EAD510 - Emotional Well Being in Young Children

Outline info
Semester
School
Last revision date 2017-05-29 00:26:46.778
Last review date 2017-07-17 00:15:06.618


Subject Title
Emotional Well Being in Young Children

Subject Description
Communicating their emotional needs can be challenging for infants and toddlers given their developmental capacity to communicate in ways that are easily understood by their caregivers. Often, emotional well-being in infancy and early childhood can be best understood by looking at a child?s overall development.  In many instances, when mental health is at risk of poor outcomes in early childhood, this is best observed by looking at the status of key developmental capacities as well as the primary caregiving relationships surrounding a child from birth through to age 5. Through discussions and case studies, students will explore how young children experience emotions, how they express emotions and a range of feelings and the significant role of the attachment relationship throughout the early years.  Building on this knowledge, developmental constructs such as regulation and resilience will be explored. Students will examine the issue of risk and protective factors and resiliency in child development and how these factors influence developmental milestones during the early years. Finally, strategies and tools to observe and screen early mental health will be explored.

Credit Status
EAD 510 is a required subject in the Bachelor of Child Development.

Learning Outcomes
Upon successful completion of this subject the student will be able to:

Upon successful completion of this subject the student will be able to:
 

  1. Explain the various protective and risk factors that contribute to healthy emotional wellbeing in young children.
  2. Evaluate available tools that assess social emotional competence in young children.
  3. Analyze information from various screening tools to develop an intervention.
  4. Determine strategies that are most effective with families of diverse backgrounds including aboriginal families.
  5. Evaluate programs and services in a given community for children with social/emotional challenges.

Cheating and Plagiarism
Each student should be aware of the College's policy regarding Cheating and Plagiarism. Seneca's Academic Policy will be strictly enforced.

To support academic honesty at Seneca College, all work submitted by students may be reviewed for authenticity and originality, utilizing software tools and third party services. Please visit the Academic Honesty site on http://library.senecacollege.ca for further information regarding cheating and plagiarism policies and procedures.

Discrimination/Harassment
All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at student.conduct@senecacollege.ca.

Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Disabilities Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.

Prerequisite(s)
EAD 410 – Attachment in Infancy and Early Childhood

Topic Outline
Topic Outline:
1. Definition and theories related to key developmental capacities of: attachment; temperament; play and imagination; positive body image; language and communication; positive self-esteem; self-regulation and sense of conscience; concentration and problem solving; and social competence and empathy
2. Research findings related to each capacity
3. Research literature on interaction of risk and protective factors: the child, proximal environmental factors (parenting variables, history and functioning) and distal environmental factors (socio-demographic factors)
4. Concept of resiliency
5. Analysis of issues contributing to poor adaptation in each developmental capacity
6. Growth promoting strategies to support each developmental capacity
7. Approaches in working with families either one on one or in groups in promotion of emotional well-being in young children
8. Findings of the NLSCY in relation to the issue of emotional well-being in young Canadian children.
 

Mode of Instruction
Lectures, seminars, group work, case studies, online instruction

Prescribed Texts
On line resources and

Landy, S. (2009). Pathways to Competence: Encouraging Healthy Social and Emotional Development in Young Children, 2nd Edition. Brookes Publishing Co. 978-1-55766-891-2

Reference Material
Garmezy, N. (1987). Stress competence and development. American Journal of
Orthopsychiatry, 57, 159-174.
 
Greenspan, S., & Greenspan, N. (1989). The essential partnership. New York: Viking.
 
Offord, D.R., & Lipman, F.L. (1996). Emotional and behavioural problems. National
Longitudinal Study of Children and Youth. In Growing up in Canada, Ottawa: Ontario:
Statistics Canada.
 
Rutter, M. (2000). Resilience reconsidered: Conceptual considerations, empirical findings, and policy implications. In J.P. Shonkoff & S.J. Meisels (Eds.), Handbook of early intervention, 2nd edition, (pp. 651-682). Cambridge, UK: Cambridge University Press.
 
Sameroff, A., & Fiese, B.H. (2000). Models of development and developmental risk. In C.H.
 
Zeanah (Ed.) Handbook of Infant Mental Health (pp. 3-19). NY: Guilford Press.
 
Werner, E. (2000). Protective factors and individual resilience. In J.P. Shonkoff & S.J. Meisels (Eds.), Handbook of early intervention, 2nd edition, (pp. 115-132). Cambridge, UK: Cambridge University Press.

Promotion Policy

Grading Policy
A+ 90%  to  100%
A 80%  to  89%
B+ 75%  to  79%
B 70%  to  74%
C+ 65%  to  69%
C 60%  to  64%
D+ 55%  to  59%
D 50%  to  54%
F 0%    to  49% (Not a Pass)
OR
EXC Excellent
SAT Satisfactory
UNSAT Unsatisfactory

For further information, see a copy of the Academic Policy, available online (http://www.senecacollege.ca/academic-policy) or at Seneca's Registrar's Offices.


Please note specifically 12.1 Promotion by Semester Subject:
For degree programs, the minimum requirement for promotion is an average of C+ (2.5) in subjects in the main field of study (professional subjects), and an average of C (2.0) in all other subjects.

Modes of Evaluation
As a student at Seneca College, you are expected to read the College Academic Policy, and College Student Handbook .

To pass this subject, students must achieve the learning outcomes of the subject. This is demonstrated by the student's successful completion of the term work and final exam/evaluations.  The student must pass both the term work and final exam/evaluations to pass the subject. If the student does not pass the term work, the student may not be permitted to write the final exam where applicable. If the student passes the term work, but fails the final examination, the student may be awarded a Supplemental Grade at the discretion of the Promotion Committee.

Assignments are due at the beginning of the class on the dates specified. Should extenuating circumstances arise, please contact your Instructor immediately, prior to when your assignment is due, so an appropriate course of action can be established. Late assignments are subject to grade penalties and will not be accepted beyond two weeks after the assignments due date.

Students unable to complete any formal evaluations without sufficient documented reason, will be given a grade of zero for the missed assessment(s)

Grading is based on the following marking scheme:
30% - Research projects on resiliency
30% - Case studies
40% - Final exam
 

Approved by: Sandra Noble