COURSE SYLLABUS
Philander Smith College
Division of Education
Course Prefix and Number: ECED 363
Course Title: Guiding Young Children
Credits: 3 hours
Classroom: AC 118
Instructor: Dr. Melanie Kennon
Email: mkennon@philander.edu
Office Location: Titus Academic Center- AC 215
Office Hours: Office Hours are posted on office door and by appointment
Telephone Number: 370-5322
Textbook:
Gartrell, D. (2006). A Guidance Approach for the Encouraging Classroom.
(3rd. edition) Needham Heights, MA: Allyn & Bacon.
Course Description: A broad range of theoretical perspectives is presented with knowledge
and skills to assist teachers with the guidance process. Different
guidance and discipline models and techniques are suggested for use
with young children of varying ages.
Course Objectives:
Students will:
1. explore and develop human relations skills to become proficient working with
diverse populations of students, parents, and community groups.
2. discuss and utilize effective classroom management terminology and techniques
in early childhood settings.
3. explore and develop plans for appropriate early childhood environments which
foster independence, individuality, and self-regulation of learning and behavior.
4. demonstrate an understanding of behavior guidance and developmentally
appropriate methodologies for addressing behaviors of young children.
5. explore methods for scaffolding and supporting friendships, pro-social behaviors,
self-esteem, and self-control in young children.
6. explore and apply theories of behavior and guidance most appropriate at a variety
of age and developmental levels with diverse populations of students.
7. explore issues of diversity which may affect the classroom environment.
8. discuss effective techniques for managing diverse groups of students and problem
and typical behaviors which they may encounter in early childhood settings.
9. explore ways to build and support the parent/teacher/caregiver relationship.
10. discuss the components of social competence and motivation in young children
and teaching strategies that foster social development.
Course Content
Jan. 8:
Introduction to course and Foundations of the Guidance Approach
(Chapter 1)
Jan 10:
Chapter 1 cont.
Jan. 15:
Guidance and Child Development (Chapter 2)
Jan. 17:
Chapter 2 cont. (Piaget, Vygotsky, Erikson, Gardner)
Jan. 22:
Mistaken Behavior (Chapter 3)
Jan. 24:
Chapter 3 cont. (Harlow, superhero syndrome, Gartrell)
Jan. 29:
Reducing Mistaken Behavior/Partnerships with Parents (Chapter 4)
Jan. 31:
Chapter 4 cont. (teacher responsiveness, self-fulfilling prophecy,
unconditional positive regard)
Feb. 5:
Organizing the Encouraging Classroom (Chapter 5)
Feb. 7:
Chapter 5 cont. (DAP physical layout, learning centers, thematic
instruction)
Feb. 12:
Managing the Encouraging Classroom (Chapter 6)
Feb. 14:
Chapter 6 cont. (transitions, pacing, traffic patterns, rules of the road
and developmental interpretation, DAP scheduling, inclusion)
Feb 19:
Leadership Communication/ Guidelines for Groups (Chapter 7)
Feb. 21:
Chapter 7 cont (routines and guidelines, logical consequences,
Driekurs, encouragement, class meetings, Glasser, contracts,
democratic classroom, parent-teacher conferences)
Feb. 26:
Leadership Communication with Individual Students/ Effective
Feedback (Chapter 8) (listening for stress, establishing trust, feedback
sandwich, appropriate use of humor)
Feb. 28:
Review activity for midterm
March 4:
Midterm Exam (Chapters 1-7)
March 6
Chapter 8 cont
March 11-13: Spring Break
March 18
Using Conflict Management to Solve Social Problems (Chapter 9)
March 20
Chapter 9 cont. (negotiation, mediation, social problem-solving)
March 25
Problem-Solving and Intervention Strategies (Chapter 10)
March 27
Chapter 10 cont.(with-it-ness, consistency, when to intervene, nonverbal techniques, broken record technique, NAEYC code of ethical
conduct, support services, inviting choices, Premack Principle)
April 1
Intervention and Crisis Management Techniques (Chapter 11)
Chapter 11 cont.(cool-down time rather than time-out, “Safe” chair,
restitution and reconciliation, Individual Guidance Plans, labeling vs
diagnosis)
April 8
Liberation Teaching: A Guidance Response to Violence in Society
(Chapter 12)
April 10
Chapter 12 cont. (reaction to violence in society, family violence,
coping with disasters, resiliency, bullying, peace education)
April 15
Managing Special Learners (ADHD, ADD, emotional/ behavior
disorders, physical disabilities)
April 17
Infants and Toddlers- Typical Problem Behaviors
April 22
Infants and Toddlers cont.(biting, hitting, non-compliance, screaming,
temper tantrums,etc.)
April 24
Infants and Toddlers cont./ Role of Parents and Caregivers
April 29- May 1 Finals
April 3
Assignments, Evaluation Procedures, and Grading Policy:
1. Two examinations. (100 points each x 2 = 200 total).
2. Individual Guidance Plan (100 pts.)
3. Introductory letter to parents containing age-appropriate classroom rules, procedures,
and methods of communication concerning student learning. (50 pts.)
4. Floor plan. Room arrangement should include learning centers, materials storage
areas, areas for small and large group instruction, chalkboards, teacher’s desk,
bookcases, storage for students’ personal belongings, and at least one teaching
bulletin board. (50 pts. total)
a. Actual drawing on poster board. 20 pts.
b. Written plan of how you intend to manage numbers of children in each
learning center and efficient movement from one activity to the next. Should
include an explanation of types of materials to be found in each center as well
as storage and room arrangement considerations. Typed. 30 pts.
5. Participation in class discussions of case studies, chapter questions, etc. and
attendance (50 pts.)
6. Classroom rules (25 pts.)
7. Read and summarize two journal articles from Young Children. Acceptable topics
will be approved by the instructor. 1-2 pages in length, typed. Summary should
include key points made by the article and your reaction to the article (50 points
total).
Total Class points= 525
A= 473-525
B= 420-472
C= 368-419
Below a C grade student must retake the course.
Teaching Strategies
_X_Lecture
_X_Discussion/Questioning
_X_Cooperative Learning
_X_Role Playing
_X_Problem Solving
___Discovery Learning
_X_Small Group Activities
_X_Demonstration/Modeling/Model
___Technology/Media Presentation
___Team Teaching
___Individualized Instruction
__X_Other(s): Case study analysis
Guided field observations
Teaching Models:
_X_Direct instruction Model
_X_Inductive Model
___General Inquiry Model
_X_Deductive Model
Disability Statement:
It is the policy of Philander Smith College to accommodate students with disabilities,
pursuant to federal and state law. Also, any student who is physically challenged (i.e.,
hearing or visual impaired) should inform the instructor at the beginning of the
course. This course adheres to the students with disabilities policy outlined in the 20062008 Philander Smith College Catalog.
Disruptions/Cell Phones:
Cellular phones are NOT ENCOURAGED in classrooms. Please place on silent
mode or turn off such devices in class so that the learning environment for
classmates may not be distracted. Such devices as Cell Phones, Pagers, MP-3 or I-POD
PLAYERS and other electronic sounding devices are considered disruptions to classroom
teaching and learning. Do NOT attempt to receive or to send cellular text messages
while in class.
Bibliography:
Bredecamp, S. (1987). Developmentally appropriate practice in early childhood programs
serving children from birth through age 8. Washington, DC: National Association
for the Education of Young Children.
Bredecamp, S., & Rosegrant, T. (Eds.) (1992) Reaching potentials: Appropriate curriculum
and assessment for young children. Vol. 1. Washington, DC: National Association
for the Education of Young Children.
Crary, E. (1992) (rev. ed.) Without spanking or spoiling: A practical approach to toddler
and preschool guidance. Seattle, WA: Parenting Press.
Elkind, D. (1995). A sympathetic understanding of the child.
Boston: Allyn & Bacon.
Fuller, M.L. & Olsen, G. (1998). Home-school relations: working successfully with
parents and families. Boston: Allyn & Bacon.
Gordon, A & Browne, K.W. (1996) Guiding young children in a diverse society. Boston:
Allyn and Bacon.
Nelson, J. (1987). Positive Discipline. New York: Ballantine Books.