Simon Fraser University
Engaging the World

Course Outlines

Spring 2021 - EDUC 322 OL01

The Social Lives of School Children (3)

Class Number: 7409

Delivery Method: Distance Education

Overview

  • Course Times + Location:

    Online

  • Prerequisites:

    EDUC 220 or PSYC 250.

Description

CALENDAR DESCRIPTION:

An overview of theory, research and practice concerning social emotional development and social interactions and relationships in the school context. Emphasis on the role of peer relationships in development and the role of the school in supporting positive interactions.

COURSE DETAILS:

This course will be delivered asynchronously.


If I asked you to take a moment and think back upon your memories from elementary school, chances are that the memory you conjure up is that of a social-emotional experience. For many of us, reminiscing about our time at the 7th grade dance, or memories of being picked last for dodgeball, are far more salient than memories of learning algebra or getting hurt on the playground. Why is it that social-emotional memories take precedence to our cognitive/intellectual, physical, or other memories when thinking back on our school days? When we so often look at “school” as an institution of academic learning, why is it that we remember it as a space of social and emotional growth? This is because school is first and foremost a social experience.

Next to the family, the school is the most central context for children’s social-emotional development. Children’s social-emotional functioning importantly influences their experiences and outcomes at school and experiences at school importantly influence children’s social-emotional functioning. This cycle holds strong implications for well-being across the lifespan. Essentially, social experiences during childhood, which often transpire in school settings, provide the foundation on which all future relationships are built.

In this course we will explore developmental, individual, relational and cultural factors that underlie children’s social-emotional functioning within the school and ways in which social-emotional development and well-being can be supported in that setting.

COURSE-LEVEL EDUCATIONAL GOALS:

Our Learning Outcomes include:

  • Become familiar with key concepts, theories, and research relating to childhood social and emotional development
  • Reflect on one’s own social-emotional experiences of school and understand how these relate to one’s embodied, intersectional identity
  • Apply learned concepts, theories, and research findings to the “real-world” social lives of school children in order to become better future or present educators, counsellors, and academicians

Grading

  • Weekly Quizzes 20%
  • Weekly Reading Responses 30%
  • Film Critique 15%
  • Annotated Bibliography 10%
  • Term Paper 25%

NOTES:

The OL01 section of EDUC 322 has traditionally been asynchronous. Each week, we begin a new learning Module introducing concepts, theories, and research relevant to the Social Lives of School Children. The Modules are available on our Canvas course site. The Modules overview content, readings, viewings, and tasks to be completed for that week. Some weeks will not have Modules in order to allow students time to finalize and submit assignments. The course week will begin on Monday at 12:00 AM until Sunday at 11:59 PM. You may complete the readings, viewings, participatory activities, or submit assignments at any point in this time range. The final deadline to complete work will usually be Sunday by 11:59 PM (unless otherwise specified). The course schedule, with associated Module topics, material, assignments, and dates, is outlined in the table below. Specifications will always be provided on Canvas.

REQUIREMENTS:

There will be a Library Plagiarism tutorial in Week 2 that will be ungraded but mandatory.

Materials

REQUIRED READING:

No required materials. All the readings and videos will be available through the library and will be listed on Canvas.

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

TEACHING AT SFU IN SPRING 2021

Teaching at SFU in spring 2021 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.

Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112).