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COURSE SYLLABUS ECED 3272
GUIDING YOUNG CHILDREN II (6-9 YEARS)
Conceptual Framework: Professionals of the 21st Century.
Catalog Description: Prerequisite: ECED 3172; Concurrent enrollment in ECED 3262, ECED 3283, ECED
3292, ECED 3213, and ECED 3222. Emphasis is placed on the guidance and management of primary-aged
children, 6-9 years, both individually and in groups. The course will focus on developmentally appropriate
practices in multicultural school settings, which encourage children to become self-regulated learners. Creation
of a context for positive discipline and a guidance approach for an encouraging classroom will be explored. This
course is connected to the ECED 3222 field experience.
Texts Required for Course:
Charles, C.M. and Senter, G.W. (2011). Building Classroom Discipline (10th ed.). Boston,
MA: Allyn and Bacon.
Bailey, B. (2001). Conscious Discipline. Oviedo, FL: Loving Guidance, Inc.
Bibliography:
Bredekamp, S. & Copple, C. (1997). Developmentally appropriate practice in early
childhood programs (Rev. ed.). Washington, D.C.: NAEYC.
Evertson, C.M., Emmer, Emmer, E.T., and Worsham, M.E. (2003). Classroom
management for elementary teachers (6th ed.). Boston: Allyn and Bacon.
Fay, J. and Funk, D. (1998). Teaching with love and logic; Taking control in the
classroom. Midpoint Trade Books INC.
Freeman, N. (2003). Ethics and the early childhood educator: Using the NAEYC Code.
Washington, DC: NAEYC.
Jesness, J. (2004). Teaching English language learners K-12; A quick-start guide for the new
teacher. Thousand Oaks, CA: Corwin Press.
Jones, F.H. (2004). Fred Jones’ tools for teaching. Retrieved August 18, 2004:
http://www.fredjones.com/preview.html
Hyson, M. (2004). The emotional development of young children: Building an emotion-centered
curriculum (2nd ed.). New York, NY: Teachers College.
Nelson, J., Escobar, L., Ortolano, K., Duffy, R., and Owen-Sohocki, D. (2001). Positive
discipline: A teacher’s A-Z guide. (2nd ed.). New York, NY: Random House.
Payne, R.K. (2002). Understanding learning: The how, the why, the what. Highlands,
TX: aha! Process, Incorporated.
Payne, R.K. (2003). Framework for understanding poverty. Highlands,TX: aha! Process,
Incorporated.
Wong, H.K. and Wong R.T. (2004). The first days of school: How to be an effective
teacher. Sunnyvale, CA: Harry K. Wong Publications.
Justification/Rationale: Emphasis is on exploring effective classroom management and ecology, expectations,
behavioral guidance techniques, and human relations skills, which are most appropriate in primary classroom
settings with 6-9 year old children. This course is designed to give teacher candidates the competencies
necessary to develop sound teaching practices.
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Course Objectives:
SS - Arkansas Teacher Licensure Standards
NAEYC - National Association for the Education of Young Children
Upon completing of this course, candidates are expected to do the following:
1.
Demonstrate the use of effective classroom management terminology and techniques in early
childhood scenarios for children, ages 6-9.
(SS: 1.1.1, 1.2.2, 3.1.2) (NAEYC:1a,3a,3b,3c,5a,5d,5e)
2.
Demonstrate the knowledge and skills for exploring and developing plans for appropriate early
childhood environments that foster independence, individuality, and a self-regulation of learning and
behavior.
(SS: 1.3.5, 2.3.7, 3.2.3, 3.2.4, 3.3.5, 3.3.9, 4.2.3, 4.3.1, 4.3.5) (NAEYC:1a,1b,1c,2a,2c,4a,4b,4c,4d,5c)
3.
Demonstrate an understanding of behavior guidance and developmentally appropriate methodologies
and techniques for addressing typical and atypical behaviors of young children.
(SS: 1.1.1, 1.2.2, 2.3.2, 3.1.1, 3.1.2, 3.1.7, 3.1.9, 3.2.5, 3.3.1, 3.3.6, 3.3.8, 4.1.1, 4.1.3, 4.2.1, 4.3.3, 4.3.4)
(NAEYC: 2a,3b,4a,4b,5d)
4.
Explore methods of scaffolding and supporting friendships, prosocial behaviors, self-esteem, and selfcontrol in young children.
(SS: 2.3.4, 3.1.6, 3.1.8, 3.2.1, 3.3.6, 4.3.1, 4.3.5) (NAEYC: 1b,1c,2a,2c,4a,4b)
5.
Explore issues of diversity in learners, which may affect the classroom environment. Search for ways
to use the internet in bridging the gap of diversity among students in multiple ways (including
English Language Learners [ELL]).
(SS: 4.1.1, 4.1.2, 4.2.1, 4.3.1) (NAEYC: 2a,2b,2c,4a,4d)
6.
Explore ways to build and support family/teacher relationships. Discover methods for linking school
to home environments through such things as videotaping, publishing information to the web, etc., in
an effort to support a parent/student/teacher partnership.
(SS: 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.2.2, 4.3.1, 4.3.2, 4.3.3, 4.3.4, 5.1.6)
(NAEYC: 2a,2b,3d)
Required: Subscription to TaskStream, http://www.taskstream.com
Organizing Theme: The Early Childhood Educator is a lifelong learner who uses reflective decision making to
implement developmentally appropriate practice.
Key Assessment: Artifact Submitted to TaskStream: Behavioral Case Study (NAEYC: 1, 2, 3, 4, & 5) (The
Assessment will be documented through a rubric.)
Policy on Absences, Cheating, Plagiarism, Late Work, etc: Your participation through discussions and
presentations is important to your growth and development as a reflective practitioner and decision-maker.
Punctual and regular attendance is vital to your success in the Arkansas Tech University Early Childhood
Program and Arkansas Praxis Scores. Chronic absence or tardiness will not be tolerated. Please refer to your
Student Handbook for Arkansas Tech University’s policies concerning cheating, plagiarism, and misconduct.
Although the goal is to be in class EVERY DAY of the semester, something may occur to cause you to
miss. SAVE YOUR ABSENCES AND USE THEM WISELY! Any student missing over three class
meetings will need to meet with me privately. Regardless of your total points earned for this course, on the
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FOURTH ABSENCE, your final grade will be lowered. Although we will take roll in class, it is your
responsibility to be aware of the absences you have accumulated.
Methods of Instruction: A variety of instructional strategies such as direct instruction, class discussion, field
observations, interpreting student data, modeling and demonstration, application exercises, power points, panel
discussions and cooperative learning may be utilized in teaching this course.
Assessment Methods: Coursework will be assessed by quantitative and qualitative methods including, but not
limited to, homework, quizzes, written examinations, artifact submission, individual reports, group reports,
checklists, and rubrics. The combination of these items will serve to evaluate comprehension and application of
concepts and skills needed in building curriculum.
Assignments: See attachment. All assignments will be professionally done including a bibliography (where
appropriate) in 12 point, Times New Roman font, double-spaced with 1” margins. All homework is to be
submitted at the beginning of class on the date due. The instructor will not complete procedures for you. (I am
unable to print assignments.) Please arrange with a fellow classmate to turn in your assignment if you are
unable to attend class on the day the assignment is due. I cannot accept early assignments.
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Classroom Management Plan – Over the course of the semester the student will complete a
classroom management plan as an individual homework assignment.
Group Presentations – The students will be formed into groups to give short presentations on
various topics.
Article Review – The students will submit a one-page summary/reflection of a current article
from a peer-reviewed journal on classroom management, coping with behavior issues, or conflict
resolution. A hard copy of the article will be required along with the summary/reflection.
Resilience Paper – One-page paper with two references (one of which may be the text)
discussing stressors that children encounter and ways teachers can help them cope.
Neurological-Based Behavior Assignment – Write a one-page paper with two sources (one of
which may be the text) addressing one of the neurological-based behaviors and ways teachers
can help both the student exhibiting the behavior and the other students in the classroom.
Case Study – Students will submit a one-page report describing their work with one student in
the host school as a prelude to the TaskStream ARTIFACT assignment due at the end of the
semester.
Grading:
Class Participation – 10%
Pop Quizzes – 10 %
Individual Assignments – 15%
Group Assignment – 10%
Tests – 20%
Demonstrated Progress on TaskStream Components – 10%
Artifact – 15%
Final Exam – 10%
Course Content:
I. Guidance Approaches to Classroom Management
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A. Building Positive Teacher-Child Relationships
B. Positive Discipline
C. Building the Encouraging Classroom
D. Developmentally Appropriate Practices with All Children in an Inclusive
Classroom
II. Cooperation and Conflict Management – Becoming Solution Oriented
III. Setting the Stage Before School Begins
IV. Monitoring and Adjusting Attitudes and Expectations
V. Communicating with Parents as Partners
DISPOSITION REQUIREMENT
In order to make a passing grade, which is a “C” or higher, the student must display a pleasant, respectful and
cooperative “teacher disposition” in class, to students and to the professor at all times. Also, part of a good
disposition is never having your cell phone visible in class. NO TEXTING or PHONE CALLS are
allowed in class! Please turn cell phones off upon entering the classroom.
Resources:
Brazelton, T.B., and Sparrow, J.D. (2001). Touchpoints 3 to 6: Your child’s emotional
and behavioral development. Cambridge, MA: Perseus Publishing.
Bredekamp, S. (Ed.). (1987). Developmentally appropriate practice in early childhood
programs serving young children from birth through age 8. Exp. ed. Washington, D.C.: NAEYC.
Bredekamp, S. & Copple, C. (ed.) (1997). Developmentally appropriate practice in early
childhood programs. Rev. ed. Washington, D.C.: NAEYC.
Cangelosi, J.S. (2000). Classroom management strategies: Gaining and maintaining
students’ cooperation (4th ed). New York: Wiley & Sons.
Carlson-Piaget, N. and Levin, D.E. (1992). Making peace in violent times: A
constructivist approach to conflict resolution. Young Children, 48(1), 4-13.
Clewett, A.S. (1988). Guidance and discipline: Teaching young children appropriate behavior. Young
Children, 43(4), 22-36.
Curwin, R.L. and Mendler, A.N. (1988). Discipline with dignity. Alexandria, VA:
Association for Supervision and Curriculum Development.
Danielson, C. (2002). Enhancing student achievement: A framework for school
improvement. Alexandria, VA: Association for Supervision and Curriculum Development.
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DeVries, R. & Zan, B. (1995). Creating a constructivist classroom atmosphere. Young
Children, 52(1), 23-29.
Dobbs, J., Arnold, D.H. & Doctoroff, G.L. (2004). Attention in the preschool classroom:
the relationships among child gender, child misbehavior, and types of teacher attention. Early Child
Development and Care 174(3), 281-295.
Dunn, N.A. and Baker, S.B (2002). Readiness to serve students with disabilities; A
survey of elementary school counselors. Professional School Counselors, 5(4), 277-284.
Eaton, M. (1997). Positive discipline: Fostering the self-esteem of young children. Young
Children, 52(6), 43-46.
Erwin, J.C. (2003). Giving students what they need. Educational Leadership, 61(1), 19-23.
Fay, C., Fay, J. and Cline, F.W. (2000). Pearls of love and logic for parents and teachers.
Golden, CO: Love and Logic Institute.
Freeman, N. (2003). Ethics and the early childhood educator: Using the NAEYC Code.
Washington, DC: NAEYC.
Gareau, M., & Kennedy, C. (1991). Structure time and space to promote pursuit of
learning in the primary grades. Young Children, 46(4), 46-51.
Gartrell, D. (1995). Misbehavior or mistaken behavior. Young children, 50(5(, 27-34.
Gartrell, D. (1994). A guidance approach to discipline. Albany, NY: Delmar.
Gordon, A., & Browne, K.W. (1996). Guiding young children in a diverse society.
Boston: Allyn and Bacon.
Haeth, H.E. (1994). Dealing with difficult behaviors—Teachers plan with parents. Young
Children, 49(5), 20-24.
Jacobsen, D. A. (2003). Philosophy in classroom teaching (2nd ed). Upper Saddle River: Merrill Prentice Hall.
Glenn, H.S., Lott, L., and Nelsen, J. (2000). Positive discipline in the classroom:
developing mutual respect, cooperation, and responsibility in your classroom. Random House, INC.
Katz, L.G., & McClellen, D.E. (1997). Fostering children’s social competence: The
teacher’s role. Washington, DC; NAEYC.
Kessler, R. (2000). The Soul of education. Association for Supervision and Curriculum
Development. Alexandria, Virginia.
Lubeck, S., Jessup, P. deVries, M. & Post, J. (2001). The role of culture in program
improvement. Early Childhood Research Quarterly 16(4), 499-523.
Marzano, R. J. (2003). What works in schools: Translating research into action.
Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano R.J. and Marzano, J.S. (2003). The key to classroom management. Educational
Leadership, 61(1), 6-13.
Nelson, J. (1987). Positive discipline. New York: Ballantine Books.
Rutherford, P. (2002). Why Didn’t I learn this in college? Alexandria, VA: Just ASK Publications.
Scherer, M. M. (2000). Creating caring schools. Educational Leadership, 60(6).
Senge, P. (2000). Schools that learn: A fifth discipline fieldbook for educators, parents,
and everyone who cares about education. New York: Doubleday Dell.
Schuster, J.W, Hemmeter, M.L. & Ault, M.J. (2001). Instruction of students with moderate and severe
disabilities in elementary classrooms. Early Childhood Research Quarterly 16(3), 329-341.
Squires, J., Heo, D.B. & Twombly, E. (2001). Identification of social-emotional
problems in young children using a parent-completed screening measure. Early Childhood Research
Quarterly 16(4), 405-419.
Wolk, S. (2002). Being good: Rethinking classroom management and student discipline.
Portsmouth, NH: Heinemann.
Wolk, S. (2002). Hearts and minds; Classroom relationships and learning interact. Educational
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Leadership, 61(1), 14-18.
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Arkansas Tech University School of Education
(Modified for ECED)
PROGRAM OUTCOMES
Pre-candidates and candidates demonstrate what they know and are able to do through the following ECED five
Core Values aligned to NAEYC Standards:
1. Demonstrate that all human beings are able to grow, develop, and learn according to their
characteristics, needs, and backgrounds by creating learning environments that are developmentally
healthy, respectful, supportive, and challenging. (NAEYC 1, INTASC 2, 3, 5, & 7, ARKANSAS 1, 2, 3,
& 4 Standards and Principles)
2. Provide learning opportunities for all children and their families, including inclusion settings, which
maximize growth, development and connect parents to community resources. (NAEYC Standard 2,
INTASC 3, 7, 10, ARKANSAS 3, 4, & 5 Standards and Principles)
3. Provide systemic and coherent assessments that are appropriate for all children, including children who
have disabilities and/or cultural and linguistic diversities. (NAEYC Standard 3, INTASC 5, 7, 8,
ARKANSAS 2, 3, & 4 Standards and Principles)
4. Demonstrate key educational processes including early childhood educational theories, research, content
areas, technology, integrative approaches to curriculum, and communication with colleagues, children,
and parents. (NAEYC 4, INTASC 1, 2, 4, 5, 6, 7, & 10, ARKANSAS 4 & 5 Standards and Principles)
5. Demonstrate moral and ethical professional behavior as models and advocates for young children and
who continually seek to grow professionally through reflective practices. (NAEYC 5, INTASC 9 & 10,
ARKANSAS 1, 4, & 5 Standards and Principles)
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State: Arkansas Licensure Standards
Principle One: (SE) The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she
will be licensed to teach and can link the discipline(s) to other subjects.
1.1 The teacher is familiar with the scope and sequence ("structure of the subject") of all disciplines and for age levels he/she will be
licensed to teach.
1.1.1 The teacher is familiar with and can use the standards of the professional associations for the disciplines (NCTM, AAAS, IRA,
NAEYC, etc.) and the Arkansas Curriculum Frameworks.
1.1.2 The teacher can select, develop, and evaluate developmentally and functionally appropriate materials, equipment, and
environments for meeting standards.
1.1.3 The teacher can specify and demonstrate experiences that are appropriate for facilitating children’s acquisition of outcomes
identified by the professional associations.
1.1.4 The teacher can describe multidisciplinary outcomes related to a selected standard in a discipline.
1.2 The teacher is familiar with the tools of inquiry (materials, resources, and strategies of inquiry) appropriate to the disciplines and
age levels he/she will be licensed to teach, including technological tools.
1.2.1 The teacher can use and prescribe appropriate materials, resources, and strategies of the discipline to assist children in acquiring
skills/meeting objectives.
1.2.2 The teacher can make appropriate adaptations in materials, resources and strategies to facilitate learning for children with
specific disabilities
1.2.3 The teacher uses a computer in the preparation of class assignments: word processing, e-mail, internet, graphics, charts/tables,
classroom record keeping, and web page.
1.2.4 The teacher can name and use computer software and assistive technology that enhances children’s acquisition of content area
standards in all disciplines.
1.3 The teacher recognizes the interconnections among the various disciplines
1.3.1 Given a specific objective in a discipline, the teacher can suggest experiences that relate that learning to other disciplines
1.4 The teacher is familiar with the publications of professional associations of the disciplines and grade levels he/she will be licensed
to teach
1.4.1 The teacher can name leading professional journals in the content areas, as well as those on general educational issues for the
appropriate age levels
1.4.2 The teacher uses professional journals to learn about current methodology and materials
Principle Two: (SE)The teacher plans curriculum appropriate to the students, to the content, and to the learning objectives.
2.1 Curriculum Development: The teacher demonstrates ability to develop an integrated, developmentally be licensed to teach
2.1.1 The teacher is familiar with the NAEYC standards for programs for infants/toddlers; for preschoolers (ages 3-5); for
kindergarten; and for primary grades
2.1.2 Teachers will plan and implement units that display:
1. Balance in individual/small group/large group activity
2. Balance of child-centered/teacher-centered activity
3. Integration of content in a multicultural theme-based context
4. Content objectives consistent with standards of professional organizations
5. Selection of methods, strategies appropriate for the age level and content
6. Culturally valued content
7. Awareness of differences in children’s prior knowledge/ experiences
2.1.3 The teacher can individualize/adapt curriculum to meet needs of children with differing developmental levels, special abilities,
disabilities, learning styles, cultural backgrounds, and interests. (Concept of" individual appropriateness")
2.1.4 The teacher is familiar with development of an individualized intervention plan incorporating both child and family outcomes, in
partnership with family members and client professionals (IEP, IFSP)
strategies with those of the next educational setting.
2.2 Classroom Guidance: The teacher will demonstrate appropriate child guidance and group guidance skills
2.2.1 The teacher displays skills in group and individual guidance that support continuing development of self-control, self-respect,
and respect for others; the selection of guidance strategies will reflect understanding of developmental characteristics for various age
levels of children
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2.2.2 The teacher selects and implements methods of behavior support and management appropriate for young children with special
needs, including a range of strategies from less directive, less structured methods (e.g., verbal support and modeling) to more
directive, more structured methods (e.g., applied behavior analysis)
2.2.3 Uses variations in the selection and arrangement of the environment and materials within the environment to influence student
behavior.
2.2.4 The teacher will use variations in time scheduling to influence student behavior.
2.3 Physical and Emotional Environment. The teacher will create a developmentally appropriate physical and emotional learning
environment.
2.3.1 Emotional Environment: The teacher uses developmentally appropriate interaction strategies to create an emotional environment
that displays the following characteristics: Overall quiet, calm voices (both children’s and adults’); Guidance strategies that address
individual children’s needs in a calm, reassuring, positive manner; Appropriate guidance strategies for the age level of the children;
Schedule that recognizes the age level characteristics so that children are not rushed through routines and transitions; Responsiveness
to developmentally appropriate behaviors such as need for security/reassurance, attachment, need for encouragement and
reinforcement; reassuring positive manner
2.3.2 Physical Environment: The teacher creates a physical environment that displays the following characteristics: access to both
individual play and interactive play spaces; quiet and active spaces; Learning centers with clearly defined functions associated with
curriculum objectives; Organizational cues that assist children in taking responsibility for returning materials to their places; Childsized equipment that encourages children to take responsibility for self-care and care of the environment; Children’s work and other
visual materials at child-level; Equipment and visual displays that reflect multicultural orientation; Spaces with child-accessible ageappropriate materials for art, mathematics, language, music, science, visual-perceptual activity and technology; Basic health, nutrition
and safety management practices for young children, including specific procedures for infants and toddlers and procedures regarding
childhood illness and communicable diseases
2.4 Instructional Strategies: The teacher demonstrates competence in selecting, planning and implementing the following strategies for
appropriate age levels (infant/toddler; preschool; kindergarten; and primary)
2.4.1 The teacher demonstrates a wide variety of strategies including; Play; Open-ended questioning; Small/large group instruction;
Discovery learning; Manipulatives; Dramatic play; Project approach; Writing/drawing; Shared book experience; Experimentation;
Guided practice; Peer tutoring; Cooperative Learning; Simulation; Computer assisted learning; Creative movement; Group discussion;
Facilitating recall; Questioning/probing; Videotapes
2.4.2 The teacher selects intervention methods for children with specific disabilities, including children with motor, sensory, health,
communication, social-emotional, and cognitive disabilities
2.5 The teacher uses developmentally appropriate assessment formats to assure effective instruction and to monitor development
2.5.1 The teacher develops and uses developmentally appropriate performance-based assessment strategies, observation, selfassessment, use of portfolios, work sampling, content specific checklists, developmental checklists, to assist in planning curriculum
2.5.2 The teacher communicates with parents about the progress of their children using portfolios, work samples, checklists, etc.
2.5.3 The teacher is familiar with commonly used standardized tests and is able to interpret the meaning of these instruments to
parents
2.5.4 Involves families as active participants in the assessment process.
2.5.5 The teacher monitors and evaluates the acquisition of child and family outcomes as outlines on an individualized intervention
plan (e.g., IEP, IFSP)
Principle Three: (SE The teacher plans instruction based upon human growth and development, learning theory, and the
needs of students.
3.1 The teacher plans instruction based on knowledge of individual and age appropriateness as well as understanding of how learning
is best facilitated
3.1.1 The teacher can describe age appropriate expectations for physical, social, emotional, language, cognitive, and aesthetic
development of children from birth through the elementary years
3.1.2 The teacher is aware of the contributions of nature and nurture to the physical, mental, and social-emotional development of
children and can identify risk factors that might influence the course of development
3.1.3 The teacher is familiar with specific disabilities, including the etiology, characteristics, and classification of common disabilities
in young children, and describe specific implications for development and learning
3.1.4 The teacher applies knowledge of cultural and linguistic diversity and the significance of sociocultural and political contexts for
development and learning, and recognizes that children are best understood in the context of family, culture, and society
3.1.5 Applies knowledge of cultural and linguistic diversity and the significance of sociocultural and political contexts for
development and learning and recognizes that children are best understood in the context of family, culture, and society
3.2 The teacher can assess/ identify the developmental level of children
3.2.1 The teacher can assess the developmental level of children by using observation checklists, and individual performance-based
activities
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3.3 The teacher makes instructional decisions based on the concept of developmental appropriateness
3.3.1 The teacher develops lessons and uses methodologies that reflect understanding of the concepts of age appropriateness and
individual appropriateness
3.4 The teacher is familiar with the major learning models/theories
3.4.1 The teacher is familiar with cognitive developmental theory, operant conditioning, observational learning, and information
processing and the interaction/teaching strategies associated with these theories
(cooperative learning, peer tutoring, guided practice, inductive/deductive models, teacher-centered and child-centered formats,
discovery/ exploratory learning, etc.)
3.3 The teacher makes instructional decisions based on the concept of developmental appropriateness
3.3.1 The teacher develops lessons and uses methodologies that reflect understanding of the concepts of age appropriateness and
individual appropriateness
3.4 The teacher is familiar with the major learning models/theories
3.4.1 The teacher is familiar with cognitive developmental theory, operant conditioning, observational learning, and information
processing and the interaction/teaching strategies associated with these theories
(cooperative learning, peer tutoring, guided practice, inductive/deductive models, teacher-centered and child-centered formats,
discovery/ exploratory learning, etc.)
Principle Four: (C) The teacher uses appropriate, effective human relations and communication skills (written, oral, and non
verbal) that support the development of human potential.
4.1 The teacher exhibits communications appropriate to the age level of the children
4.1.1 The teacher makes adjustments when communicating with children, including meeting the child’s eye level, selecting language
and sentence structure, and projecting warmth and acceptance
4.1.2 The teacher is sensitive to children’s non-verbal communications that indicate their emotional state, such as behaviors indicating
stress, abuse, neglect, depression, etc.
4.2 The teacher is able to communicate with parents or other interested members of the child’s family in professional manner
4.2.1 The teacher communicates information about children with parents/adults in a positive manner and responds to parents’
communications and expectations in a professional manner
4.2.2 The teacher demonstrates empathy with and understanding of the parents’ cultural, economic, family structural, educational, and
language variations and takes these differences into account when communicating with them
4.3 The teacher exhibits communication skills with fellow professionals
4.3.1 The teacher maintains positive communication and working relationships with other professionals; when differences of opinion
occur, they are dealt with directly and professionally
4.4 The teacher administers, supervises, and collaborates with/or instructs support personnel
4.4.1 The teacher provides feedback and evaluates performance of paraeducators and other support personnel
4.4.2 The teacher identifies staff development needs and strategies for professional growth
4.5 The teacher displays knowledge of appropriate writing and speaking skills and serves as an appropriate language model for
children
4.5.1 The teacher serves as an appropriate language model for children
4.5.2 The teacher displays appropriate writing and speaking skills when communicating with parents and other professionals
Principle Five A: (SE, C) The teacher recognizes the "ecological" environment within which the child develops and uses all
elements of that system to facilitate that development.
5A.1 The teacher collaborates with parents/guardians in supporting the child’s learning.
5A.1.1 The teacher incorporates families into classroom activities and decisions, and assists them in participating meaningfully in their
children’s learning.
5A.2 The teacher is aware of community resources that support the development of children.
5A.2.1 The teacher can describe the resources of the community and suggest services, resources, and school personnel that can assist
parents.
5A.3 The teacher works collaboratively with other professionals in identifying and planning intervention strategies for children with
special needs
5A.3.1 The teacher recognizes signs of emotional distress, child abuse, and neglect in young children and knows the procedures for
reporting known or suspected abuse or neglect to appropriate authorities
5A.3.2 The teacher uses appropriate health appraisal procedures and recommends referral and ongoing follow-up to appropriate
community health and social services
5A.4 The teacher demonstrates school citizenship
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5A.4.1 The teacher participates in the culture of the school, including parent organizations and faculty meetings; the teacher
collaborates and advocates for not only the quality of his/her own classroom, but of the entire school
Principle Five B: (PD) The teacher has knowledge of the foundations of the profession and practices skills that ensure
continued professional development.
5B.1 The teacher continually renews knowledge and skills
5B.1.1 The teacher reads professional journals, attends professional meetings and workshops, maintains membership in professional
organizations, and incorporates new content and instructional strategies into classroom practices
5B.2 The teacher engages in reflective practices
5B.2.1 The teacher regularly uses a professional development plan to assess current skills, identify where improvements are possible,
and plan strategies for improving those skills
5B.2.2 The teacher can state articulately his/her own philosophy of education
5B.3.1 The teacher identifies ethical and policy issues related to educational, social, and medical services for young children and their
families
5B.3.2 The teacher advocates for policies related to educational, social, and medical services to young children and families in their
classroom and the school
5B.4 The teacher models professional attitudes and behaviors
5B.4.1 The teacher exhibits a positive attitude toward the profession and works cooperatively with peers, faculty, and school personnel
in the field
5B.5 The teacher is knowledgeable about schools and the teaching profession in America
5B.5.1 The teacher is familiar with the history, structure and organization, and philosophical foundations of American school
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National: National Association for the Education of Young Children (NAEYC)
Standard 1. Promoting Child Development and Learning
1a: Knowing and understanding young children’s characteristics and needs
1b: Knowing and understanding the multiple influences on development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments
Standard 2. Building Family and Community Relationships
2a: Knowing about and understanding diverse family and community characteristics
2b: Supporting and engaging families and communities through respectful, reciprocal relationships
2c: Involving families and communities in their children’s development and learning
Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families
3a: Understanding the goals, benefits, and uses of assessment
3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches
3c: Understanding and practicing responsible assessment to promote positive outcomes for each child
3d: Knowing about assessment partnerships with families and other professional colleagues
Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families
4a: Understanding positive relationships and supportive interactions as the foundation of their work with children
4b: Knowing and understanding effective strategies and tools for early education
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches
4d: Reflecting on their own practice to promote positive outcomes for each child
Standard 5. Using Content Knowledge to Build Meaningful Curriculum
5a: Understanding content knowledge and resources in academic disciplines
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and
evaluate meaningful, challenging curricula for each child
Standard 6. Becoming a Professional
6a: Identifying and involving oneself with the early childhood field
6b: Knowing about and upholding ethical standards and other professional guidelines
6c: Engaging in continuous, collaborative learning to inform practice
6d: Integrating knowledgeable, reflective, and critical perspectives on early education
6e: Engaging in informed advocacy for children and the profession
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ECED 3272 Fall 2011
National: Pathwise/Praxis III Domains and Criteria
Domain A: As a scholar, problem solver, and partner, organizes content knowledge for student learning based on state
standards.
A1: Becomes familiar with relevant aspects of students' background knowledge and experiences.
A2: Writes clear learning objective that are appropriate for the students.
A3: Demonstrates an understanding of the connections between the content that was learned previously, the current
content, and the content that remains to be learned in the future.
A4: Creates or selects appropriate teaching methods, learning activities, and instructional materials or other resources that
are appropriate for the students and that are aligned with the objectives.
A5: Creates or selects evaluation strategies that are appropriate for the students and that are aligned with objectives.
Domain B: As a scholar, problem solver, and partner, creates an environment for student learning that serves diverse
classroom communities.
B1: Creates a climate that promotes fairness (e.g., conveys the attitude that all students are of equal importance).
B2: Establishes and maintains rapport with students in ways that are appropriate to the students' developmental needs.
B3: Communicates challenging learning expectations to each student.
B4: Establishes and maintains consistent standards of mutually respectful classroom interaction and behavior.
B5: Makes the physical environment as safe and conducive to learning as possible.
Domain C: As a scholar, problem solver, and partner, teachers to accommodate diverse student learning.
C1: Makes learning objectives and instructional procedures clear to students.
C2: Makes content comprehensible to students.
C3: Encourages student to extend their learning.
C4: Monitors students' understanding of content through a variety of means, provides feedback to students to assist
learning, and adjusts instruction as the situation demand.
C5: Uses instructional time effectively.
Domain D: As a scholar, problem solver, and partner, demonstrates reflective practice and teacher professionalism.
D1: Reflects upon lesson effectiveness.
D2: Demonstrates a sense of efficacy.
D3: Builds professional relationships with colleagues to share teaching insights and to coordinate learning activities
for students.
D4: Communicates with parents/guardians regarding student learning.
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ECED 3272 Fall 2011
Dr. Pepper
ECED 3272 GUIDING YOUNG CHILDREN II (6-9 YEARS)
OUTLINE & ASSIGNMENT SCHEDULE
Instructor: Dr. Stephanie Pepper
Office Location: Tomlinson 106
Phone: 479-964-0862
spepper@atu.edu
Office Hours:
8:30 – 10:30 and 3:00 – 5:00
8:30 – 10:30 and 1:00 – 2:00 and 3:00 – 5:00
9:00 – 10:00
Monday:
Wednesday:
Friday:
Homework Submission Requirements: On all “individual” assignments please affix a TITLE PAGE that
includes the following information: 1) name of assignment; 2) name of student; 3) date of required submission;
4) course name and number. All assignments should be professionally done including a bibliography (where
appropriate) in 12 point, Times New Roman font, double-spaced with 1” margins.
Tentative Outline
SUBJECT
Overview of Syllabus &
Major Contributors to
Classroom Management
Intro to Conscious
Discipline
Disciplinary Approaches
CHAPTER
Building
Classroom
Discipline
C. M. Charles
CHAPTER
Conscious
Discipline
B. A. Bailey
ASSIGNMENT
Preface
Introduction
Preface – Charles, Intro – Bailey
Composure
Meet in Pendergraft with
Vince Tinerella
Room 334
Anticipating Students’
Behavior
Encouragement
TaskStream Artifact Plan
Chapter 1 – Charles
1
1
Chapter 1– Bailey
Choose an article from a journal. Begin dialogue with classmates to
explore Task- Stream for 3272 Artifact – Behavior Plan.
Chapter 2 – Charles
2
Article Review is due.
Chapter 2 – Bailey
2
Chapter 3 – Charles
Atypical Behavior
Group Work Discussion
3
TEST
Preface – 3
Group Presentations
4
Be here.
Presenters, be ready to present.
Chapter 4 – Charles
Group Presentations
4
Presenters, be ready to present.
Chapter 4 – Charles
Group Presentations
(if needed)
Assertiveness
(4)
Intro – 2
Chapter 3 – Bailey
3
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ECED 3272 Fall 2011
Dr. Pepper
Teacher Guidance
5
Neurological-Based Behavior
paper is due.
Chapters 5 – Charles
Responsibility and
Procedures
6
Chapters 6 – Charles
TEST
Chapters
4–6
Chapter 3
Be here.
Responsible Involvement
7
4
Chapters 7 – Charles
Chapter 4 – Bailey
Choice Theory
8
4
Win-Win Discipline
9
Chapter 9 – Charles
Internal Motivation
10
Chapter 10 – Charles
Resilience Paper is due.
Positive Intent
Case Study Report is due.
Chapter 8 – Charles
Chapter 4 – Bailey
5
Chapter 5 – Bailey
Positive Teacher
Leverage
Chapter 11 – Charles
11
Power of Acceptance
TEST
7 - 11
My System of Classroom
Management
16
6
Chapter 6 – Bailey
4-6
Be here.
Chapter 16 – Charles
7
Chapter 7 - Bailey
Consequences
Personal Influence
12
Classroom Management Plan
is due.
Chapter 12 – Charles
Respect and Civility
13
Chapter 13 – Charles
Energizing Your Class
14
Chapter 14 – Charles
Democracy and
Technology
15
TaskStream Artifact is due.
Chapter 15 – Charles
Question Day
EXAMS
Be here.
15