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ELSF Social and Emotional Development for Active Pre-K WV Educators
 
Course Description
    

The WV ELSF Social Emotional, a 15 week course, has been specifically designed for early childhood Pre-K educators, teacher assistants and lead teachers.

Session One: Introduction to Social and Emotional Development
Session Two: Building Relationships
Session Three: Designing Supportive Environments 
Session Four: Emotional Literacy and Schedules, Routines and Transitions
Session Five: Teaching Friendship Skills
Session: Six: Promoting Problem Solving Skills

This professional development is designed to assist Pre-K educators to recognize and implement appropriate environmental and instructional strategies that support early learning development integration of appropriate early learning experiences. Content will cover current theory, expectations of young children, and teaching strategies. Upon completion of the course, educators will be able to select, plan, implement, observe, and evaluate appropriate early learning strategies that are standards-based and aligned to the WV ELSF.

 
Course Syllabus
    

By the end of this course, participants will:

  • develop an understanding of the characteristics of healthy social-emotional development for young children,
  • gain an understanding of the social and emotional skills children need for school readiness,
  • understand why having strong social and emotional skills are important for young children,
  • learn what positive teacher-student relationships look like,
  • learn how to connect and build relationships with Pre-K students,
  • implement specific teaching practices for supporting Pre-K students' social emotional development,
  • understand the importance of classroom design and its connection to social emotional development,
  • learn to work within the confines of their room to create the best classroom layout,
  • learn to design a classroom with meaningful and engaging learning areas,
  • learn about emotional literacy,
  • understand the importance of teaching a feelings vocabulary,
  • understand what is necessary for a child to be emotionally competent,
  • understand the importance of consistently using schedules and routines that promote student engagement and success,
  • gain an understanding of the three parts of a transition,
  • learn keys to developing friendships,
  • learn tips for promoting social interactions,
  • learn how to embed social interaction instruction,
  • develop problem-solving techniques and strategies to be used with Pre-K students,
  • learn ways to help children develop problem solving skills, and
  • identify books to be used with Pre-K students that teach problem solving skills.
Course Organization

This course includes several different activity components, all of which are described below. During each session, you will participate in a unique collection of these activity components, depending on the particular focus of that session.


Read
When you see this icon you will be reading relevant articles, resources, and instructional materials that will help inform your online course development process.

Activities
When you see this icon you will be completing activity-based curriculum and inputting various components of your course content into a course project.

Discuss
When you see this icon you will be using the online discussion board to share ideas, resources, and thoughtful conversation with your fellow course participants and facilitator.
Prerequisites

Early childhood educators, lead teacher and teacher assistants currently working full-time in West Virginia Universal Pre-K have the opportunity to participate in e-Learning courses specifically designed for them. The Office of Early Learning currently provides two courses for Pre-K teacher assistants and Pre-K lead teachers including a course targeting ELSF Math and Science and ELSF Social Emotional.

The ELSF Social Emotional course addresses:
Positive social and emotional development provides a critical foundation for lifelong development and learning. Social and emotional skills are necessary to foster secure attachment with adults and peers, maintain healthy relationships, regulate one’s behavior and emotions, and develop a healthy concept of personal identity. Developing these skills through active learning help children navigate new environments, facilitate the development of supportive relationships with peers and adults, and support their ability to participate in learning activities. These processes are the primary goals for young children and are incorporated into all learning standards.

Microsoft Word is required in order to read, edit and/or create documents for this course. If you have a WVDE k12.wv.us email account, you have access to Word, Excel, PowerPoint, OneDrive, etc. as part of Microsoft Office 365. You should see your school/county technology support person if you need help in using/installing Word and/or other Office applications. 

If you do not have a k12.wv.us email account, Word must be acquired through other means. One way to get access to Word Online at no charge is by  Creating a Microsoft Outlook Account with Access to FREE Office Online.

Format and Requirements

This 15-week workshop is divided into 6 two-week sessions, plus an Orientation, which each include readings, activities, and an online discussion among workshop participants. 
 

Orientation
This orientation session must be completed prior to the start of our course. It includes a participant survey; an introduction to the course website; and the opportunities to update your profile, email your facilitator, and introduce yourself to fellow participants as you experiment with the online discussion board.

Session Content
Each course session is to be completed during a two week time frame. Each week's activities/assignments begin on Wednesday and end on the following Tuesday. Each course session begins with an overview of the session and is then followed by specific readings or resources selected to provide background knowledge for the focus of the session. Each session features specific ELSF activities, one of which is a session project. All session projects have a corresponding project rubric which outlines the expectations for the project. Session projects will be assessed through peer-reviews and facilitator evaluation. Session discussion prompts are to be responded to by Sunday evening and at least two responses are to be made to course colleagues discussion posts by Monday evening. By the end of the session all original discussion posts and a minimum of 50% of all discussion posts are to have been read.
If there is a legitimate reason as to why a participant cannot complete Session 1-6 work during the two weeks assigned, the participant must immediately seek permission from the course facilitator to make arrangements, approved by the facilitator, to complete the work during the session following this week. Participants may be one week behind in the course only once during the duration of the course.

Assignments and Project Assessment

Course participants will complete an orientation and then 6 two-week course sessions that include readings, activities, session projects and online discussions. There will be a pre-workshop survey and a post-workshop survey. A quiz is scheduled during the Orientation. Participants are expected to score a minimum of 90% on the Orientation session. Participants will complete and submit weekly assignments and complete session projects throughout each course session. Participants will need to take and edit digital photos and upload them for the assignments in this course. To be successful, participants should spend a minimum of 30 minutes per day completing courses readings, discussions and assignments.

Participants will upload their session projects to the course discussion forum during Sessions 1-6 and receive Rubric Review feedback from their peers and then submit their revised projects to the dropbox during each session. The facilitator will assess the assignments and provide feedback according the the project rubrics. 

Discussion Participation

Participants will be evaluated weekly on the frequency and quality of their participation in the discussion forum. This course has two to three discussion posting for each session. 

Participants are required to post a minimum of one substantial original posting each session in response to the discussion prompt for that session. They are to read all original messages by course participants and enough additional responses to make a total of 50% of the messages posted for that session. Participants are to respond thoughtfully to a minimum of two colleagues' original postings each session. Postings will be evaluated on their relevance, demonstrated understanding of course concepts, examples cited, and overall quality.

The guidelines for the discussions and how they will be evaluated are located in the Discussion Guidelines and the Checklist for Evaluating Discussion Postings. In certain discussions, participants will be asked to peer review others' projects using the session's peer-review rubric and the Rubric Review Help Guide.

Course Grading Expectations

All grades in the course gradebook must be a "C" for successful course completion.  A grade of "C" indicates that all work has been completed and the work meets the expectations for that assignment.

Copyright and Plagiarism Information

All resources referenced during the course will be properly documented. 

Copyright guidelines are to be observed throughout the course project and all course activities. All work associated with course projects, course assignments and course discussions will be original to each course participant. Fair use does not apply to the course project. 
 
Plagiarism, the reproduction of all or any part of another individual’s or organization’s work, by a course participant of work associated with the course project or other course assignments at any point during the course will result in no credit being awarded for the course.  

Course projects are to be the work of an individual course participant. Group projects require special permission of the program coordinator, Donna Landin (dlandin@k12.wv.us).

Software Disclaimer

Participants are to seek assistance regarding the appropriate software programs to be downloaded when updating or installing new programs on their computers. Inappropriate downloads of software may result in malicious programs being installed on your computer.

Certificate of Completion

Upon successful completion of this course, WV ELSF Social and Emotional, participants will receive a Certificate of Completion documenting successful completion of the course requirements. Certificates are distributed to each qualifying participant by attachment to the course feedback in the Dropbox shortly after the completion of the course.

Content and Technology Standards

This workshop, WV ELSF Social and Emotional, will help participants meet the ISTE Standards for Teachers (https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf). For more information visit http://www.iste.org.

In addition, participants will identify specific WV Early Learning Standards as they engage in course content.

About this Course

This workshop was developed for the West Virginia Department of Education (http://wvde.state.wv.us

Original design (before format modifications) by EdTech Leaders Online (http://www.edtechleaders.org), a project of Education Development Center, Inc, © 2007.  All rights reserved.