Summer 2021 - EDUC 322 D100

The Social Lives of School Children (3)

Class Number: 2484

Delivery Method: Remote

Overview

  • Course Times + Location:

    Tu 2:30 PM – 5:20 PM
    REMOTE LEARNING, Burnaby

  • 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 remotely and synchronously.  Students are expected to be online and available during scheduled class time.  See 'Grading Notes' section for more information.



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.
  • 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 researchers.
  • Reflect on one’s own social-emotional experiences of school and understand how these relate to one’s embodied, intersectional identity.

Grading

  • Library Plagiarism Tutorial (ungraded, but mandatory) 0%
  • Weekly Quizzes 20%
  • Weekly Reading Response 30%
  • Class Participation Thermometer 10%
  • Film Critique 20%
  • Group Presentation 20%

NOTES:

Each week, we will be covering a new topic introducing concepts, theories, and research relevant to the Social Lives of School Children. You will visit our Canvas course site and find the relevant Module which will overview the topic, provide links to the relevant reading material, and the assignments that need to be completed that week (after class, by Friday night). You will need to review this material before class and come prepared to discuss the topic. Our in-class time will be dedicated to further exploration of the topic through activities, viewings, and dialogue. Your participation is expected and will be evaluated (see Class Participation Thermometer). Our synchronous learning component is to be hosted on Zoom during the class time of Tuesday from 2:30-5:20 PM (PST). We will not be using this entire time, however. Our synchronous sessions will run approximately 1.5 hours each week, taking us from 2:30 – 4 PM. That being said, I ask that you refrain from making plans before 4:30 PM on Tuesdays. The exception to the shorter classes will be the Group Presentations on July 27 and August 3 which will potentially use all three hours – please plan accordingly.

Materials

REQUIRED READING:

There is no textbook for this course. However, there are online readings, and occasionally there are supplementary videos. Each module in this course has several identified online readings, which you are required to work through alongside the provided commentary. Each module has a series of questions based on the readings that you will be required to complete.

Each module contains links to its respective reading(s) and viewing.

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 SUMMER 2021

Teaching at SFU in summer 2021 will be conducted primarily through remote methods, but we will continue to have in-person experiential activities for a selection of courses.  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).