ECE215 - Interpersonal Relationships

Outline information
Semester
Schools offering this subject
Last revision date Sep 30, 2019 12:03:20 AM
Last review date Dec 2, 2019 12:15:01 AM

Subject Title
Interpersonal Relationships

Subject Description
Interpersonal communication is the function of communication that involves the care and maintenance of relationships. Since all human interactions contribute to social connection and human intimacy, all communication can be considered interpersonal. As humans our interpersonal interactions are also profoundly affected by political, rhetorical, cultural, and organizational contexts and pressures. As early childhood educators it is essential that we understand the complexities of all facets of communication. As teachers of young children we have a further role and responsibility to participate in the socialization of children, particularly in the ways that we facilitate and mediate their interpersonal relationships with adults and with other children and to model and enhance all opportunities to promote democracy and peace.

Credit Status
ECE 215 is an Early Childhood Education Diploma prescribed subject. ECE 215 is a first year, second semester subject.

Learning Outcomes
Upon successful completion of this subject the student will be able to:

SPECIFIC LEARNING OUTCOMES

Upon successful completion of this subject, the student will be able to:

1. Model and provide positive conflict resolution strategies in all relationships with children, family, members, co-workers, employers and others.

2. Critique their own values and the impact this has on others.

3. Identify and practice techniques of cross-cultural communication.

4. Recognize and respond to elements of group dynamics.

5. Recognize assertiveness and practice it.

6. Analyze elements of respectful interactions between children and adults and/or amongst children.

7. Evaluate respectful teacher responses to children's accomplishments, work, behaviour and their interactions with others.

8. Identify, interpret, apply and reflect on bias free communication techniques between adults and children and between children and children.

9. Identify, interpret and utilize cooperative conflict resolution techniques.

10. Model and facilitate conflict resolution techniques, negotiation and independent problem solving with and for children.

11. Examine and practice a problem solving orientation toward behaviour guidance.

12. Listen actively to all children in a way that respects their differing developmental levels.

13. Listen actively to all children in a way that respects their differing cultural realities.

14. Identify and practice respectful understanding of the right of all children to confidentiality.

15. Paraphrase and affirm all communicative attempts from children to indicate they have been heard.

16. Respond sensitively to a wide range of emotional states expressed by children.

17. Model and facilitate appropriate responses to stereotyping, bias, and prejudicial behaviours.

18. Evaluate personal style of giving and receiving feedback.

19. Recognize personal conflict style and identify steps to resolve them.

20. Recognize components of perspective taking and practice the techniques of paraphrasing, reframing and validating.




ECE VOCATIONAL OUTCOMES

The following are the Early Childhood Education Program Vocational outcomes. The outcomes listed in bold font indicate which outcomes are focused on in this subject.

The graduate has reliably demonstrated the ability to:
  1. Design, implement and evaluate inclusive and play-based early learning curriculum* and programs that support children’s holistic development and are responsive to individual children’s and groups of children’s observed abilities, interests and ideas.
  2. Establish and maintain inclusive* early learning environments* that support diverse*, equitable and accessible developmental and learning opportunities for all children* and their families*.
  3. Select and use a variety of screening tools, observation and documentation strategies to review, support and promote children’s* learning across the continuum of early childhood development*
  4. Establish and maintain responsive relationships* with individual children*, groups of children* and families*
  5. Assess, develop and maintain safe, healthy and quality early learning environments* which meet the requirements of current legislation, agency policies and evidence-based practices* in early learning.
  6. Prepare and use professional written, verbal, nonverbal and electronic communications when working with children*, families*, colleagues, employers, and community partners.
  7. Identify, select and apply relevant legislation, regulations, College of Early Childhood Educators Standards of Practice and Code of Ethics, policies and evidence-based practice* guidelines, and interpret their impact on a variety of early learning environments*.
  8. Apply a developing personal philosophy of early learning in accordance with ethical and professional standards* of early childhood education practice.
  9. Advocate* for quality early learning environments* and collaborate with members of the early learning team, families* and community partners to establish and promote such settings.
  10. Engage in reflective practice, develop learning goals and maintain an ongoing professional development plan in accordance with evidence-based practices* in early learning and related fields.



Essential Employability Skills
Communicate clearly, concisely and correctly in the written, spoken and visual form that fulfils the purpose and meets the needs of the audience.

Respond to written, spoken, or visual messages in a manner that ensures effective communication.

Apply a systematic approach to solve problems.

Use a variety of thinking skills to anticipate and solve problems.

Show respect for diverse opinions, values, belief systems, and contributions of others.

Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.

Take responsibility for one's own actions, decisions, and consequences.

Academic Integrity
Seneca upholds a learning community that values academic integrity, honesty, fairness, trust, respect, responsibility and courage. These values enhance Seneca's commitment to deliver high-quality education and teaching excellence, while supporting a positive learning environment. Ensure that you are aware of Seneca's Academic Integrity Policy which can be found at: http://www.senecacollege.ca/about/policies/academic-integrity-policy.html Review section 2 of the policy for details regarding approaches to supporting integrity. Section 2.3 and Appendix B of the policy describe various sanctions that can be applied, if there is suspected academic misconduct (e.g., contract cheating, cheating, falsification, impersonation or plagiarism).

Please visit the Academic Integrity website http://open2.senecac.on.ca/sites/academic-integrity/for-students to understand and learn more about how to prepare and submit work so that it supports academic integrity, and to avoid academic misconduct.

Discrimination/Harassment
All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at student.conduct@senecacollege.ca.

Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Accessibility Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.