ECED 2310 Syllabus
ECED 2310 - Safe, Healthy Learning Environments
3 Credit Hours
This course is a study of the basic principles and practices of safety, health and nutrition as they relate to the early childhood setting, home, and community for children ages birth through eight. The course also includes a study of principles for creating appropriate learning environments for young children. Field experience is required.
Student Learning Outcomes:
(NAEYC standards addressed by coursework are indicated in parentheses)
The student will:
Outcome 1: Identify the practices for providing a safe, challenging, and developmentally appropriate indoor and outdoor environment to support learning outcomes. (1c, 4a)
Outcome 2: Demonstrate knowledge of the principles for safety, health, and nutrition practices in the early childhood setting. (5a, 4b)
Outcome 3: Identify appropriate linkages in the community related to health, safety, and nutrition. (2b, 6a, 6e)
National Association for the Education of Young Children (NAEYC) Associate Degree Accreditation Standards Addressed within this Course:
Standard 1: Promoting Child Development and Learning 1c. Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments.
Standard 2: Building Family and Community Relationships 2b. Supporting and engaging families and communities through respectful, reciprocal relationships.
Standard 4: Using Developmentally Effective Approaches 4a. Understanding positive relationships and supportive interactions as the foundation of their work with young children. 4b. Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology.
Standard 5: Using Content Knowledge to Build Meaningful Curriculum 5a. Understanding content knowledge and resources in academic disciplines: language and literacy; the arts - music, creative movement, dance, drama, visual arts; mathematics; science; physical activity and physical education; health and safety; and social studies.
Standard 6: Becoming a Professional 6a. Identifying and involving oneself with the early childhood field. 6e. Engaging in informed advocacy for young children and the early childhood profession.
3. Written and verbal communication skills 5. Skills in identifying and using professional resources.
The course has been designed into nine modules on these topics:
- Module One: Creating Safe Environments for Early Childhood Education
- Module Two: Indoor Safety
- Module Three: Outdoor Safety
- Module Four: Emergency Response Procedures for EC Environments
- Module Five: Providing Good Nutrition for Diverse Children
- Module Six: Tools for Promoting Good Health in Children
- Module Seven: Prevention of Illness through Infection Control
- Module Eight: Child Maltreatment
- Module Nine: Fostering Good Mental Health and Emotional Well-Being
Skill in sending and receiving e-mails with attachments. Skilled in using a web browser to connect to websites. (such as Internet Explorer, Safari, Mozilla Firefox, etc.).
Textbooks, Supplementary Materials, Hardware and Software Requirements
Please visit the Virtual Bookstore to obtain textbook information for this course. Move your cursor over the "Books" link in the navigation bar and select "Textbooks & Course Materials." Select your Program, Term, Department, and Course; then select "Submit."
Minimum hardware requirements can be found here.
Minimum software requirements can be found here.
Common applications you might need:
Purdue OWL Online Writing Lab (for APA, MLA, or Chicago style)
The Writing Center Online Writer's Handbook
- Technical support information can be found on the TN eCampus Help Desk page.
- Smarthinking virtual tutoring is available FREE of charge. to access Smarthinking, visit the course homepage and select Smarthinking under Course Resources. You also view sample sessions to see what Smarthinking offers and how it works.
- Information on other student issues or concerns can be located on the TN eCampus Student Resources page.
Please see "Instructor Information" in the Getting Started Module for instructor contact information, virtual office hours, and other communication information. You can expect to receive a response from the instructor within 24-48 hours unless notified of extenuating circumstances.
Participation, Assessments, & Grading
(NAEYC standards addressed by coursework are indicated in parentheses)
All testing will take place within the course materials. You will be allowed to take your tests at a time and place convenient to you.
Module Assessment Procedures:
Students will be graded on items that reflect the learning outcomes of the course. There are nine course modules, plus an introductory module, each with discussions worth 25 points and quizzes worth 25 points for a total of 50 points per module. There will be three assignments with a total value of 500 points. This creates a final total of 1000 points for the course. Student will have at least 7 days to complete each module. Included in each module will be: Learning Outcomes, Reading Assignments, Module Discussions, Additional Resources, and Module Quizzes. All activities will be submitted online through the Dropbox and the Discussion area.
Students are expected to participate in all interactive aspects of the course. This includes emails and discussion exchanges. Students are expected to communicate with the instructor and check the course home page and email frequently for announcements. There will be one assigned discussion topic for each module. Students should actively participate in module discussions, initiating one thread with a post addressing the discussion questions, and then replying to at least two other threads. Posts and replies should be completed at different times, on at least two days. These will require online research, live observation, field experiences, and personal reflection. Students are expected to work at a pace conducive to collaborative learning, without working too far ahead or too far behind the group. The class is designed to support student interaction. (2b, 4a, 5a, 6a, SS3)
|under 650 Points|
|Module||Assignment Points||Discussion Points||Quiz Points||Total Points|
Playground Inspection Report and Letter - Students will complete a structured outdoor playground inspection, observe child behavior on the playground, document and describe findings, cite sources for information used during the inspection, and compose an action letter on behalf of the community requesting playground changes or improvements. (1c, 3b, 6e, SS3)
Snack Activity - Students will research and choose an appropriate snack activity for toddler-aged children. The activity will be implemented with a group of like-aged children in a classroom setting. Students will write a report describing the experience, nutritional information for the snack, developmental areas addressed during the activity; citing the sources for information used; and reflecting on the experience. (4b, 5a)
Communicable Illness Newsletter - Students will conduct research and create a family newsletter with helpful information about one instructor-assigned communicable illness common among young children in group care. Students will include specific information about aspects of illnesses including prevention, identification, exclusion from school, and long-term issues. The newsletter will include sources of information and resources for families seeking additional information or assistance. This will be done using computer software and newsletters will be shared among classmates. (2b, 5a, 6a, SS3, SS5)
All student work is outlined within Course Content. Assignments, discussions, and quizzes will be presented as noted in the Course Calendar. Students will have until the due date on the calendar to complete each item.
Students are expected to check their e-mail at least once daily and to work on the assigned content regularly. It is impossible for students to complete the course work when they do not stay active in the class.
Students are encouraged to work at their own pace, however deadlines are placed on class discussions, assignments, and quizzes. Students should become familiar with the Class Calendar to determine when materials are due and create a study schedule accordingly. Once a deadline has passed students will be locked out of the material.
Course Ground Rules
The following two statements (1., 2.) were derived from the TBR System-wide Student Rules document, released January 2012:
RULES OF THE TENNESSEE BOARD OF REGENTS STATE UNIVERSITY AND COMMUNITY COLLEGE SYSTEM OF TENNESSEE SYSTEMWIDE STUDENT RULES CHAPTER 0240-02-03 STUDENT CONDUCT AND DISCIPLINARY SANCTIONS
1. Standards of Conduct:
- Students are required to adhere to the same professional, legal and ethical standards of conduct online as on campus. In addition, students should conform to generally accepted standards of "netiquette" while sending e-mail, posting comments to the discussion board, and while participating in other means of communicating online. Specifically, students should refrain from inappropriate and/or offensive language, comments and actions.
- In their academic activities, students are expected to maintain high standards of honesty and integrity. Academic dishonesty is prohibited.
Such conduct includes, but is not limited to:
- an attempt by one or more students to use unauthorized information in the taking of an exam
- to submit as one's own work, themes, reports, drawings, laboratory notes, computer programs, or other products prepared by another person,
- or to knowingly assist another student in obtaining or using unauthorized materials.
Plagiarism, cheating, and other forms of academic dishonesty are prohibited.
Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are subject to disciplinary action through the regular procedures of the student’s home institution. Refer to the student handbook provided by your home institution to review the student conduct policy.
In addition to other possible disciplinary sanctions that may be imposed, the instructor has the authority to assign an "F" or zero for an activity or to assign an "F" for the course.
Other Course Rules:
Students are expected to:
- Participate in all aspects of the course
- Communicate with other students
- Learn how to navigate in Brightspace
- Keep abreast of course announcements
- Use the assigned course management (Brightspace) email address rather than a personal email address
- Address technical problems immediately:
- Observe course netiquette at all times.
Guidelines for Communications
- Always include a subject line.
- Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. Use of emoticons might be helpful in some cases.
- Use standard fonts.
- Do not send large attachments without permission.
- Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
- Respect the privacy of other class members
- Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.
- Try to maintain threads by using the "Reply" button rather starting a new topic.
- Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other’s ideas.
- Be patient and read the comments of other group members thoroughly before entering your remarks.
- Be cooperative with group leaders in completing assigned tasks.
- Be positive and constructive in group discussions.
- Respond in a thoughtful and timely manner.
The Tennessee Virtual Library is available to all students enrolled in TN eCampus programs and courses. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading will be included within the course modules. To access the Virtual Library, go to the course homepage and select the Virtual Library link under Course Resources.
Students with Disabilities
Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.
The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.
The information contained in this syllabus is for general information purposes only. While we endeavor to keep this information up-to-date and accurate, there may be some discrepancies between this syllabus and the one found in your online course. The syllabus of record is the one found in your online course. Please make sure you read the syllabus in your course at the beginning of the semester. Questions regarding course content should be directed to your instructor.