Course Description
This course will focus on social and emotional learning for children from birth through age 8 in inclusive early childhood settings. Students will examine theoretical foundations, current research, and professional standards related to attachment, relationships, self-awareness, emotional regulation, executive functioning, prosocial development, mental health, play, and learning. Other topics include designing, implementing, and evaluating equitable, culturally responsive, developmentally appropriate, and standards-based curriculum and instruction that support diverse learners across early learning environments. Students will also examine the role of observation, assessment, digital tools, family and community partnerships, professional collaboration, and ethics in promoting positive social and emotional outcomes for young children. (3 credits)
Prerequisite
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Synthesize and apply theoretical foundations, current research, and professional standards to evaluate social and emotional learning practices for children from birth through age 8 in inclusive early childhood settings. [NAEYC PS&C Standards 1, 6; DEC/CEC Standards 1, 6]
- Critically analyze how relationships, play, culture, language, family, community, disability, trauma, and structural inequities shape young children’s social and emotional development, learning, and well-being, and justify responsive educational decisions. [NAEYC PS&C Standards 1, 2; DEC/CEC Standards 1, 4, 7]
- Design and evaluate differentiated, culturally responsive, inclusive, and standards-based curriculum and instructional approaches that support emotional development, self-regulation, belonging, and positive relationships for children from birth through age 8. [NAEYC PS&C Standards 4, 5; DEC/CEC Standards 2, 5]
- Use observation, assessment, and digital tools to interpret evidence of young children’s social and emotional development and to make data-informed instructional and curricular decisions. [NAEYC PS&C Standards 3, 5; DEC/CEC Standards 4, 5]
- Develop, justify, and communicate collaborative strategies with families, schools, community partners, and interdisciplinary professionals to strengthen young children’s social and emotional well-being and learning outcomes. [NAEYC PS&C Standards 2, 6; DEC/CEC Standards 6, 7]
- Apply professional ethics, reflective practice, leadership, and professional learning principles to justify and support instructional, curricular, and programmatic decisions related to social and emotional learning in early childhood contexts. [NAEYC PS&C Standard 6; DEC/CEC Standards 6, 7]
Course Activities and Grading
| Assignments | Weight |
|---|
Discussions (Weeks 1-8) | 25% |
Assignments (Weeks 1-7) | 50% |
Final Project (Week 8) | 25% |
Total | 100% |
Required Textbooks
- This course uses Open Educational Resources (OER). OER are openly licensed, educational resources that can be used for teaching, learning and research. OER may consist of a variety of resources such as textbooks, videos and software that are at little or no cost for students.
Course Schedule
Week | SLOs | Readings and Exercises | Assignments |
1 | 1,6 | Topics: Foundations of SEL in Early Childhood: Development, Frameworks, and Standards - Read and Review:
- Read Components of Social, Emotional, and Intellectual Habits: Kindergarten through Grade 12 (CT SDE, 2023) Executive Summaries, Introduction/Purpose, and K–3 overview tables for self- concept, positive attitude toward learning, emotions of self/others, interpersonal relationships, and executive functioning
- Read CT Early Learning and Development Standards (CT OEC, 2025) p. 1-9 and 17-21
- Read Keeping SEL Developmental: The Importance of a Developmental Lens for Fostering and Assessing SEL Competencies (Denham, 2018)
- Review What Is the CASEL Framework? (CASEL, n.d.) Explore all resources, videos, and the Interactive CASEL Wheel
- Review Pyramid Model Overview (NTPMI, 2026) Explore all resources on the ‘Basics’ and ‘Tiers’ tabs
| - Read assigned material
- Review the lecture material
- Participate in Discussion Board
- Submit Assignment - Problem of Practice Proposal
|
2 | 1,2 | Topics: Developmental Progressions, Executive Function, Context, and Structural Inequities in Birth–8 SEL - Read and Review:
- Read CT ELDS Supplement: Supporting All Children Using the CT ELDS: A Guide to Domains & Strands, p. 1-4 and 16-32
- Read Lifespan Development: A Psychological Perspective (Lally and Valentine-French, 2022), selected sections to build developmental perspective across age bands:
- Chapter 3: sections 3.9: Psychosociological Development in Infancy and Toddlerhood and 3.10: Forming Attachments
- Chapter 4: sections 4.10 Information Processing and 4.15: Psychosocial Development in Early Childhood
- Chapter 5: sections 5.11: Socioemotional Development in Middle and Late Childhood and 5.12: Friends and Peers
- Read Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education (Immordino-Yang, Darling-Hammond, and Krone (2019)
- Review Components of Social, Emotional, and Intellectual Habits: Kindergarten through Grade 12 (CT SDE, 2023) K–3 overview tables for self-concept, positive attitude toward learning, emotions of self/others, interpersonal relationships, and executive functioning
- Review CT Early Learning and Development Standards (CT OEC, 2025), p. 17-21
| - Read assigned material
- Review the lecture material
- Participate in Discussion Board
- Submit Assignment - Developmental Progression and Context Analysis
|
3 | 1,2,3 | Topics: Infant and Toddler SEL: Attachment, Co-Regulation, Relationships, and Universal Supports - Read and Review:
- Read Attachment Theory in Early Childhood Emotional Development (Essential Resources, 2024.)
- Read Infants’ attachment security and children’s self-regulation within and outside the parent–child relationship at kindergarten age: Distinct paths for children varying in anger proneness (Bedel-Stenzel, An, and Kochanska, 2022)
- Read Promoting Social-Emotional Development: The Infant And Toddler Caregiver (Virtual Lab School, 2026)
- Read Rocking and Rolling. Sharing Our Calm: The Role of Coregulation in the Infant-Toddler Classroom (Parlakian, 2024)
- Read Your Calm Is Their Calm: Co-Regulation Strategies for Infants and Toddlers (Zero to Three, 2025)
- View Serve & Return Interaction Shapes Brain Circuitry (Center on the Developing Child at Harvard University, 2011)
- Review CT Early Learning and Development Standards (CT OEC, 2025), p. 17-21
- Review CT ELDS Supplement: Supporting All Children Using the CT ELDS: A Guide to Domains & Strands, p. 16-32
- Listen to The Brain Architects podcast episode on serve-and-return and responsive relationships (Center on the Developing Child at Harvard University, 2020)
| - Read assigned material
- Review the lecture material
- Participate in Discussion Board
- Submit Assignment - Attachment and Co-Regulation Care Plan
|
4 | 1,2,3 | Topics: Preschool and Primary SEL: Self-Regulation, Executive Function, Relationships, and Responsive Supports - Read and Review:
- Read Lifespan Development: A Psychological Perspective (Lally and Valentine-French, 2022), selected sections to build developmental perspective across age bands:
- Chapter 4: sections 4.10 Information Processing, 4.15 Psychosocial Development in Early Childhood, and 4.19 Play
- Chapter 5: sections 5.5 Information Processing, 5.11 Socioemotional Development in Middle and Late Childhood, 5.12 Friends and Peers
- Read Executive Function Activities for 3- to 5-year-olds,(Center on the Developing Child at Harvard University, n.d.)
- Read Self-Regulation and Executive Function: Responsive and Informed Practices for Early Childhood (Moses, 2024)
- Review CT Early Learning and Development Standards (CT OEC, 2025), p. 17-21, focusing on Preschool, Ages 3 – 5, Strands B-E
- Review CT ELDS Supplement: Supporting All Children Using the CT ELDS: A Guide to Domains & Strands, p. 16-32, focusing on Preschool, Ages 3 – 5, Strands B-E
- Review CT Components of Social, Emotional, and Intellectual Habits, K–3
- self-concept
- positive attitude toward learning
- emotions of self/others
- interpersonal relationship
| - Read assigned material
- Review the lecture material
- Participate in Discussion Board
- Submit Assignment - Responsive Support Plan for Preschool or Primary SEL
|
5 | 2,3,6 | Topics: Equity, Culture, Language, Disability, and Trauma-Responsive SEL - Read and Review:
- Read Advancing Equity in Early Childhood Education Position Statement (NAEYC, 2019), Sections: Purpose, Position, Recommendations for Early Childhood Educators, Principles of Child Development and Learning, and The Social-Cultural Context of Child Development and Learning
- Review CT ELDS Supplement: Supporting All Children Using the CT ELDS: A Guide to Domains & Strands, p. 16-32, specifically the SEL strands and the sections that address:
- dual language learners
- children with disabilities
- adult/environmental supports
- Read How Children Respond to Stress and Trauma (Head Start, 2025)
- View Breaking Through: Understanding Stress and Resilience in Young Children, (Head Start, 2024)
- Explore the linked resources in the article, From Good Guidance to Trauma-Informed Care: Meeting All Children's Behavioral Support Needs
| - Read assigned material
- Review the lecture material
- Participate in Discussion Board
- Submit Assignment - Equity Audit and Responsive Revision of Your Own Design
|
6 | 4,6 | Topics: Observation, Assessment, and Digital Tools for SEL - Read and Review:
- Read DAP: Observing, Documenting, and Assessing Children’s Development and Learning (NAEYC, 2020)
- Read Anecdotal Records Practical Strategies for Taking Meaningful Notes (Bates, Madison, and Hoover, 2024)
- Read Quick and Easy Notes: Practical Strategies for Busy Teachers (Bates, Madison, and Hoover, 2019)
- Read Authentic Assessment: A Strengths-Based Approach to Making Thinking, Learning, and Development Visible (Seitz, 2023)
| - Read assigned material
- Review the lecture material
- Participate in Discussion Board
- Submit Assignment - SEL Observation, Documentation, and Ethical Data Use Plan
|
7 | 2,5,6 | Topics: Families, Community, Interdisciplinary Collaboration, and Mental Health Supports - Read and Review:
- Read DAP: Engaging in Reciprocal Partnerships with Families and Fostering Community Connections (NAEYC, 2020)
- Read Our Proud Heritage. The Evolution of Family-Centered Services in Early Childhood Special Education (Kilgo, 2022)
- Read Interdisciplinary Collaborative Practice in Early Childhood (Kupzyk, S., Perspectives, University of Nebraska at Omaha, 2022)
- Read Child and family voice in digital documentation in early childhood education (Nur, 2026)
| - Read assigned material
- Review the lecture material
- Participate in Discussion Board
- Submit Assignment - Family and Community Collaboration Plan for SEL Support
|
8 | 1,3,5,6 | Topics: Ethics, Reflective Practice, Leadership, and SEL Improvement in Early Childhood | - Review the lecture material
- Participate in Discussion Board
- Submit Final Project/Key Assessment - Early Childhood SEL Action Research Project
- Complete Course Evaluation
|
COSC Accessibility Statement
Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.
COSC Policies, Course Policies, Academic Support Services and Resources
Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.
