Course Snapshot for ECE241 - Administration: Human Relations for Early Childhood Education
The information listed below is subject to change. Please review the course syllabus within your online course at the start of class.
Course Competencies
The competencies you will demonstrate in this course are as follows:
- Demonstrate knowledge of effective communications skills for dealing with children, families, staff, other professionals, and community volunteers.
- Define and discuss the human relations and advocacy components of an early childhood professional’s responsibilities.
- Describe the quality of an early childhood program from a human relations standpoint.
- Examine strategies for connecting to and communicating with families and the community.
- Analyze the components of leadership including mission, vision, goal setting, team building, and strategic planning.
- Develop and demonstrate reflective listening and conflict resolution skills, as well as mentoring strategies to use with children, staff, and families.
- Practice making ethical decisions using the National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct.
- Differentiate roles among early intervention team members and follow chain of command to address policy questions, systems issues, and personnel practices.
- Demonstrate competence, integrity, and sound judgment within one’s skill limits and request direction, instruction, guidance, and feedback for new or unfamiliar tasks.
- Discuss personal and professional strategies for becoming a resilient early childhood leader.
Module Outcomes Mapped to Competencies
| Outcomes | Competencies | |
|---|---|---|
| 1 | Define human relations and human service management. | B |
| 2 | Explain the nature, purpose, and importance of human relations. | B |
| 3 | Discuss the major factors related to human behavior at work. | B |
| 4 | Apply the seven basic themes that serve as the foundations for effective human relations to his/her own experience. | B, J |
| 5 | Define the role of a leader as it applies in early childhood education. | E, J |
| 6 | Analyze the role of leadership in building teams. | E, J |
| 7 | Apply culturally competent leadership skills in a variety of scenarios. | E, J |
| Outcomes | Competencies | |
|---|---|---|
| 1 | Differentiate between communication skills and styles. | A |
| 2 | Discuss personal communication styles. | A |
| 3 | Apply communication skills in a situation of interpersonal conflict. | A, F, J |
| 4 | Apply elements of successful organizational change. | F, J |
| 5 | Apply active listening skills. | A, F |
| 6 | Demonstrate the use of a SCOT analysis. | A, F, J |
| 7 | Apply the steps for conflict management. | F, J |
| Outcomes | Competencies | |
|---|---|---|
| 1 | Critique the NAEYC Code of Ethical Conduct. | B, G |
| 2 | Apply the process for solving an ethical dilemma to a real world ethical situation. | B, G |
| 3 | Construct an ethical situation and apply the NAEYC Code of Ethical Conduct to propose a solution. | B, G |
| 4 | List the characteristics of an effective work team. | A, E, F, J |
| 5 | Explain the major elements of the Johari Window model. | A, E, F, J |
| 6 | Classify team experiences using the Tuckman model. | A, E, F, J |
| 7 | Analyze the ways in which constructive self-disclosure contributes to improved interpersonal relationships and teamwork. | A, E, F, J |
| 8 | Create a team building plan. | A, E, F, J |
| Outcomes | Competencies | |
|---|---|---|
| 1 | Create a professional development plan that fulfills the requirement of the Colorado of Licensing. | A, J |
| 2 | Synthesize content that will enhance the early childhood professionals' skill set. | A, G, J |
| 3 | Analyze the impact of different generations and different stages of teacher and supervisor development in the workplace. | A, D |
| 4 | Apply knowledge about differences in family structure. | A, D, J |
| 5 | Discuss benefits and barriers to family partnerships. | A, D |
| 6 | Develop solution to barriers for family partnerships. | A, D |
| 7 | Design a Family Involvement Plan. | A, D, J |
| 8 | Apply strategies to welcome families into a program. | A, D, J |
| 9 | Name conflict resolution strategies. | G |
| Outcomes | Competencies | |
|---|---|---|
| 1 | Apply current quality initiatives in Colorado. | B, C, I, J |
| 2 | Synthesize information in order to create best practices for application and evaluation. | B, I, J |
| 3 | Identify roles and responsibilities of early interventionist. | H |
| 4 | Discuss the use of ADA guidelines in early childhood settings. | H |
| 5 | Investigate a current issue in Early Childhood Education and develop a logical argument advocating for the field. | B, I |
| 6 | Assess an ECE professional’s role in advocacy. | B, C, J |
Course Time Commitment and Expectations
The semester schedule for this course may be 15 weeks, 10 weeks, or 6 weeks in duration. Based on the course format, this table shows the approximate amount of time you should plan to spend per week on this course. This includes time to read/listen to the online content, participate in discussion forums, complete all assignments, and study the course material.
For accelerated courses, the amount of time required per week is greater. Note that regardless of course format, the course material is the same and all course competencies, module outcomes, and assignments will be covered.
| Course Credit Hours | Course Format (Duration) | Pace Relative to a 15 Week Course | Course Activity Hours | Student Learning Hours Per Week |
|---|---|---|---|---|
| 3 | 15 Weeks | - | 135 | 8.5 to 9.5 |
| 3 | 10 Weeks | 1.5x faster | 135 | 12.5 to 14.5 |
| 3 | 6 Weeks | 2.5x faster | 135 | 21 to 24 |
Aside from typical reading assignments, this course has the following (Please Note: This list is subject to change based on the discretion of the instructor facilitating this course.):
| Assignment | Points | % |
|---|---|---|
| Discussions (12 @ 20 points each) | 240 | 32% |
Assignments:
|
500 | 68% |
| TOTAL | 740 | 100% |
CCCOnline Course Quality Commitment
CCCOnline goes to great lengths to assure the quality of your online learning experience. You can expect the following from our courses:
- All CCCOnline courses are developed by content experts and a professional team of instructional designers.
- CCCOnline courses are built with a template that assures accessibility and Quality Matters Design Standards.
- There is navigation consistency across all CCCOnline courses.
- Most of our courses come with illustrative models and videos to enhance learning concepts.