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SYLLABUS FOR CDEC 1419Child Guidance

Europe Distance LearningSemester Hours Credit: 4

Lecture Hours: 48Lab Hours: 32

Course Dates: Nov 5 to Dec 23, 2018

Weekly CTC Blackboard discussions and assignments

Instructor: Brian K Cambra

Instructor’s Location: Vicenza, Italy

Skype Name: brocam777

Weekly Skype Office Hours: Mondays/09:00-12:00 and By Appointment

Instructor Email: [email protected]

Phone: +39 3567501174

I. INTRODUCTION

A. An exploration of guidance strategies for promoting prosocial behaviors in children. Emphasis on positive guidance principles and techniques, family involvement and cultural influences.

B. This course is required to receive the Child Development Department Associate in Applied Science Degree, Child Development Certificate of Completion, and Administrator Credentials.

C. Bloom’s Taxonomy of Cognitive, psychomotor, and Affective domains coding are Knowledge (K), Comprehension (C), Application (AP), Analysis (AN), Synthesis (S), Evaluation (E).

D. This course is occupationally related and serves as preparation for careers in child development.

E. Prerequisites: None

F. This course requires 32 Lab hours.

Note: A student may not receive a final grade without completing this requirement in full.

G. NAEYC Standards and Program Level Outcomes: All CTC’s Child Development Department coursework includes student learning opportunities and outcomes that address the National Association for the Education of Young Children’s Standards for Early Childhood Professional Preparation in

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Associate Degree Programs. These Standards address areas of growth and development of the “whole child” Standards for Early Childhood Professional Preparation in Associate Degree Programs. These Standards address areas of growth and development of the “whole child”

STANDARD 1: The student will apply an understanding of child development and learning by:1a: Knowing and understanding young children’s characteristics and needs. 1b: Knowing and understanding the multiple influences on development and learning.1c: Using developmental knowledge to create healthy, respectful, supportive,

and challenging learning environments.

STANDARD 2: The student will explain how to build family and community relationships by:2a: Knowing about and understanding family and community

characteristics.2b: Supporting and empowering families and communities through

respectful, reciprocal relationships.2c: Involving families and communities in their children’s development and

learning.

STANDARD 3: The student will demonstrate skills in teaching and analyze young children’s learning by:3a: Knowing, understanding, and using positive relationships and supportive I interactions.3b: Knowing, understanding, and using effective approaches, strategies, and tools for early education.3c: Using own knowledge and other resources to design, implement, and

evaluate meaningful, challenging curriculum to promote positive outcomes.

STANDARD 4: Using developmentally effective approaches to connect with children and families4a: Understanding positive relationships and supportive interactions as the foundation of their work with children4b: Knowing and understanding effective strategies and tools for early

Education4c: Using a broad repertoire of developmentally appropriate teaching/ learning approaches

STANDARD 5: Using content knowledge to building meaningful curriculum:

5a: Understanding content knowledge and resources in academic disciplines 5b: Knowing and using the central concepts, inquiry tools, and structures of

content areas or academic disciplines 5c: Using their own knowledge, appropriate early learning standards, and

other resources to design, implement, and evaluate meaningful, challenging curricula for each child

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II. LEARNING OUTCOMES

Upon successful completion of this course, Child Guidance, the student will be able to:

A. Summarize theories related to child guidance.(C1, C3, C5-8, C10, C18,) (K, C, AP, AN, S, E)(NAEYC Standard 1 & 4)

1. Outline a variety of guidance techniques to use with different age children based on developmental needs and abilities.

2. List characteristics of positive interactions and supportive relationships with children at different stages of development.

3. Contrast positive and negative forms of guidance.4. Summarize children’s social development.

B. Explain how appropriate guidance promotes autonomy, self-discipline, and lifelong social skills in children.(C1, C3, C5-8, C10, C12, C14,) (K, C, S) (NAEYCStandard 4)

1. Describe development of self-concept and self-esteem.2. Discuss the process of emerging self-discipline.3. List positive social behaviors which should be encouraged in classroom

settings.4. Explain how positive guidance promotes growth and development.5. Describe development of moral competence in children.6. Explain the role of indirect guidance technique in classroom

management.

C Recognize the importance of families and culture in guiding children. (C1, C3, C5-14, C16) (K, S) (NAEYC Standard 2)

1. Describe how cultural difference affects guidance.2. Discuss the role of culture in children’s interactions and responses to

conflict.3. Describe the importance of working with parents to solve guidance

issues.4. Discuss the family issues which may influence children’s behaviors and

ways to assist children in coping with these stressful or frightening situations.

D. Promote development of positive self-concept and prosocial behaviors in children. (C1, C3, C5-14,) (AP) (NAEYC Standard 4)

1. Demonstrate how a teacher’s guidance techniques affect children’s self- esteem.

2. Demonstrate techniques teachers can use to facilitate positive social interactions among children.

E. Apply appropriate guidance methods to specific situations relating to children’s CDEC 1419 – 9th Ed (09.18) 218I9227 of 21

behaviors. (C1, C3, C5-14,) (C, AP, AN, E) (NAEYC Standard1&4)

1. Give examples of individualized behavior plans that classroom teachers may be given to implement with children with special needs.

2. Demonstrate appropriate ways to communicating with children (i.e., active listening, “I” messages, positive statements, etc.)

3.4. Use developmentally appropriate group management strategies to

provide an atmosphere that enhances learning.5. Provide environments and learning experiences that promote

development of children’s trust, autonomy (decision-making, self-assessment, and self- help skills, etc), initiative, industry, and identity.

6. Demonstrate skills in classroom management and guidance techniques as they relate to common problem behaviors (i.e., biting hitting, tantrums, inappropriate language, etc.)

7. Observe and records children’s behavior using anecdotal records.

F. Demonstrate skills in helping children resolve conflicts.(C1, C2, C5-14,) (K, AP, E) (NAEYC Standard 4)

1. Support a classroom culture that foster trust, caring, cooperation, responsibility, and leadership.

2. Recognize true problem behaviors and identify professional resources for specific developmental or family needs.

3. Implement principles of conflict resolution.4. Demonstrate teamwork skills when guiding children.

III. INSTRUCTIONAL MATERIALS

A. The instructional materials identified for this course are viewable throughhttp://www.ctcd.edu/academics/booksinstructional-materials/

Required Student Textbook:

Marion, M. Guidance of Young Children, 9th Edition, Pearson.

ISBN: 0133861708 (9th Edition) OR

0134748158 (10th Edition)

IV. COURSE REQUIREMENTS

A. Your first responsibility is scholarship. The grade you receive for this course will not be the grade of the instructor, but rather the grade you and you alone make.

B. ATTENDANCE:

1. You should attend online class regularly on Central Texas College (CTC) Blackboard. Online attendance involves logging into your Blackboard class

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and participating in discussions, submitting assignments, etc. Be prepared to also take any unannounced quizzes relating to text assignments and lecture material presented from the beginning of the course. Please refer to ‘Class Attendance and Course Progress’ under the Academic Policies section in our current CTC Course Catalog.

2. Students who do not complete one or more academically related activities (graded or non-graded) by the deadline set by the instructor and/or do not participate in class as determined by the instructor will be dropped from the class the day after the class census (certification) date. This requirement applies to all instructional delivery methods to include self-paced online classes.

3. You MUST sign in and complete a related activity by the following date or you will be dropped for non-attendance: Nov 11, 2018.

C. You are encouraged to give your best effort throughout the course. From the beginning, you should plan for a steady, organized, and continuous effort, which in the long run will prove more effective for your final grade than a last minute crash-cram policy. Your course grade is not determined solely by exam grade. Such factors as class participation, initiative, attendance, and individual research papers or projects will be considered in grade computation.

D. From time to time, special library and/or outside assignments will be made to members of the class individually and/or in groups. You are expected to read all assignments and fulfill your responsibilities to any group assignment.

E. You are expected to read all assigned material and bring your textbook/reading materials to class. Keep informed on all assignments, especially after an absence.

F. Good class notes are indispensable for earning a good grade, since both the material assigned and that discussed in class will be the basis for examination material.

G. Scholastic Honesty: All students are required and expected to maintain the highest standards of scholastic honesty in the preparation of all coursework and during examinations. The following are considered examples of scholastic dishonesty:

Plagiarism: The taking of passages from the writing of others without giving proper credit to the sources.

Collusion: Using another’s work as one’s own, or working together with another person in the preparation of work, unless such joint preparation is specifically approved in advance by the instructor.

Cheating: Giving or receiving information on examinations.

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Students guilty of scholastic dishonesty will be administratively dropped from the course with a grade of “F” and be subject to disciplinary action, which may include suspension and expulsion.

H. Special Work: A term paper or other project, per requirements of the instructor, will be required. The subject must be appropriate for the course material. Check with the instructor when you have made a selection. The value is indicated in the semester grade computation and has considerable weight on your final average.

I. All 32 lab hours must be completed.

For CDEC courses requiring a lab, the lab hour expectations are as follows:

1. If the student works directly with children ages 0-5, he/she may do a portion of the lab hours internally as long as the requirements can be met (such as observing infants for CDEC 1321, The Infant and Toddler).

1. For a 16 hour lab requirement, they may do 8 hours at their facility

2. For a 32 hour lab requirement, they may do 16 hours at their facility

3. The remaining hours will be done at the Central Texas College Child Development Center/Lab school if the student is located within 30 miles from the Central Texas College Lab School.

4. The remaining hours will be completed at a NAEYC accredited center, a DOD child development center, or the CTC Child Development Center/Lab School (if within 30 mile radius)

5. *If a student does is unable to meet these requirements, including continental and overseas students, please contact Janeen Garza, 1-800-792-3348 ext. 1682. (This call is also free on Skype.)

2. If the student does not work directly with children ages 0-5 (or an age group otherwise specified in a course), all hours will be done at the Central Texas College Child Development Center/Lab school if the student lives within 30 miles of the facility. Otherwise, the student will complete all hours at another NAEYC accredited facility. Within the first week of class, students must make arrangements to locate an NAEYC Accredited Center.

3. Most importantly, students will NOT receive a grade for the course without your lab hours completed. Students will be issued an IP or even an F for the entire course if the lab is not completed, so it is very important that it is completed and submitted following the proper links.

V. COURSE FORMAT

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This course has been developed on Blackboard. It is the student’s responsibility to make sure that they have access to CTC Blackboard and that they are familiar with the contents and assignments. It is also the student’s responsibility to log into CTC Blackboard at least once a week to ‘attend’ the online class portion and to participate in the online Blackboard discussions and assignments. Failure to do so will violate the attendance policy and will have a negative impact on the course grade.

The course will meet for seven weeks. Instructional strategies will include weekly CTC Blackboard assignments and discussion boards to accomplish the lecture hours per week. Weekly interactions may include various communication tools to include Skype, Blackboard Collaborate, or Voice Podcaster/Voice Email, and conventional use of emails and Blackboard Message Board. Students may be assigned to participate in Groups, Journals, Blogs, or Wikis. Students will also have an access to required Discussion Board threads; course Announcements; critiques and feedback on Assignments and drafts of papers. Specific weekly interaction will be communicated via Announcements on Blackboard and arranged with the course instructors.

VI. EXAMINATIONS

A. There will be a minimum of two major examinations and a written paper or project as follows:

1. Mid-term exam by 02 Dec

2. Final exam must be completed by 23 Dec

3. Two Projects due on 02 Dec and 23 Dec

B. A student must take all examinations as scheduled by the instructor. Students who know in advance that they will be unavailable for an examination, due to valid reasons, must arrange to take an early examination. Unexpected absences from class, due to illness or extenuating circumstances will require the student to communicate with the instructor about individual make-up work.

C. Students who miss an exam without communicating the reason or circumstance with the instructor will be given a zero for the missed examination.

D. Examinations will consist of both objective (true/false, multiple choice, fill in-the-blank, and matching) and subjective (short answer and essay) questions. Students must be able to communicate both orally and in written form, thus some questions requiring the composition and writing of an essay answer will be required.

E. Exams will be administered via BioSig application. See Blackboard class for registration information.

VII. SEMESTER GRADE COMPUTATIONS

The final grade in this course will be based on the following:

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Grade ComponentsComponent Possible PointsIntroduction 40 points

Discussion Questions and Peer Posts(11 @ 30 points) 330 points

Projects (2 @ 50 points) 100 pointsResearch and Respond Assignments (3 @ 30 points) 90 points

Lab Assignments (8 @ 30 points) 240 pointsMidterm Exam 100 points

Final Exam 100 pointsTotal 1000 points

This is how your course grade will be determined:

Course Grade CalculationGrade A B C D FPoints 900-1000 800-899 700-799 600-699 0-599

A term paper or term project is expected from all students. Students may vary in their competency levels on these abilities, so the instructor may need to revisit the term paper concept during the course.

VIII. NOTES AND ADDITIONAL INSTRUCTIONS

A. Tuition refunds are made only in the case of class cancellation or official and timely withdrawal from CTC or from a course. Please refer to the current course catalog for more details.

B. GoArmyEd students should contact their education counselor before withdrawing and are required to withdraw through the GoArmyEd portal.

Please note: a military withdrawal does not override CTC’s grading policy.

For self-pay students, refunds are computed from the date the Application for

Withdrawal or Refund is filed with the CTC Site Coordinator or designated student Services Officer. Special conditions apply to students who receive federal, state, and/or institutional financial aid.

Tuition and fees paid directly to the Institution by the Veterans Administration, Title IV (Financial Aid Programs, a sponsor, donor, or scholarship shall be refunded to the source rather than directly to the students.

C. Course Withdrawals, Student Responsibilities : It is the student’s responsibility to officially withdraw from a course. The instructor cannot initiate a withdrawal based upon a student’s request. Rather, students must initiate the withdrawal with the

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designated Education Center Representative, through the CTC Site Coordinator or designated counselor.

D. Faculty/Administrative Initiated Withdrawals

Faculty are authorized to withdraw students who are not making satisfactory course progress as outlined in the section of the Catalog entitled "Satisfactory Progress Standards”.

A student may be administratively withdrawn by a designated member of the administrative staff of the College under the following conditions:

The student has been placed on Academic Suspension or Disciplinary Suspension;

The student has an outstanding financial obligation owed to the college;

The student registered for a course without the required prerequisite or departmental permission;

Students who do not participate or complete graded activities during the first week will be administratively withdrawn.

The college is under no obligation to refund tuition and fees, or other costs associated with a student who is administratively withdrawn.

E. Incomplete / Course in Progress Grade Policy : An “IP” or “Incomplete” grade may be assigned by an instructor if a student has made satisfactory progress in a course with the exception of a major quiz, final exam, or other project. The “IP” grade may also be assigned based on circumstances beyond a student’s control, such as personal illness, death in the immediate family, or military orders. Notice of absences, with supporting documentation, may be required by the instructor. The instructor makes the final decision concerning the granting of the incomplete grade. With an “Incomplete” grade, students are required to complete a set amount of work before the instructor will submit an official letter grade.

F. Cellular phones, beepers, and other electronic devices will be turned off while the student is in the classroom or laboratory unless the student is using the device for class purposes. No texting or social networking is allowed during class.

G. Instructor Discretion : The instructor reserves the right of final decision in course requirements.

H. Civility : Individuals are expected to be cognizant of what a constructive educational experience is and respectful of those participating in a learning environment. Failure to do so can result in disciplinary action up to and including expulsion.

IX: COURSE OUTLINE

Note:

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The instructor has the right to change the course schedule and will announce any changes in class.

This structured course has been developed on Blackboard with any instructor-required live sessions on Skype, Blackboard Collaborate, Google+, FaceTime, etc. It is not a self-paced course. Please follow your instructor’s schedule of Discussion Board posts, lessons, assignments, and quizzes/exams.

The course will meet for seven weeks. Instructional strategies will include weekly CTC Blackboard assignments and discussion boards to accomplish the learning outcomes.

Schedule of Assignments:

Weekly:a) CTC Blackboard Discussion Board posts are due by Thursday at midnight (Instructor’s

Time Zone)1. CTC Blackboard peer responses to Discussion Board posts is due by Sunday midnight (Instructor’s Time Zone)

b) CTC Blackboard assignment/project is due by Sunday midnight (Instructor’s Time Zone)

AssignmentsYou will have six types of assignments and exams that count toward your final grade:

1. Introduction to four classmates via the Discussion Board2. Weekly Lesson Discussion Questions (x1)3. Weekly Peer Posts (x11)4. Project Assignments (x2)5. Research and Respond Assignments (x3)6. Exams: Midterm (x1) and Final (x1)7. Lab Assignments (x8)

Discussion Questions and Peer Posts are due during the scheduled lesson. There are discussion questions from each lesson, with exception of Lesson 6. You are also required to reply to a discussion posts of fellow students—these are called Peer Posts. In weeks where two discussion questions are assigned, you only need to reply to one of your peer's post, however you still need to submit an initial post to both discussion questions.

Posts that do not appear within the week that they are due will not be eligible for points (no later than Sunday's, 11:59 PM, Central Standard Time (CST). The requirement of on-time participation on the Discussion Board is not flexible.

Discussion Questions are:

From each chapter you are reading. Application of the textbook material to the developmentally appropriate classroom.

Discussion Questions: to meet minimum expectations and discussion board requirements, your discussion question posts should all be a minimum 250 of your own words, plus supportive quotations and footnotes (citations). Use the resources in your textbook and research to support your discussion posts. You may use other resources as well; just be sure to use your own words, CDEC 1419 – 9th Ed (09.18) 218I9227 of 21

support all of your claims, quote as needed, and cite all of the resources you use appropriately in the response. Your written responses should be of collegiate composition quality and formatting.

Students are to include references (textbook or other) for both discussion board posts and peer posts to receive full credit and cite your references to avoid plagiarism. (APA)

Peer Posts are:

Related in content and theme to a fellow classmate's previous post (REPLY to someone's post).

Application of the textbook material to the developmentally appropriate classroom and lab assignments.

Peer Posts: To meet minimum expectations and discussion board requirements, your peer posts should all be a minimum of 100 words---in your own words, plus supportive quotations and footnotes. Use the resources in your textbook and research to support your peer posts. You may use other resources as well; just be sure to use your own words, support all of your claims, quote as needed, and cite all of the resources you use appropriately in the response. Your written responses should be of collegiate composition quality and formatting.

The amount of messages listed here as assignment requirements are a minimum, not a maximum. Feel free to use the Discussion Area as a vehicle to process what you are learning and to communicate with your classmates about the concepts discussed in class.Research and Respond Assignments:

Your written responses should be of collegiate composition quality and formatting. Therefore, the expectation is for you to submit a typed-written assignment that meets the following format:

1. Two-page, double-spaced.2. New Times Roman, 12 point font.3. Written using APA writing style (standard college-level writing format).4. Include your name and LAB number on the title page and subsequent pages of the document.5. Use correct grammar, spelling, and word usage.6. Write in complete sentences and paragraphs; be thorough and succinct in your writing.7. Include a minimum of three citations from the textbook or other source of information (APA

style).8. List your reference (APA style) to support your writing and understanding of the specific

Research and Respond Assignment.

Lab Requirements:A major portion of your work in this class is based on completing the lab work assignments as it is outlined in your syllabus and lessons. In order to effectively complete the lab assignments, you must complete physical hours at various lab sites. See the Lab Requirements section on the course menu for more information.

Course ScheduleSchedule of Assignments

Week Lesson Chapter(s) Assignments Due Dates1 1 Chapter 1: A Teacher's Role in

Guiding ChildrenIntroduction and Class ChatLesson 1 Discussion

11NOV

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https://owl.english.purdue.edu/owl/resource/560/01/

Peer Posts Lab Assignment 1Download Verification Signature FormDownload Letter FormTurn in Student/Supervisor Agreement Form

2

2 Chapter 2: Theoretical Foundations of Child Guidance

Lesson 2 Discussion Peer Posts Lesson 2 Research and Respond Lab Assignment 2

18NOV

3Chapter 3: Understand Child Development: A Key to Guiding Children Effectively


18NOV

3 4

Chapter 4: Supportive Physical Environments: Indirect Guidance (Theoretical Foundation Classroom Design)

Lesson 4 Discussion Peer Posts Lab Assignment 4

25NOV

45

Chapter 4: Supportive Physical Environments: Indirect Guidance (DAP Classroom Design)

Lesson 5 DiscussionPeer PostsLab Assignment 5

02DEC

6 Midterm Exam Project 1Midterm Exam 02DEC

5

7

Chapter 5: Positive Guidance and Discipline Strategies: Direct Guidance (The Concept of Guidance and Discipline Encounters)

Lesson 7 DiscussionPeer Posts 09DEC

8

Chapter 5: Positive Guidance and Discipline Strategies: Direct Guidance (Teach Helpful or Appropriate Behavior)


09DEC

6

9Chapter 6: Using Observation in Guiding Children (Emotional and Social Competence)


16DEC

10 Chapter 7: Self-Esteem and Moral Identity


16DEC

7

11 Chapter 8: Feelings and Friends: Emotional and Social Competence

Lesson 11 DiscussionPeer Posts 23DEC

12 Final Exam

Lesson 12 DiscussionPeer PostsProject 2 Turn in Verification Signature FormFinal Exam

23DEC

A. Lesson One : Introduction to Developmentally Appropriate Guidance and the Teacher’s Role

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1. Learning Objectives : Upon successful completion of this lesson, the student will be able to:

a. State the goals of child guidance in the group child care setting.

b. List desirable and undesirable child behaviors in the group.

c. List characteristics of positive interactions and supportive relationships with children at different stages of development.

d. Name and explain basic processes through which adults influence children.

e. Name the steps in the decision-making model of child guidance and be able to apply it.

2. Learning Activities:

a. Read Chapter One (C5 , C6)b. Complete Discussion Questions for Lesson One: Analyze your

parents style of caregiving. Analyze your own style of caregiving (C4, C5, C6)

c. Lab Assignment One: Observing and analyzing caregiving styles (C5, C6)

3. Lesson Outline :

a. Child guidance goals in a classroom settingb. Desirable child behaviors in group child care/classroom

setting.c. Undesirable child behaviors in the group child

care/classroom setting.

B. Lesson Two : Theoretical Foundations

1. Learning Objectives : Upon successful completion of this lesson, the student will be able to:

a. Explain child guidance theory, which focuses on systems in which children exist.

b Explain child guidance theory, which focuses on how children construct knowledge.

c. Explain child guidance theory, which focuses on psychological, emotional, and social learning needs.

d. Apply different theories of child development and apply them to the appropriate use of guidance strategies.

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e. Tell how each theory advises adults to assess a child’s current abilities and competencies before deciding how to help a child in a discipline encounter.

f. Identify and explain how you would use strategies that come from each theory.


a. Read Chapter Two ( C4,C5, C6)b. Complete Discussion Questions for Lesson Two: Using theories

for problem solving and how neighborhoods affect behaviors. (C4,C5, C6,)

c. Complete Research and Respond Lesson Two: Lesson on Scaffolding (C5, C6)

d. Lab Assignment Two: Theoretical Foundations and Challenging Behaviors (C5,C6)

3. Lesson Outline:

a. Perception and memory affects a child's behavior.b. Knowledge of how children learn in the preoperational to concrete operational stages

c. Promoting self- control with positive guidance and discipline strategies

d. Strategies and methods for promoting social behaviors

C. Lesson Three : Understand Child Development1. Learning Objectives : Upon successful completion of this unit, the student will be able to:

a. Understand perception and memory and how that affects a child’s behavior.

b. Obtain knowledge on how children learn in the preoperational to concrete operational stages.

c. Demonstrate how to use specific positive guidance and discipline strategies with young children to promote self-control.

d. Analyze the methods for promoting prosocial behaviors and some strategies.


a. Read Chapter Three (C5, C6)b. Complete Discussion Questions for Lesson Three: Developing self

–control (C4, C5, C6)c. Research and Respond Assignment: Movie that models prosocial

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behavior (C1, C5, C6)d. Lab assignment Three: Observe and detail misbehavior in a

classroom (C5, C6)

3. Lesson Outline:

a. Effects of child-staff ratios on behaviorb. Environment arrangement effects on behaviorc. Developmentally appropriate materials for childrend. Organizing and balancing time

D. Lesson Four : Supportive Physical Environments

1. Lesson Objectives : Upon successful completion of this lesson, the student will be able to:

a. Explain the role of indirect guidance technique in classroom management.

b. Describe well-designed, curriculum, materials and managed activity areas for developmentally appropriate practices) DAP early childhood classrooms.

c. Explain ways to adapt curriculum and lesson plans for early childhood-inclusive classrooms.

d. Explain how early childhood classroom design affects children's development and behavior.

e. Demonstrate how to use specific positive guidance and discipline strategies.

f. Explain methods for talking with parents about positive guidance and discipline strategies.

g. Explain how appropriate guidance promotes autonomy, self-discipline, and lifelong social skills in children.


a. Read Chapter Four (C5, C6)b. Complete Discussion Questions for Lesson Four: Managing class-room materials (C4, C5, C6)c. Lab Assignment Four: Draw Floor Plan (C3, C5, C6, C8)

3. Lesson Outline:

a. Direct guidance by observation.b. Modeling effects on child behavior.c. Communication techniques. d. Redirection and distraction.e. Behavior modification.

E. Lesson Five: Guiding Children and Developmentally Appropriate Practice

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1. Lesson Objectives : Upon successful completion of this unit, the student will be able to:

a. Describe well-designed, curriculum, materials and managed activity areas for DAP (developmentally appropriate practice) early childhood classrooms. b. Explain ways to adapt curriculum and lesson plans for early childhood-inclusive classrooms. c. Demonstrate how to use specific positive guidance and

discipline strategies. d. Explain methods for talking with parents about positive

guidance and discipline strategies.e. Explain how appropriate guidance promotes autonomy, self- discipline, and lifelong social skills in children.


a. Read Chapter Four: continued from Lesson Four (C5, C6)b. Complete the Discussion Questions for Lesson Five: Using

positive guidance strategies (C4, C5, C6)c. Lab Assignment Five: Observation of Self-Esteem and Moral

Identity (C1, C5, C6)

3. Lesson Outline :

a. Know DAP in order to promote pro-social behaviors, self-control and a means of interacting with others in

young children.b. Know DAP in order to help make the best use of learning

center play, time, meals, large group activities and field trips.

F. Lesson Six: Problem Solving

1. Lesson Objectives: Upon successful completion of this unit, the student will be able to:

a. Use your knowledge of problem-solving steps to solve a problem in a classroom.

b. Identify six problem-solving steps and write a skit that involves those six steps; or create a power point presentation explaining the guidance and early childhood strategies to include: caregiving styles, discipline techniques, environment, and background information of the family. related in the DVD/Video or TV series.


a. Project #1: Choose a television series that represents a guidance

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concept, prepare a 12-15 page slide Power Point to link the concept (C1, C5, C6, C8) b. Prepare and take your Midterm exam (C5, C6, C8)

3. Lesson Outline:

a. Strategies that support social/emotional learningb. Positively guiding children. c. Influences of children’s social and emotional growth.

d. Six step problem solving

.

G. Lesson Seven: Positive Guidance & Discipline Strategies

1. Lesson Objectives : Upon successful completion of this unit, the student will be able to:a. Discuss the concept of guidance and discipline.b. Describe and explain major positive guidance strategies.c. Know how your culture and what you believe about

children affects how you will guide young children.d. Understand that positive guidance strategies create

opportunities to develop supportive relationships between the teacher and young children.

e. Know that discipline refers to guidance and teaching and not punishment.


a. Read Chapter Five (C4, C5)b. Complete Discussion Questions from Lesson Seven: Using cues

to guide children (C4, C5, C6)

3. Lesson Outline:

a. Guidance beliefs and cultural b. Influence of cultural values and teacher interactionc. Positive guidance and positive strategies

H. Lesson Eight : Positive Guidance and Discipline Strategies


a. Discuss the concept of guidance and discipline.

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b. Describe and explain major positive guidance strategies.

2. Learning Activities :

a. Read Chapter Five ( C5, C6)b. Complete Discussion Question for Lesson 8:Using different

positive discipline strategies (C4, C5, C6)c. Lab Six Assignment Role playing experience (C1, C5, C6)

3. Lesson Outline :

a. Positive guidance strategiesb. Positive guidance strategies meeting children’s individual needs

I. Lesson Nine : Using Observations in Guiding Children


a. Identify and describe practical methods for observing children’s behavior.

b. Identify and explain the reasons for observing children's behavior.

c. Explain how appropriate guidance promotes autonomy, self-discipline, and life-long social skills in children.

d. Appreciate the role of assessment in early childhood education.


a. Read Chapter Six (C5, C6)b. Complete Lesson Nine Discussion: Knowing and using different

positive guidance techniques (C4, C5, C6)c. Research and Respond Lesson Nine; Benefits of student led

conferences (C1, C5, C6, C8)d. Lab Assignment Six: Interview teacher to see what tools are used

for observation and assessment (C1, C4, C5, C6, C8)

3. Lesson Outline :

a. Using observations as a planning tool.b. Three main reasons for observing children’s behavior.c. Appropriate assessment is strength-based.d. Appropriate assessment benefits children, teachers, parents

and administrators.e. Observation as a method of assessment.f. Appropriate assessment is done ethically.

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I. Lesson Ten : Self-Esteem and Moral Identity


a. Explain the parts or components making up a child’s “self”.

b. Describe the building blocks of self-esteem.c. Recognize the effect of social context on a child’s self-

esteem.d. Explain the concept of moral identity.e. Recognize and discuss practices that help children develop

authentic self-esteem.f. Summarize the development of moral competence in

children and moral identity. g. Explain the parts or components that make up a child's self

and the building blocks.h. Describe development and practices that help children

develop authentic self-concept and self-esteem.


a. Read Chapter Seven (C5, C6)b. Complete Lesson Ten Discussion: The Importance of helping

children develop a strong moral identity (C4, C5, C6)

c. Lab Assignment Eight: Newsletter on Bullying (C1, C5, C6, C8

3. Lesson Outline :

a. Constructing positive self-esteem in childrenb. Influencing children’s self- esteem with attitudes.c. Importance of children’s role in their own

development.d. Understanding moral identity e. The teacher’s responsibility to develop relationships

with children.

J. Lesson Eleven : Emotional and Social Competence


CDEC 1419 – 9th Ed (09.18) 218I9227 of 21

a. Describe emotional and social competence.b. Define social emotional learning (SEL).c. List and explain the four components of emotional

intelligence.d. Describe strategies for supporting children’s SEL and give

examples that adults can use to guide children’s expressions of anger and help them develop emotional intelligence.

e. Identify types of interactions in early childhood settings that are likely to elicit anger and describe children’s responses to each.


a. Read Chapter Eight (C4, C5)b. Complete Discussion Questions for Lesson Eleven: Using words to

label feelings (C4, C5, C6)

3. Lesson Outline :

a. Strategies for supporting children’s social emotional learning.

b. Guiding children’s expressions of anger.c. Assisting children to develop emotional intelligence.d. The four components of emotional intelligence.

K. Lesson Twelve : Putting it All Together

1. Lesson Outcomes : Upon successful completion of this unit, the student will be able to:

a. Identify your emotional and social competence in order to become a highly qualified early childhood educator.

b. Learn how the teacher’s social emotional learning (SEL) is critical to support the learning environments for children

c. Apply the knowledge you have gained in this course with the children to provide positive guidance.


a. Complete Lesson Twelve Discussion Question: Evaluate this course (C1, C4, C5, C6)

b. Project #2: Brochure, using Chapter Five as reference of your philosophy of positive guidance (C1, C5, C6, C8)

CDEC 1419 – 9th Ed (09.18) 218I9227 of 21

c. Final Exam (C5, C6, C8)

3. Lesson Outline :

a. Teacher’s emotional intelligence as a positive role model.b. Relationship of emotions to developmentally appropriate

practices (DAP) in an early childhood setting.

CDEC 1419 – 9th Ed (09.18) 218I9227 of 21

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