Spring 2024 - EDUC 805 G001

Social Development in the School Context (3)

Class Number: 7779

Delivery Method: In Person


  • Course Times + Location:

    Jan 8 – Apr 12, 2024: Tue, 4:30–7:20 p.m.



This course involves an examination of theoretical, empirical and practical literature on social and emotional development in young children and its application to education and school settings.


In this course, we will delve into the pivotal role of the school as a central context for children's social-emotional development, with an understanding that children's experiences at school profoundly influence their social-emotional functioning and vice versa. Through a seminar format, we will explore the developmental, individual, and cultural factors shaping children's social-emotional competencies within the school setting. Each class will be a dynamic forum, expecting active participation from all. Students will be responsible for arriving prepared and ready to engage as responsible and constructive participants. This comprehensive exploration will examine theoretical, empirical, and practical literature on social and emotional development in young children, emphasizing its application in educational and school settings. The course offers an overview of theory, research, and practice related to children’s social-emotional development, social interactions, and relationships throughout the school years. Considering the school as a key environment for children's social-emotional growth, we will scrutinize the roles of peers, teachers, families, communities, and cultural contexts. The inquiry will extend to developmental, relational, and social factors underlying children's social-emotional competencies. Additionally, we will critically evaluate existing social-emotional practices and interventions designed to cultivate emotionally healthy and socially adept young individuals. A lens of unity versus diversity will be applied to scrutinize children’s social lives at school, emphasizing the role of culture and history in shaping or potentially limiting social-emotional interventions.


  • Reaction Papers 20%
  • Presentation 20%
  • Term Paper 60%



Texts will include individual articles and book chapters to be uploaded on Canvas.


Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:


SFU’s Academic Integrity website 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


Students with a faith background who may need accommodations during the term are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.