1
Course Syllabus
Child Guidance
CDEC 1319
Semester with
Course
Reference
Number (CRN)
Instructor contact
information
(phone number
and email
address)
Office Location
and Hours
Course
Location/Times
Course Semester
Credit Hours
(SCH) (lecture,
lab) If applicable
Total Course
Contact Hours
Continuing
Education Units
(CEU): if
applicable
Course Length
(number of
weeks)
Type of
Instruction
Course
Description:
Course
Prerequisite(s)
Academic
Summer, 2014
(13188)
Dr. Pamela M. Norwood
Telephone: (713) 718-6303 or 718-6236
Email: pamela.norwood@hccs.edu
Please feel free to contact me concerning any problems that you are experiencing in
this course. You do not need to wait until you have received a poor grade before
asking for my assistance. Your performance in my class is very important to me. I am
available to hear your concerns, answer questions, or discuss the course topics
further. Feel free to come by my office anytime during these hours: Tuesdays,
Wednesdays, and Thursdays, 3:00-5:00 pm; Other days by appointment only. My
office is located in the Educational Development Center Building, Room D-103.
Educational Development Center Building, Room D-116
Mondays-Thursdays, 6pm-8:30pm
Credit Hours
3.00
Lecture Hours
2.00
Laboratory Hours 2.00
64
5 weeks
Lecture/Lab
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.
PREREQUISITE(S):
None
1. NAEYC Standard 1 Promoting Child Development and Learning
2
Discipline/CTE
Program
Learning
Outcomes
Course Student
Learning
Outcomes (SLO):
4 to 7
Learning
Objectives
(Numbering
system should be
linked to SLO e.g., 1.1, 1.2, 1.3,
etc.)
SCANS and/or
Core Curriculum
Competencies: If
applicable
2. NAEYC Standard 2 Building Family and Community Relationships.
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.
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
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
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Course Calendar
Week/Dates
Topic
*Week 1
Session 1/
Mon-June 2
Introductions,
Course Content,
Text Overview &
Requirements
Why Guidance
Matters
Session 2/
Tues-June 3
Session 3/
Wed-June 4
Required Readings and Assignment Due
Chapter 1
Historical
Perspectives
and Guidance
Theories
Understanding
Children’s
Behavior
Chapter 2
*Week 2
Session 5/
Mon-June 9
How to Observe
Children
Chapter 4
Session 6/
Tues-June 10
Fundamental
Causes of
Positive and
Negative
Behavior
Preparation for
the Case Study
Project
Chapter 9
Artifact Due-Bring one of your selected behavior articles
for a summary and response exercise
Session 8/
Thurs-June 12
Serving
Culturally
Diverse Children
and Families
Chapter 5
ON-LINE SESSION
*Week 3
Session 9/
Mon-June 16
Behavior
Research
Presentations
Assignment #1- Behavior Research Reports DUE
(100 pts)
Session 10/
Tues-June 17
Session 11/
Wed-June 18
Exam #1
Review Chapters 1-5, 9
(100 pts)
Chapter 7
Session 4/
Thurs-June 5
Session 7/
Wed-June 11
Session 12/
Thurs-June 19
*Week 4
Session 13/
Mon-June 23
Designing
Developmentally
Appropriate
Environments
Inside/Out
Building
Relationships
through Positive
Communication
Effective
Guidance
Interventions
Session 14/
Tues-June 24
Teaching ProSocial Skills and
Behaviors
Session 15/
Wed-June 25
Teaching
Conflict
Resolution Skills
Chapter 3
Chapter 8
Chapter 10
Assignment #2-Behavior Intervention Plans DUE
(100 points)
4
Instructional
Methods
Required
Component
Student
Assignments
Student
Assessment(s)
Instructor's
Requirements
Week/Dates
Topic
Required Readings and Assignment Due
Session 16/
Thurs-June 26
Understanding
Children with
Ability
Differences
Chapter 6
ON-LINE SESSION
*Week 5
Session 17/
Mon-June 30
Mistaken Goals,
Motivation, and
Mindfulness
Chapter 11
Assignment #3-Program Observation Reports DUE
(100 points)
Session 18/
Tues-July 1
Teaching
Prosocial
Behaviors and
Social Skills II
Group A
Assignment #4-Microteaching Lesson Plans DUE
(100 pts)
Session 19/
Wed-July 2
Teaching
Prosocial
Behaviors and
Social Skills II
Group B
Assignment #4-Microteaching Lesson Plans DUE
(100 pts)
Session 20/
Thurs-July 3
Exam #2
Review Chapters 6-8, 10-11, and Handouts distributed
(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.
Program Observation Lab, Problem Behavior Research Project,
Microteaching/Prosocial Lesson Plan, Behavioral Case Study, Practicum Reflection
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.
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
5
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/Discipli
ne Requirements:
If applicable
HCC Grading
Scale
Instructor
Grading Criteria
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 the 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.
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 reenroll 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.
800 points total possible
A=720-800
D=480-559
B=640-719
F=479 or below
C=560-639
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Miller, D.F. (2013). Positive Child Guidance (7th ed.). Albany, New York: Cengage
Instructional
Learning.
Materials
HCC Policy Statements:
http://www.hccs.edu/district/about-us/policies/d-student-services/
Access Student
Services Policies
on their Web site:
Distance Education and/or Continuing Education Policies
http://de.hccs.edu/
Access DE
Policies on their
Web site:
http://www.hccs.edu/continuing-education/
Access CE
Policies on their
Web site: