Mar 28, 2024  
2020-2021 Catalog 
    
2020-2021 Catalog [ARCHIVED CATALOG]

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ECED 370 - Curric & Environ Design Supports Social/Emotional Learnin

Credits: 5
A study of the importance of the environment as an integral support for Social and Emotional Learning (SEL) focused on children from birth to three. Provides valuable insights into how to design environments, plan curriculum, assess learning, and work with families. Environments and curriculum will be addressed regarding space, aesthetics, furnishings, materials, age groupings, human interactions, adult-child ratios and safety.

Prerequisite: Admission into BAS in Early Childhood Education or instructor’s permission.

Course Outcomes:
Students who successfully complete this class will be able to:

  1. Prepare and maintain age appropriate physical, social, emotional, cognitive, and human environment for the infant/toddler and adapt the environment as needed based on the changing needs of the children.
  2. Understand the importance of their role in the prepared environment for Social and Emotional Learning (SEL).
  3. Effectively communicate the importance of environmental design to staff and families.
  4. Be aware of the regulatory mandates as applicable to the infant and toddler environment.

Program Outcomes
  1. Apply relationship-based principles and strategies that support young children and families.
  2. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
  3. Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
  4. Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
  5. Screen, assess, and identify children with mental health challenges.
  6. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
  7. Establish and maintain connections with appropriate support services and community resources.
  8. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
  9. Advocate for families and young children through service, education, and leadership.


College-wide Outcomes
  • Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
  • Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
  • Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.



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