Course Syllabus
Child Guidance
CDEC 1319
Semester with
Course Reference
Number (CRN)
Spring 2011
71530
Instructor contact Dr. Pamela M. Norwood
information (phone Telephone: (713) 718-6236
number and email Email: pamela.norwood@hccs.edu
address)
Office Location
and Hours
Educational Development Center Building, Room D-103
Tuesdays, Wednesdays, and Thursdays: 3:00-5:00, Friday by appointment
Course
Location/Times
Educational Development Center Building, Room D-116
Mondays, 12pm-3pm
Course Semester
Credit Hours
3.00
Credit Hours (SCH) Lecture Hours
2.00
(lecture, lab) If
Laboratory Hours 2.00
applicable
Total Course
Contact Hours
64
Continuing
Education Units
(CEU): if
applicable
16 weeks
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
1. NAEYC Standard 1 Promoting Child Development and Learning
2. NAEYC Standard 2 Building Family and Community Relationships.
Outcomes
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 lifelong 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
Week/Dates
Topic
Required Readings and
Assignment Due
Week 1/
Jan 17
NO CLASS
MLK Jr. Holiday
Week 2/
Jan 24
Introductions, Course and
Text Overview
Week 3/
Jan 31
Introduction to Child
Guidance; Historical
Perspectives & Guidance
Theories
Chapters 1 and 11
Week 4/
Feb 7
ON LINE CLASS
Understanding Children’s
Behavior
Chapter 2
Week 5/
Feb 14
Serving Culturally Diverse
Children and Families
Chapter 3; Program
Observations DUE (100 pts)
Week 6/
Feb 21
(Practicum A1)
NO CLASS
President’s Day Holiday
Week 7/
Feb 28
(Practicum A2)
Understanding the Reasons Chapter 4
for Problem Behavior
Week 8/
Mar 7
Guidelines for Effective
Guidance
Mar 14
NO CLASS
SPRING BREAK
Week 9/
Mar 21
EXAMINATION #1
Review Chapters 1-5; 11
(100 pts)
Week 10/
Mar 28
Taking a New Look at
Children
Chapter 10
Week 11/
Apr 4
Planning the
Chapter 6
Developmentally Appropriate Microteaching/Prosocial
Lesson Plan DUE (50 pts)
Prosocial Environment
Week 12/
Apr 11
ON LINE CLASS
Positive Communication
Chapter 7
Week 13/
Apr 18
(Practicum B1)
Nonverbal Cues and
Appropriate Consequences
Chapter 8
Case Study DUE (100 pts)
Chapter 5; Behavior Research
DUE (100 pts)
Instructional
Methods
Required
Component
Week 14/
Apr 25
(Practicum B2)
ON LINE CLASS
Chapter 12
Understanding Children with
Disabilities
Week 15/
May 2
Misguided Behaviors and
Mistaken Goals
Chapter 9; Practicum
Reflections DUE (50 pts)
Week 16/
May 9
EXAMINATION #2
Review Chapters 6-12
(100 pts)
Face to Face
Web-enhanced (49% or less)
This course includes at least one of the following required components: practicum
assignment, key assessment, field experience hours, and/or First Aid/CPR
certification. If this assignment is not completed with 70% of possible points, you
will not receive a passing grade in this class. Your instructor will explain the
required components identified for this course-practicum assignment and
behavioral case study.
Student
Assignments
Program Observation Lab, Problem Behavior Research Project,
Microteaching/Prosocial Lesson Plan, Behavioral Case Study, Practicum Reflection
Student
Assessment(s)
Two (2) major exams (consisting of multiple choice, true/false, and short answer
questions); online weekly quizzes based on reading assignments, and the student
assignments noted above.
Instructor's
Requirements
IR 1. Extra Credit-Students who are not absent more than twice will eligible for 25
extra credit points that will be applied towards the final grade. They will also be able
to submit one (1) additional extra credit assignment from a list that is provided on
the Assignment Descriptions handout.
IR 2. Late Assignments-Course assignments will be considered LATE if they are not
received by Friday of the week during which the assignment is due. Five (5) points
per class session will be taken off the original grade of each assignment that is turned
in beyond but within two weeks of the due date. After two weeks, these assignments
may still be accepted but the final grade will be reduced by 20% as a penalty. No
LATE ASSIGNMENTS will be accepted during the week of finals.
IR 3. Use of Electronic Devices-Although admittedly convenient, most modern
technological devices are considered inappropriate and distracting in the classroom.
The use of cell phones, pagers, beepers, and/or palm pilots is severely discouraged
in this class. If you must carry one of these devices, make sure you turn it OFF or on
VIBRATE before arriving to class. Please refrain from answering or responding to any
calls, text messages, or other means of communication inside the classroom. Leaving
the class to respond to such a call should be done only in the case of a verifiable
emergency. Repeated violations of this policy will result in you being asked to leave
the class session or withdraw from the course.
IR 4. Make-Ups-All students who have a documented, college- approved excuse for
missing an assignment may make up the assignment without any grade reduction or
penalty. Approved excuses include personal illness, a death in the immediate family,
and participation in official college functions. Students who are unable to attend
during an examination day should contact the instructor as soon as possible to
reschedule. Make-up examinations must be completed in the instructor’s office or
other designated location within TWO WEEKS of the original date of the exam.
Please note that failure to take the collaborative exam(s) on the date scheduled will
result in the student having to take the examination on an individual basis!
IR 5. Monitoring of Student Progress-It is highly recommended that you keep
backup copies of all of your submitted work and that you keep all of your graded
assignments until the final grades are posted.
Program/Discipline 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
Requirements: If
Services. "No person with a conviction or who is under indictment for, or is the
applicable
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."
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 700 points total possible
A=630-700
D=420-489
Criteria
B=560-629
C=490-559
Instructional
Materials
F=419 or below
Miller, D.F. (2010). Positive Child Guidance (6th ed.). Albany, New York: Delmar.
HCC Policy Statements:
Access Student
Services Policies
http://hccs.edu/student-rights
on their Web site:
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