Oct 18, 2021
CD 113W - Child Guidance StrategiesCredits: 4
Instructional Contact Hours: 5
Introduces basic skills needed to interact with young children in a positive manner. Identifies instances of growth-producing and/or growth-restricting child behavior and the capability to recognize, interpret and apply a variety of positive guidance techniques. Introduces the preschool and primary classroom, observing and participating with these specialized populations and their teachers. Requires 3 hours a week for a total of 30 hours volunteering in an approved, public, child development program during the main portion of the day.
Prerequisite(s): READING LEVEL 2 or WRITING LEVEL 2.
Lecture Hours: 45 Lab Hours: 30
Meets MTA Requirement: None
Outcomes and Objectives
- Define the term discipline.
- Provide examples of positive and negative discipline
- Differentiate between traditional "time-out" and "think space".
- Differentiate between a constructivist and a behaviorist approach to discipline.
- Explain when each is most appropriately used.
- Identify the theorists aligned with each approach
- Identify examples of authoritarian, authoritative, and permissive care giving styles.
- Describe the characteristics of children exposed to these three styles.
- Discuss the cultural bias of this perspective on parenting.
- Discuss how developmentally appropriate practices prevent behavior problems in children.
- Design a child care center that reduces the likelihood of misbehavior, including large and small group centers and a private space.
- Describe at least 18 positive discipline strategies.
- Demonstrate competence in implementing a variety of positive discipline strategies.
- Complete a self-study of your strengths and weaknesses.
- Lead a class discussion on recommended strategies to address a particular behavioral concern.
- Design a handout on a child care issues ready for inclusion in a parent newsletter.
- Problem-solve solutions to case studies.
- Demonstrate competence in interacting productively with others.
- Engage in cooperative group work.
- Provide constructive criticism regarding other students' presentations and handouts.
- Demonstrate the ability to access information about a particular discipline topic.
- Produce citations from the computerized index systems in the Delta library.
- Write a paper reviewing the literature on a childhood behavior disorder.
- Promote writing tasks to promote learning.
- Understand and analyze information in written form.
- Explain the subject matter in a coherent writing style.
- Evaluate the information.
- Function as a teacher’s assistant in a developmentally appropriate program, while acquiring technical teaching skills from professional teachers.
- Complete 3 hours a week for 10 weeks of instructor-approved fieldwork during the main portion of the teaching curriculum in an appropriate program.
- Perform as a cooperating member of a teaching team.
- Record classroom activities and observations in a daily journal.
- Relate theory to practice while participating in an early childhood program.
- Identify developmentally appropriate practices in early childhood classrooms.
- Apply goals, objectives and strategies for both age groups.
- Organize curriculum experiences around themes.
- Evaluate the quality of programs for both age groups.
- Share impressions and experiences in the classroom seminar.
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