PELLISSIPPI STATE COMMUNITY COLLEGE
ADVANCED LEARNING ENVIRONMENTS ECED 2110
Class Hours: 3.0						Credit Hours: 3.0
Laboratory Hours: 0.0						Date Revised: Spring 09
Catalog Course Description:
	This course focuses on the skills, knowledge, and materials development which are necessary in the provision of a developmentally appropriate environment for young children. Laboratory observation and class room interaction.
Entry Level Standards:
	College level reading and writing. This class is designed to be an elective in the ECEd program and provide students with materials and experiences to enable them to apply positive behavior supports in an early childhood setting.
Prerequisites:
	ECEd 2010 and 2015 or department approval.
Co requisites:
	None.
Textbook(s) and Other Course Materials:
	Suggested Texts and Resources: Epstein A. S. (2009). Me, You, Us: Social-Emotional Learning in Preschool. High Scope Educational Research Foundation, Ypsilanti, MI. ISBN 978-1-57379-425-1 Tennessee Early LearningStandards: http://www.tennessee.gov/education/ci/earlychildhood/index.shtml Center on the Social and Emotional Foundations for Early Learning: www.vanderbilt.edu/csefel Teacher Kit: http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc_toc.htm
I. Week/Unit/Topic Basis:
	Week				Topic
	1				The Pyramid Model
	2				Building Positive Relationships
	3				Supportive Environments
	4				Routines and Schedules
	5				Incidental and Direct teaching Models
	6				Developing Friendship Skills
	7				Using children’s Literature
	8				Emotional Literacy
	9				Positive Behavior Support
	10				Emotional Literacy
	11				Problem Solving/building community
	12				Individualized Intensive interventions
	13				Developing Behavior Support Plans
	14				Family Connections; Strategies for Program-Wide Implementation
	15.				Final Exam
II. Course Objectives*:
	A.			Student will develop plans for the early childhood environment. I, II, IV
	B.			Student will develop schedules and routines for appropriate early learning programs. I,
	C.			Student will compile materials to assist in developing Positive behavior Supports plans for classrooms and individual children. I, II, IV
	D. E.			Student will develop Behavior Management Plans for an Early Childhood Environment. I, III Student will learn use of children’s literature for positive social emotional behaviors in early childhood settings. I, III.
*Roman numerals after course objectives reference goals of the ECED (career/technical program) program.
III. Instructional Processes*:
The goal of this course is to apply the learning from reading, lecture and web sites to develop strategies to create appropriate and supportive environments for young children and families. To achieve this outcome, students will demonstrate the ability to:
	1.			Observe and participate with children in an early childhood setting in order to demonstrate intentional planning strategies for social and emotional learning and developmentally appropriate environments as well as supportive adult-child interactions. Communication Outcome, Transitional Strategy, Active Learning Strategy
	2.			Use the internet for identifying resources and for communication with the instructor or peers to reflect on the experiences with children and apply knowledge of social emotional development and child development to understand the early childhood setting. Communication Outcome, Social/Behavioral Sciences Outcome, Technological Literacy Outcome
	3.			Participate in group projects to demonstrate collaborative abilities understand the principles of team work in on-the-job activities that enhance the early childhood work-site environment and career path. Active Learning Strategy, Humanities/Fine Arts Outcome
	4.			Develop a professional implementation plan for creating appropriate environments for the enhancement of social and emotional learning in the child care field. To professionally demonstrate understanding of fundamental child development processes. Communication Outcome, Natural Sciences Outcome, Active Learning Strategy
*Strategies and outcomes listed after instructional processes reference TBR’s goals for strengthening general education knowledge and skills, connecting coursework to experiences beyond the classroom, and encouraging students to take active and responsible roles in the educational process.
IV. Expectations for Student Performance*:
Upon successful completion of this course, the student should be able to:
	1.			Analyze and apply information gained from class work and field-work observations of children to design appropriate experiences that meet the diverse needs of children within the group and program standards. II,A; II,D
	2.			Demonstrate the ability to support quality environments through play and learning through positive interactions and relationships. II,B; II,C;
	3.			Develop a positive behavior support plan to show understanding and appropriate and supportive guidance strategies which promote social and emotional development. II,A; II,C; II,D
	4.			Develop a program wide plan for implementing positive behavior support and creation of developmentally appropriate environments for your children. II,A
*Letters after performance expectations refer Course objectives above.
V. Evaluation:
	A. Testing Procedures:  15% of grade
			Students will reflect on readings, lectures and field testing of materials in written reflections.
	B. Laboratory Expectations:  15% of grade
		Students will keep an inventory of practice reflecting on each class topic.  They will share in writing the knowledge they have learned and how they will use this knowledge in the classroom.
	C. Field Work:  20% of grade
		Students will complete field experience in a site approved by the instructor.  Students will use class materials to create appropriate interactions and environments for positive behavior supports.
	D. Other Evaluation Methods:  50% of grade
		Students will participate in various group and individual projects and activities to demonstrate knowledge of course content and create a teacher kit of materials.
	E. Grading Scale: There are 100 possible points for this course. Students will lose points for absences and for being unprepared in class. 90-100 A, 89-80 B, 79-70 C, 69-60 D, 0-60 F.
VI. Policies:
	A. A. Attendance Policy:
		Pellissippi State Technical Community College expects students to attend all scheduled instructional activities.  As a minimum, students in all courses must be present for at least 75 percent of their scheduled class and laboratory meetings in order to receive credit for the course.
	B. Academic Dishonesty:
		See the PSTCC handbook.
	C. Accommodations for disabilities:
		Students who need accommodations because of a disability, have emergency medical information to share, or need special arrangements in case the building must be evacuated should inform the instructor immediately, privately after class or in her/his office.  Students must present a current accommodation plan from a staff member in Services for Students with Disabilities (SSWD) in order to receive accommodations in this course.  SSWD may be contacted by going to Goins 134 or 126 or by phone: 694-6751 (Voice/TTY) or 539-7153.  More information is available at www.pstcc.edu/departments/swd/