Summer 2021 - EDUC 322 OL01
The Social Lives of School Children (3)
Class Number: 4559
Delivery Method: Distance Education
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.
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.
- Plagiarism Tutorial & Syllabus Quiz (ungraded, but mandatory) 0%
- Quizzes 20%
- Reading Responses 30%
- Film Critique 20%
- Term Paper 30%
The OL01 section of EDUC 322 is completely 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. Technically speaking, each module week will run from Saturday at 12:00 AM until Friday at 11:59 PM. You may complete the readings, viewings, participatory activities, or submit assignments at any point in the module week up until the deadline to submit on Fridays by 11:59 PM. On average, you will receive notifications from me on Mondays (introducing you to the topic of the week and overviewing your tasks) and Fridays (reminding you of due dates and returning past marked submissions). The course schedule, with associated Module topics, material, assignments, and final submission deadlines (recall that you can submit at any time prior to that date and time), is provided in the table below. Specifications will always be provided on Canvas.
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.
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 (firstname.lastname@example.org or 778-782-3112).