Great Basin College
Early Childhood Department
ECE 126 - Social Emotional Development for Infants/Toddlers
COURSE SYLLABUS – WEB CAMPUS
Instructor: Jessica Sproul
Cell Phone: (775) 934-2803
Home Phone: (775) 753-6908
An important note about Online Classes
This is an online course presented through a Web Campus format. Students must have regular
access to a computer with an Internet option to successfully complete the course. Computers are
available on the GBC campus, in the library and at the High Tech building.
Online classes require constant motivation and self-direction on the part of the student. Students are
responsible for reading, studying, asking questions, completing assignments within the required time-
frame, being organized, and staying on schedule. All students are encouraged to contact the
Technology-Help desk for assistance when needed at 753-2167 or firstname.lastname@example.org. The
Technology Help Desk is open from 7am-10pm, Monday-Friday, and 8am-5pm on Saturdays. All
GBC center sites have lab aides on staff to assist students. Please call your local GBC site to inquire
about personal assistance if needed. I encourage all students to attend a Web Campus Workshop
prior to taking the course. Please call the Technology-Help desk to inquire about dates and time.
Online Student Responsibilities
Be able to access the class website through Web Campus.
Have and maintain Internet access throughout the semester.
Have and maintain a virus-free computer.
Have knowledge of Windows and file handling.
If you have computer or Internet problems, you must have an alternative solution for back-up
Catalog Description - The study of affective development in infancy and toddlerhood. Emphasis on
experiences and techniques for use in the home and child care setting which will foster self-concept
and social interactions for children from birth to three years old.
This course is a study of the social-emotional realm of development in children from birth to age
three. Students will examine the theories, developmental milestones, and best practices which
support social-emotional development in infants and toddlers. The course emphasizes the role of the
infant/toddler caregiver, and developmentally appropriate caregiver techniques which foster positive
self-concept and social interactions for children in child care settings.
Students may purchase textbooks from the GBC Bookstore or online. It is imperative that books be
purchased before the first day of online instruction. The GBC bookstore phone number is 775-753-
Lally, J.R. (Ed.). (1990). Infant/Toddler Caregiving: A Guide to Social-Emotional Growth and
Socialization. Sacramento, CA: California Department of Education.
Butterfield, P.M., Martin, C.A., & Prairie, A.P. (2003). Emotional Connections: How Relationships
Guide Early Learning. Washington, DC: ZERO TO THREE Press.
Student Learning Outcomes
Upon completion of this course students will demonstrate:
The importance of social-emotional development for infants and toddlers
The role of the caregiver in facilitating and enhancing social-emotional development
Temperamental traits of infants and toddlers
Infant/toddler self-esteem, social competence, and mental health issues
Qualities of developmentally appropriate infant-toddler care, as it relates to social-emotional
Child development, developmental milestones, and the application of theories of social-
emotional development in infant-toddler care
The role of culture and family in the social-emotional development of infants and toddlers
Upon completion of this course the students will demonstrate the ability to:
Expected Outcomes: Student Measurements:
1. Accurately observe, record, and assess infant- Quizzes
toddler social-emotional development compared to Essay Questions
developmental norms and milestones. Mini-Project
2. Apply concepts from research and child Quizzes
development theory to improve caregiving practice Essay Questions
which supports and nurtures healthy social- Discussion Board
emotional development. Progressive Final
3. Develop a knowledge-based and practical Quizzes
understanding of nurturing relationships with infantsEssay Questions
and toddlers to facilitate secure attachment and Observation
positive social skills. Progressive Final
4. Use developmentally appropriate practices to Quizzes
positively guide infant/toddler behavior. Essay Questions
Method of Instruction
Discussion Board/Large & Small Group
Small Group Interpretation
The learning outcomes of this course will be met through a variety of activities to be completed online
and in the classroom. These include:
Essays Progressive Final
Quizzes Discussion Board (Rubric)
If students have questions regarding any aspect of the course, the instructor can be contacted
through the Web Campus e-mail. Student communication is encouraged with one another and the
instructor via email inside Web Campus. The Web Campus e-mail system is internal. Only the
students in the course can use it and it does not communicate with outside e-mail accounts such as
your home e-mail system.
The instructor will check e-mail a minimum of 3 times a week. Students will receive a response within
24 hours unless otherwise notified. Phone calls are always encouraged.
1. Attendance and Participation: Because this is an online course, there is no actual attendance
required. However, students are expected to log in to the course regularly (several times a week
is recommended), check e-mail, check the course calendar, participate in online discussions, and
complete quizzes and assignments by the specified due dates. Participation is very important
since students will be responsible for reading material, class activities, discussions, and diverse
information presented by the instructor weekly. This class requires assignments be completed
each week. Please don’t procrastinate! The instructor must be contacted a minimum of two
weeks in advance if students will not be participating in the class. These absences will only be
approved for an extreme family emergency and/or personal illness. A grade of “W” (withdrawn)
will be recorded for anyone who formally withdraws by contacting the instructor and completing a
2. All required assignments should be completed weekly so that students can actively participate in
the Discussion Board, as well as complete assignments and quizzes with a successful outcome.
3. Assignments must be turned in by the date specified through Web Campus. All weekly
assignments are due each Sunday at 7 P.M. Late assignments will not be accepted unless
prior arrangements are made with the instructor in advance.
4. Written assignments must be:
a. submitted in a word document and presented in a MLA format.
b. typed, organized, and neat.
c. proofed before submission. Correct spelling, grammar and format are expected.
Remember to use spell check and/or the dictionary prior to posting all assignments.
Assignments with excessive or repetitive errors must be rewritten and turned in by the following
Sunday at 8:00 A.M. This decision will be made at the discretion of the instructor. A grade will be
given after the rewritten assignment is reviewed.
This class covers a great deal of material in the 16 week semester. Students should expect to invest
a significant amount of time completing the requirements of the class. In a traditional three credit-
hour course students would normally be in class for three hours a week for 16 weeks (48 hours of
class time). In addition, a good rule of thumb is that students should typically spend another three
hours per week in self study for each credit-hour they are taking (3 cr x 3 hrs x 16 wks = 135 hours
Students should plan time to complete the required readings and assignments, prepare for and take
quizzes, and participate in online discussions as requested. To be successful in this course students
are strongly encouraged to create a study plan. A course calendar is provided as a tool to track due
dates and map the course of study. Planning ahead is the best way to stay on task!
Complete instructions for all assignments are provided inside Web Campus.
All assignments are due each Sunday at 7 P.M. beginning the first week of the semester. Each week,
all students are required to follow the guidelines specified under the Content icon on the Home Page.
Begin by reading the Chapter Overview and continue though the links. Students will be taking short
quizzes on the chapter information and completing an Essay Question or Mini-Project each week. In
addition, students will be completing Progressive Final questions throughout the course.
Specific instructions for each assignment are located under the Course Content link in Web
Campus. Students will be graded on the basis of accuracy, completeness, and degree of excellence
in carrying out the required assignments. For maximum points, it is imperative that students read all
the instructions for the assignments and answer all parts or questions.
Quizzes: Each week, there will one quiz comprised of multiple choice and matching
questions. The quizzes will be found in sequenced order under the Content Icon on the
Homepage. The quizzes will cover chapter information, therefore it is imperative that students
read and process the information in the reading assignments. The quizzes will not be timed.
Students are encouraged to ponder and discuss the questions with other class members.
Students can take each chapter quiz up to 2 times to earn a higher score. Web Campus is set
to grade the multiple choice and matching test questions automatically. Answers must be
saved by clicking “finish” at the bottom of each quiz before logging off. Each quiz is worth 10
points (10 points per chapter) equaling 100 total points.
Essays/Mini-Projects: The instructor will post 8 essay/reflective question(s) or mini projects
during the semester. These questions and/or projects are elicited from the content information
in each chapter. The posed questions or assigned projects must be researched and
completed in a neat, concise and understandable format. Grammar and spelling will not be
graded. However, if the assignment contains a numerous number of grammar and spelling
errors, the document will be returned for revision. All essay questions and/or mini-projects
must be submitted in a MLA Word document. Four of the essay question responses will be
posted not only in the assignments area, but in the Discussion Board as well. Each
Essay/Reflective Question or Project is worth 50 Points equaling 400 total points.
Online Discussions: There will be assigned discussions each week. The Discussion Board
questions will be structured to help students think critically about the material that is covered in
the course, and to analyze how it applies to working in ECE. To participate in the class
discussions, go to the Discussion icon on the Homepage. The online discussions provide a
way for students to interact and participate with others. The following will be considered when
scoring the Discussion submissions. Discussion postings and responses will be worth 5 points
per chapter equaling 50 points.
Full Credit Partial Credit No Credit
Response to Initial Shows understanding of the Shows limited understanding Fails to make the posting,
Question question, presents a of the question; response is responds to the wrong
thoughtful and substantive brief and/or without question, shows a complete
response, gives reasons for substance, may ramble off lack of understanding of the
opinions, response is linked topic. question.
to reading from the text.
Reply to Other Asks thoughtful questions May respond in brief Responds with a sentence
Student’s Messages of other student(s), if unhelpful ways, may take a or less, responds in a
agreeing adds elaboration, disrespectful tone toward derogatory way.
if disagreeing does so other students, may show a
respectfully and adds lack of understanding of
rationale. other’s posting.
Progressive Final Exam: The Final will be progressive in nature. Each week, the students
will receive 1 to 2 questions. These questions must be answered in a detailed and thorough
manner. All responses must be written in a Word document and saved in each student’s
personal computer. Students are encouraged to back-up their Progressive Final each week on
a disk, flash drive, or CD. Each week, the students will address new questions and add them
to their final exam document. The questions (Final Exam) will not be sent to the instructor until
the end of the semester. There will be occasions when the instructor will ask random students
to post an up-date of the Progressive Final to ensure that all students are completing the Final
questions weekly. The responses are expected to be detailed, comprehensive, and
grammatically correct. All parts of the question must be included.
Worth 200 points
Participation and a Positive Interactive Attitude: These points are essential for receiving an
“A.” A student’s attitude and class participation can make a difference in his or her personal
growth, course progression, and success in the world of Early Childhood Education. Please
refer to Page 3 of the syllabus, Student Responsibilities. Worth 50 points
Students are encouraged to make an appointment with the instructor at any time
during the semester to discuss grades, questions, or concerns about the course.
*The following is subject to change.
Assignment Worth Your Score
10 Quizzes @ 10 100 Points
(1 quiz per chapter)
Essay/Reflective 400 Points
(8 @ 50 points per)
Participation (50) 100 Points
Final Exam: 200 Points
GRADE PERCENTAGE POINTS
A 90 – 100 % 740 – 800
B 80 – 89% 680 – 739
C 70 – 79% 520 – 679
D Less than 70% Less than 520 Points
Online Conduct Policy
For all communication in this course, students are expected to respect diverse opinions, to discuss
ideas but not engage in personal attacks, and to maintain an appropriate decorum online. Please DO
NOT use profanity or other language that could be viewed as inappropriate or offensive. Although
this is an online class, students remain subject to the Code of Conduct for GBC students.
Plagiarism is a form of cheating and, at a minimum, will result in a grade of zero (F) on the
assignment or test involved; and may also result in a grade of “F” for the course.
Plagiarism is defined as using another person’s words and/or ideas as though they were your own.
Some examples of plagiarism are:
1. Copying or quoting a phrase or sentence from a source without giving credit to the author.
2. Summarizing or paraphrasing someone else’s ideas without giving credit to the author.
3. Turning in a paper written by someone else or containing sections written by someone else.
4. Working with another student to write one paper that is turned in by both students.
Failure to document sources is also considered plagiarism. Unfortunately, this has become quite a
serious problem in college classes, especially in the online environment. The Internet makes
anything available with one quick click of the mouse. Students need to know that plagiarism is
dishonest and wrong. You must use citations whenever you use another person’s ideas or words.
Paraphrasing also requires references to the original work. Citations will be checked randomly for
accuracy. The instructor may use Internet search engines such as www.turnitin.com to uncover
Great Basin College is committed to providing equal educational opportunities to qualified students
with disabilities in accordance with state and federal laws and regulations, including the Americans
with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973. A qualified student
must furnish current verification of disability. The ADA Officer, located in Berg Hall, will assist
qualified students with disabilities in securing the appropriate and reasonable accommodations,
auxiliary aids, and services. For more information or further assistance, please call 775-753-2271.
Statement of Academic Integrity
I, Jessica Sproul, promise to expect nothing more of you, the student, than I, the instructor, expect of
myself. Freedom of speech, thought and learning are a responsibility and right of all participants in
this class. Respect and privacy are assumed. At times the character of this course material may be
of a personal nature, please treat your classmates as you wish to be treated.