behavior disorders which require intervention or additional assessment/intervention; 5. 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; 6. identify factors of family dynamics that affect children’s mental health and indicate when intervention is necessary; 7. identify personal strengths and their professional role in supporting the positive development of children’s social-emotional well being; 8. 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. Basis of Social-Emotional Development a. Theories of psychological development b. “Nature vs. nurture” c. Development of self esteem d. Temperamental differences 2. 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 3. Signs of Atypical Behavior a. Early warning signs b. Disorders affecting young children c. Using observational and anecdotal notes as documentation Chabot College Course Outline for ECD 40, Page 2 Fall 2006
4. Violence in the Lives of Young Children a. Violence in the home– physical and psychological effects 1) Birth to age five 2) Older children 3) Children’s coping abilities b. Influences of media, entertainment and electronic games c. Neighborhoods and community violence 5. Psychological effects of child abuse a. Signs b. Emotional state of abused children c. Family dynamics d. Breaking the cycle 6. 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 7. 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 8. 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. Lecture 2. Case Studies 3. Participation 4. Guest Presentations 5. Small group 6. Media
Assignments and Methods of Evaluating Student Progress:
1. 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 Chabot College Course Outline for ECD 40, Page 3 Fall 2006
c. Identify resources in the community that support families and children who experience violence or trauma in their lives 2. Methods of Evaluating Student Progress a. Assignments and written reports b. Midterm and final examination 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