CD 113W - Child Guidance Strategies

Credits: 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): High School GPA of 2.3 or higher OR completion of or concurrent enrollment in any ENG course OR a Guided Self-Placement recommendation of ENG 111A, ENG 111C or higher
Corequisite(s): None
Lecture Hours: 45 Lab Hours: 30
Meets MTA Requirement: None
Pass/NoCredit: No

Outcomes and Objectives

Define the term discipline.
1. Provide examples of positive and negative discipline
2. Differentiate between traditional "time-out" and "think space".
Differentiate between a constructivist and a behaviorist approach to discipline.
1. Explain when each is most appropriately used.
2. Identify the theorists aligned with each approach
Identify examples of authoritarian, authoritative, and permissive care giving styles.
1. Describe the characteristics of children exposed to these three styles.
2. Discuss the cultural bias of this perspective on parenting.
Discuss how developmentally appropriate practices prevent behavior problems in children.
1. Design a child care center that reduces the likelihood of misbehavior, including large and small group centers and a private space.
2. Describe at least 18 positive discipline strategies.
Demonstrate competence in implementing a variety of positive discipline strategies.
1. Complete a self-study of your strengths and weaknesses.
2. Lead a class discussion on recommended strategies to address a particular behavioral concern.
3. Design a handout on a child care issues ready for inclusion in a parent newsletter.
4. Problem-solve solutions to case studies.
Demonstrate competence in interacting productively with others.
1. Engage in cooperative group work.
2. Provide constructive criticism regarding other students' presentations and handouts.
Demonstrate the ability to access information about a particular discipline topic.
1. Produce citations from the computerized index systems in the Delta library.
2. Write a paper reviewing the literature on a childhood behavior disorder.
Promote writing tasks to promote learning.
1. Understand and analyze information in written form.
2. Explain the subject matter in a coherent writing style.
3. Evaluate the information.
Function as a teacher’s assistant in a developmentally appropriate program, while acquiring technical teaching skills from professional teachers.
1. Complete 3 hours a week for 10 weeks of instructor-approved fieldwork during the main portion of the teaching curriculum in an appropriate program.
2. Perform as a cooperating member of a teaching team.
3. Record classroom activities and observations in a daily journal.
Relate theory to practice while participating in an early childhood program.
1. Identify developmentally appropriate practices in early childhood classrooms.
2. Apply goals, objectives and strategies for both age groups.
3. Organize curriculum experiences around themes.
4. Evaluate the quality of programs for both age groups.
5. Share impressions and experiences in the classroom seminar.