Education 4313

Child Guidance

Syllabus

I. INSTRUCTOR

Robin M. Irving, Ed.D.
101a Gary Hall, 574-1230
EMail: facirvingrm@usao.edu

II. COURSE DESCRIPTION

Child Guidance is a course to study the developmental needs and behavior of young children with emphasis on principles of guidance and methods of working with children and parents. Prerequisites include EDUC 3443 and admission to teacher education.

III. RATIONALE

This course is designed to give students an opportunity to integrate knowledge concerning child growth and development into a meaningful experience with young children in the USAO Child Development Center Laboratory. The student will study the developmental needs and behavior of young children with emphasis on the principles of guidance and methods of working with children and parents.

The course is designed to meet the state requirements for teacher certification in Early Childhood Education. The course will assist teachers and parents in providing young children with greater opportunities to become competent human beings.

IV. COURSE OUTCOMES

1. Upon completion of the course requirements, the student will be able to discuss, define, and demonstrate theory to practice in terms of young children's learning.

2. The student will be able to identify materials and methods used in the laboratory school to meet the individual needs of young children.

3. The student will be able to gather basic information concerning one child as a subject.

4. The student will be able to practice principles of guidance and methods of working with young children and parents.

V. TEXT AND REQUIRED READINGS

Text:

Marion, Marian. (1999). Guidance of young children (5th ed.), NJ: Prentice Hall, Inc.

Required Readings:

1. Gordon, A.M., and Browne, K.W. (1993). Beginnings and beyond: Foundations in early childhood education (3rd Ed.), New York: Delmar Publishers, Inc.

2. Berger, E.H. (1995). Parents as partners in education: The school and home working together. Ohio: Merrill Publishing.

VI. PROCEDURES

The course is organized to meet two days a week for one hour of instruction and discussions (Tuesday and Thursday, 4:00-4:55 p.m.) in Gary Hall. The students will meet two hours a week in the USAO Child Development Center Laboratory. Each student is required to complete a special research paper.

VII. CONTRIBUTION TO THE EARLY CHILDHOOD PROGRAM COMPETENCIES

This course contributes specifically to the following USAO Early Childhood Program competencies:

1. To identify developmental stages and needs of young children as a result of study, laboratory experiences and school observations.

2. To acquire techniques and skills in writing behavioral objectives for young children and planning curricular and evaluation activities in terms of these objectives.

3. To provide and model techniques for assisting young children adjust to the school environment and provide activities suitable for their age and/or achievement level.

4. To acquire the interpersonal and communication skills necessary for promoting positive student, parent, staff, and community relationships.

5. To practice techniques for assisting young children in developing positive self-concepts, self-discipline, motivation, creativity, and concern for others.

This course contributes to the following general competencies:

1. Understands concepts and methods of inquiry of subject matter discipline.

2. Understands how students learn and develop at all grade levels.

3. Creates instructional opportunities that are adaptable to individual differences.

4. Uses a variety of instructional strategies and technology.

5. Uses motivation and behavior to create positive learning environments.

6. Knowledge and use of a variety of communication techniques.

7. Plans instruction based upon curriculum resources, goals, and knowledge of the teaching/learning process.

8. Understands and uses a variety of assessment strategies to evaluate and modify teaching/learning.

9. Evaluates effects of choices and actions of others and modifies when needed.

10. Fosters positive interaction with colleagues, parents, and community.

11. Understanding of assisting students with career awareness.

12. Understands process of continuous life-long learning.

13. Understands the legal aspects of teaching.

14. Able to develop instructional strategies/plans based on PASS.

VIII. COURSE OBJECTIVES

A. Identify the value of each segment of the curriculum in terms of children's learning.

B. Practice the teaching role while assisting with the program.

C. Gain experience in conducting specific age appropriate learning experiences for individual children and groups of children.

D. Practice testing skills.

E. Identify, develop, and practice skills in human relationships with children, teachers, and parents.

IX. COURSE REQUIREMENTS

1. Assist in the Child Development Center two hours each week for a total of 28 hours. The day and time for each student will be assigned the first day of class. The student is expected to be in the center on the day and time appointed and remain for the full 55 minutes. Students who are presently employed as a full time teacher will be required to fulfill the laboratory requirement by completing (8) Child Development abstracts and compile these findings to be turned in to the instructor during the week before finals. (20 points)

2. Take responsibility for planning and implementing learning activities three times in the center in three different areas of the curriculum. Do not plan activities for the last week of the trimester. Plans for the activities must be presented in writing to the lab teacher at least one week in advance. Goals, activity, time, materials needed, and area of curriculum should be included. The student is responsible for getting the materials necessary for the activity. The student must write his/her name, activity, and time on the calendar on the days he/she plans to have the lessons. This should be done at least two weeks in advance. The lesson plan format for each lesson is to be completed and presented to the class instructor. Evaluations will be due a week after the completion of the lessons. Full time teachers will implement three lesson plans within classroom setting. (20 points)

3. Prepare a bulletin board. Date will be assigned. Write an evaluation of the bulletin board and present to instructor one week after board is completed. (Full time teachers will implement within classroom setting.) (20 points)

4. Write a case study of one child. Observe the child in the center and make a visit to the child's home. Due April 1. Full time teachers will select a child from the classroom setting for case study. Criteria for completing assignments 4 and 5 will be discussed and in the form of handout materials. (20 points)

5. Write a special paper of at least 5 pages. The topic can be an area concerning guidance, discipline, family relationships, parenting styles, healthy self-concept, etc. Be sure to include three resources. Due February 18. Criteria for special topic paper will be handed out during class. (40 points)

6. Complete one objective and short essay exam. (180 points) Additional quiz may occur at any class time. (10 points)

X. EVALUATION CRITERIA

Students are evaluated and graded by the laboratory instructor and the class instructor. Grades will be assigned on the basis of the course requirements. Evaluation is based on the following:

1. Cooperation, dependability, and performance in the Child Development Center - 20 points/or full time teacher presenting (8) Child Development abstracts.

2. Three implemented directed activities - 20 points.

3. One bulletin board display - 20 points.

4. One typed case study - 20 points.

5. One typed special research paper - 40 points.

Criteria for points

Organization/Presentation (10)

Completeness/Relevancy (10)

Cogency/Convincing (10)

Documentation/References (APA or MLA style) (10)

6. Final exam - 180 points.

Assignments of grades will be as follows:

260 - 300 = A

220 - 259 = B

180 - 219 = C

140 - 179 = D

100 - 139 = F

XI. POLICY STATEMENT

Students are expected to attend class and laboratory assigned time, to be on time, turn in work on time, type case study and special topic paper.

Students are not allowed to bring children to the Center.

No credit will be given for assignments turned in one week late. The student's final grade may be reduced by one or more letter grades.

It is the student's responsibility to inform the instructor no later than the first week of class of any disabilities or exceptionalities that may interfere with his/her ability to successfully complete any of the course requirements. The instructor will work with these individuals to ensure that they have equal opportunity to complete course requirements.

XII. BIBLIOGRAPHY

BIBLIOGRAPHY

Education 4313

Berliner, D. (1989). Changing minds to change behavior. Instructor, 44, (6), 20-21.

Canter, L. (1988). Assertive discipline and the search for the perfect classroom. Young Children, 43, 2, 24.

Canter, L. (1976). Assertive discipline. Los Angeles, California: Lee Canter Associates.

Charles, C.M. (1985). Building classroom discipline: From models to practice. Second edition. New York: Longman, Inc.

Clewett, A. (1989). Guidance and discipline: Teaching young children appropriate behavior. Young Children, 43, (4), 26-31.

Emmer, E. (1988). Classroom management and discipline. New York: Longman, Inc.

Fields, M.A. and Boesser, C. (1998). Constructive guidance and discipline: Preschool and primary education. (2nd Ed.), New Jersey: Prentice-Hall, Inc.

Helms, D.B., and Turner, J.S. (1978). Exploring child behavior: Basic principles. Pennsylvania: W.B. Saunders.

Hildebrand, V. (1980). Guiding young children. New York: Macmillan Publishing Co.

Jorde, P. (1973). Living and learning with children. California: Addison

Wesley.Manning, B. (1988). Application of cognitive behavior modification: First and third grader's self-management of classroom behaviors. American Educational Research Journal, 25, 193-212.

McGinnis, E. and Goldstein, A.P. (1990). Skill-streaming in early childhood: Teaching prosocial skills to the preschool and kindergarten child. Illinois: Research Press Company.

NAEYC. (1988). Ideas that work with young children: Avoiding "me against you" discipline. Young Children, 44, (1), 24-31.

Osborn, D.K., and Osborn, J.D. (1989). Discipline and classroom management. Georgia: Daye Press, Inc.

Wolfgang, C.H., and Wolfgang, M.E. (1992). School for young children. Maryland: Allyn and Bacon.

CHILD GUIDANCE

Nash Library

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Periodicals

Child Development Childhood Education Today's Health

Young Children Family Health Parents

Journal of Marriage and the Family

Child Guidance Guide

Case Studies and Field Studies

Every environment is a learning environment. No environment in itself is good or bad. It is good or bad, effective or ineffective, only in terms of response to it. It is important, then, to examine the people, places, and things that surround the child in terms of his/her reactions to them.

Two methods of study that draw heavily on narrative observations--diary descriptions anecdotal and running records, and specimen descriptions are case studies and field studies. Case studies are frequently used in anthropological, ethological, and biological studies.

In this class we will be using a case study approach. Each student will select a child who can be observed over an extended period of time and do a case study or in-depth study of that child. The information you gather concerning the child should include: physical development, cognitive development and language skills, emotional development, and social development. The case study should give you practice in using your observational skills as well as using an assessment or evaluation technique in order to formulate a well-rounded picture of a particular child. Be certain you gather your own information and remember to avoid any possibility of bias reporting.

Case studies serve two broad purposes: to gather basic information about a subject and to gather information for problem solving. Students of child development, teachers, psychologists, medical students in training, and administrators in both the educational and business worlds are among those who can learn a great deal from participating in such exercises as part of their training program. The main benefit of doing a case study is that it makes the subject matter "come alive." If the child is the subject for example, the child is no longer a disjointed collection of unrelated bits, but becomes an intact individual emitting a thousand examples of important developmental behaviors.

Analysts and therapists routinely use case studies as part of their means of accumulating a portfolio of information on an individual with some manifest problem. Teachers and administrators can also benefit from a case-study approach to problem solving as it helps them to look at information gathered on behavior in a variety of settings, across an extended period of time, and from a variety of perspectives.

The method used to gather information for a case study may be as simple as collecting anecdotal records about a child's behavior through out the year or as complex as amassing a full work-up including tests, interviews, observations, and other records. In both cases, the accumulated information is organized, analyzed, and written up for a formal final report. In reality, most teachers compile a case study of sorts on each child by gathering information throughout the year for use in curriculum planning, behavior management, and parent conferences.

Katherine Read writes: "Notes taken during observations are the raw material out of which understanding grows." Written up for a child's file such notes "can be reviewed and summarized at intervals and can be used in evaluating a child's progress and in making plans for that individual child." (Read, 1976, pp. 125-126).