Course Syllabus

Child Guidance

CDEC 1319

Semester with Course Reference Number (CRN)

Spring, 2011 CRN 76951

Instructor contact information (phone number and email address)

Professor Leslie E. Comfort 713-718-6234 [email protected]

Office Location and Hours

EDC Building, D110 Office hours by appointment.

Course Location/Times

EDC D116 Mondays, 12-3 p.m.

Course Semester Credit Hours (SCH) (lecture, lab) If applicable

Credit Hours	3.00
Lecture Hours	2.00
Laboratory Hours	2.00

Total Course Contact Hours

Continuing Education Units (CEU): if applicable

None

Course Length (number of weeks)

Type of Instruction

Lecture/Lab

Course Description:

An exploration of guidance strategies for promoting prosocial behaviors with individual and groups of children. Emphasis on positive guidance principles and techniques, family involvement, and cultural influences. Practical application through direct participation with children.

Course Prerequisite(s)

PREREQUISITE(S):

None

Academic Discipline/CTE Program Learning Outcomes

1. NAEYC Standard 1 Promoting Child Development and Learning
2. NAEYC Standard 2 Building Family and Community Relationships.

Course Student Learning Outcomes (SLO): 4 to 7

1. Summarize theories related to child guidance.
2. Explain how appropriate guidance promotes autonomy, self-discipline, and life-long social skills in children.
3. Recognize the impact and influence of families and culture in guiding children.
4. Promote development of positive self-concept and pro-social behaviors in children.
5. Apply appropriate guidance techniques to specific situations relating to children's behaviors.
6. Demonstrate skills in helping children resolve conflicts.

Learning Objectives (Numbering system should be linked to SLO - e.g., 1.1, 1.2, 1.3, etc.)

Summarize theories related to child guidance.

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

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

1. Describe development of self-concept and self-esteem.

2. Explain the role of indirect guidance techniques in classroom management.

Recognize the impact and influence of families and culture in guiding children.

1. Describe how cultural differences affect guidance.

2. Describe the importance of working with parents to solve guidance issues.

Promote development of positive self-concept and pro-social behaviors in children.

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

Apply appropriate guidance techniques to specific situations relating to children's behaviors.

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

2. Demonstrate skills in classroom management and guidance techniques as they relate to common problems behaviors (e.g., biting, hitting, tantrums, inappropriate language, high activity level, etc.)

Demonstrate skills in helping children resolve conflicts.

1. Implement principles of conflict resolution.

2. Demonstrate teamwork skills when guiding children

SCANS and/or Core Curriculum Competencies: If applicable

SCANS

Summarize theories related to child guidance.

Foundation Skills - Thinking -Knowing How to Learn

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

Foundation Skills - Thinking -Reasoning

Recognize the impact and influence of families and culture in guiding children.

Foundation Skills - Thinking -Seeing Things in the Mind's Eye

Promote development of positive self-concept and pro-social behaviors in children.

Workplace Competencies - Information -Interprets & Communicates

Apply appropriate guidance techniques to specific situations relating to children's behaviors.

Workplace Competencies - Information -Organizes & Maintains

Demonstrate skills in helping children resolve conflicts.

Workplace Competencies - Information -Interprets & Communicates

Course Calendar

DUE DATES	ASSIGNMENTS
January 23	Introduction to the Course
January 30	Chapters 1 - 4
February 3	Introductions Web Discussion (10) / SmarterMeasure (10) / HCC E-mail (10)
February 10	Punishment Web Discussion (10) / Grocery Store Observation (30)
Feb. 13 - 24	Practicum at HCC Lab School (20)
February 24	Module 1 (92)
February 27	Test on Chapters 1 – 4 (80)
March 2	Piaget Web Discussion (10)
March 5	Chapters 5 - 8 / Fast Food Observation (60)
March 9	Bias Web Discussion (10)
March 16	Morals Web Discussion (10)
March 23	Firmness Web Discussion (10) / Mall Observation (60)
March 26	Oral Report (50) / Lab (100)
March 30	Model Web Discussion (10) / Module 2 (100)
April 2	Test on Chapters 5 – 8 (80)
Apr. 2- 13	Practicum at HCC Lab School (20)
April 13	Attributes Web Discussion (10)
April 16	Chapters 9 - 12
April 20	Adults Web Discussion (10)
April 23	Appendix B Presentation (50) / Case Study (100)
April 27	Learning Web Discussion (10)
May 4	Module 3 (53)
May 7	Final Exam on Chapters 9 – 11 (80)

This is a web-enhanced hybrid class. The dates in BOLD indicate dates of required attendance. Twenty points will be deducted for each in-person class day missed. If two days are missed, you will be dropped from the class.

All assignments are required. Failure to turn in assignments on the due dates may result in withdrawal from the class. (No assignments may be submitted after May 4.)

(Numbers in parenthesis represent the total points that can be earned for an assignment, web discussion, or a test.) Web Discussions cannot be submitted late, and no partial points will be awarded.

Instructional Methods

Face to Face

Web-enhanced (49% or less)

Student Assignments

Three observations, web-discussions, two oral reports, online modules, case study

Student Assessment(s)

Three exams (multiple choice & true/false), student assignments, and pop-quizzes

Instructor's Requirements

Class attendance is crucial along with online assignments

Program/Discipline Requirements: If applicable

NOTICE This course of study would not be appropriate for anyone who falls into the following category as noted by the Texas Department of Family and Protective Services. "No person with a conviction or who is under indictment for, or is the subject of an official criminal complaint alleging violation of any of the crimes listed as a felony against the person or felony violation of the Texas Controlled Substance Act may be present while children are in care."

Orientation Students who are completing lab, practicum, or field experience components at Houston Community College Child Development Lab School must complete a mandatory Orientation to the Department of Early Childhood Studies. Contact the department at 713-718-6303 for more details about the orientation.

HCC Grading Scale

A = 100- 90		4 points per semester hour
B = 89 - 80:		3 points per semester hour
C = 79 - 70:		2 points per semester hour
D = 69 - 60:		1 point per semester hour
59 and below = F		0 points per semester hour
IP (In Progress)		0 points per semester hour
W(Withdrawn)		0 points per semester hour
I (Incomplete)		0 points per semester hour
AUD (Audit)		0 points per semester hour

IP (In Progress) is given only in certain developmental courses. The student must re-enroll to receive credit. COM (Completed) is given in non-credit and continuing education courses. To compute grade point average (GPA), divide the total grade points by the total number of semester hours attempted. The grades "IP," "COM" and "I" do not affect GPA.

See "Health Science Program/Discipline Requirements" for grading scale.

Instructor Grading Criteria

FINAL GRADE POINTS:

1000 – 900 = A

899 – 800 = B

799 – 700 = C

699 – 600 = D

599 and below = F

Instructional Materials

Miller, D.F. (2010). Positive Child Guidance (6th ed.). Albany, New York: Delmar.

EGLS3 – Evaluation for Greater Learning Student At Houston Community College, professors believe that thoughtful student feedback

Survey System is necessary to improve teaching and learning. During a designated time, you will be

asked to answer a short online survey of research-based questions related to

instruction. The anonymous results of the survey will be made available to your

professors and division chairs for continual improvement of instruction. Look for the

survey as part of the Houston Community College Student System online near the

end of the term.

HCC Policy Statement: see below

Access Student Services Policies on their Web site:

http://hccs.edu/student-rights

Distance Education and/or Continuing Education Policies

Access DE Policies on their Web site:

http://de.hccs.edu/Distance_Ed/DE_Home/faculty_resources/PDFs/DE_Syllabus.pdf

Access CE Policies on their Web site:

http://hccs.edu/CE-student-guidelines