I. General Information

1. Course Title:
Child Behavior and Guidance

2. Course Prefix & Number:
CDEV 1112

3. Course Credits and Contact Hours:

Credits: 3

Lecture Hours: 2

Lab Hours: 2

4. Course Description:

This course provides an examination of the physical and social environments that promote learning and development for young children. It includes an introduction to basic child guidance techniques for individual and group situations. Emphasis is on exploring, observing, and practicing problem prevention and positive child guidance strategies through coursework and a lab experience. This course contains an off-site lab experience that will assist in guiding students to obtain the skills necessary to become a successful professional within early childhood settings. All students will be required to obtain and pass a Minnesota background check prior to completing 30 hours at an approved lab site.

5. Placement Tests Required:

Accuplacer (specify test):

No placement tests required

Score:

6. Prerequisite Courses:

7. Other Prerequisites
Pass a Minnesota Background Check

9. Co-requisite Courses:

There are no corequisites for this course.

II. Transfer and Articulation

1. Course Equivalency - similar course from other regional institutions:

Child Behavior and Guidance (3 cr) at ELECT member colleges

2. Transfer - regional institutions with which this course has a written articulation agreement:

Early Childhood Education Transfer Pathway A.S.

III. Course Purpose

1. Program-Applicable Courses – This course is required for the following program(s):

Early Childhood Education Transfer Pathway A.S.
Early Childhood Education A.A.S.
Early Childhood Education Diploma

IV. Learning Outcomes

1. College-Wide Outcomes

College-Wide Outcomes/Competencies	Students will be able to:
Demonstrate oral communication skills	Document and demonstrate effective communication and positive child guidance techniques as outlined in the course and lab.
Demonstrate written communication skills	Research and complete written assignments based on course specific topics.
Demonstrate interpersonal communication skills	Examine, describe and practice effective communication strategies with course instructor, lab site supervisor, children, and families.

2. Course Specific Outcomes - Students will be able to achieve the following measurable goals upon completion of the course:

• Examine teacher strategies, positive guidance and classroom management techniques that promote developmentally appropriate learning environments for children birth to age eight;
• Explore and explain how to accommodate teacher expectations, strategies and the classroom environment for developmentally appropriate behavior characteristics of children ages birth to age eight;
• Identify and describe how to utilize teacher strategies including guidance and classroom management techniques to accommodate for the developmental characteristics of infants and toddlers promoting positive self-esteem and a sense of security (TECE 3.B.5.e);
• Examine and describe how to assess infant, toddler and pre-primary children’s emerging level of social and emotional development level, and then utilize teacher strategies, social/emotional learning experiences, and the classroom environment to establish and promote individualized, responsive, predictable adult interactions, healthy peer relationships (TECE 3.B.7.a, 3.B.7.b, 3.C.6.a, 3.C.6.c);
• Examine and explain how to establish, maintain, and promote a healthy, responsive, predictable, physically and psychologically safe classroom environment(s) to meet the social/emotional needs of pre-primary and primary aged children (TECE 3.C, 3.D);
• Examine and describe the influence of the physical setting, schedule, routine, and transitions on children’s experiences then plan how to utilize those experiences to promote development and learning of pre-primary and primary aged children (TECE 3.C.3.a, 3.D.2.a);
• Recognize, research, and describe the consequences and effects of stress and trauma including the influence of protective factors and resilience, mental health, and supportive relationships on the development of pre-primary aged children (TECE 3.C.3.b);
• Examine how to structure the learning environment and utilize teaching strategies to promote positive and constructive interactions among children, along with a child’s sense of belonging, security, personal worth, and self-confidence toward learning in pre-primary aged children (TECE 3.C.6.b, 3.C.6.d);
• Examine learning experiences that promote and allow for children’s construction of social knowledge such as cooperating, helping, negotiating, and talking with others to solve problems in pre-primary aged children (TECE 3.C.3.e);
• Research how positive child guidance techniques support the development of children’s self-acceptance, self-control, and social responsiveness in pre-primary aged children (TECE 3.C.3.f);
• Observe, evaluate, and practice communication, positive child guidance techniques, and problem prevention strategies such as acknowledgement, I-messages, and active and reflective listening to promote the development of self-acceptance, self-control, and social responsiveness at lab site; and
• Examine historical, theoretical, and current guidance approaches/strategies.

V. Topical Outline

Listed below are major areas of content typically covered in this course.

1. Lecture Sessions

1. Positive Child Guidance
• Developmentally appropriate practice
2. Historical and theoretical guidance approaches
3. Developmental Characteristics of Children
• Developmental domains
• Behavioral characteristics of infants, toddlers, and pre-primary through age eight children.
• emerging levels of social and emotional development
4. Observing Children
• Personal bias
• Observation methods and strategies
5. Culture and guidance
• Personal cultural guidance beliefs and assumptions
• Working with culturally diverse families
6. Children with differing abilities and guidance
• Include and guide
• Health conditions and behavior
7. Developmentally appropriate learning environments for children birth to age eight
• Responsive and predictable adult/child interaction sequences
• Promoting healthy peer relationships within the environment
• Physically and psychologically safe and healthy learning environments
• Utilizing the physical setting, schedule, routines, and transitions to promote children's development and learning
• Classroom structure to promote positive and constructive interactions among children and healthy peer relationships
• A sense of belonging, security, personal worth, and self-confidence toward learning
• Construction of social knowledge, such as cooperating, helping, negotiating, and talking with others to solve problems
8. Positive communication
• Attentive listening and a sense of belonging
• “I" messages
• Positive requests versus negative commands
• Assertive communication
• Conflict resolution
• Critical conversation
9. Causes of positive and negative behavior
• Functional versus dysfunctional behaviors
• Intentional misbehavior, experimentation, and mistaken behaviors
• Temperament
• Causes of problem behavior
10. Guidance strategies
• Ignoring
• Immediate interruption
• Teaching developmentally appropriate rules and expectations
• Classroom management techniques for small and large groups
• Redirection
  Encouragement and reinforcement techniques
• "I" message reflective/active listening
• Describe limit setting, natural and logical consequences
• Promote development of self-control, motivation, self-esteem, social responsiveness in children
• Promote construction of social knowledge, such as cooperating, helping, negotiating, and talking with others to solve problems
11. Mistaken goals and misbehavior
• Attention seeking behavior
• Controlling behavior
• Disruptive behavior
12. Developmentally Appropriate Learning experiences for children birth to age eight
• Individual social and emotional developmental information to establish individual goals
• Developmentally appropriate individual and group learning experiences
13. Developmental consequences of stress and trauma
• Protective factors and resilience, and supportive relationships
• Development of mental health
• Abuse and neglect

2. Laboratory/Studio Sessions

1. Students meet with instructor following registration and a completed, passed background study.
• Assignments and general procedures will be reviewed
• Students complete 30 hours of on the job training supervised by teacher in a licensed or school based program
2. Contact and arrange an instructor-approved lab site
• Interpersonal skills and professionalism
3. Provide and explain all lab paperwork and assignments to supervising site
• Interpersonal skills and professionalism
4. Attend a site within the mileage parameters given by the instructor during the time arranged for a total of 30 hours.
• Be on time
• Appropriate dress for working with children and families
5. Observe and participate in learning experiences
• Observe and practice professionalism, developmentally appropriate practice and code of ethics
• Appropriate interactions with children and staff
• Practice confidentiality
6. Complete assignments as listed in the syllabi and as arranged with the supervising site
• Weekly journal entries
• Instructor provided developmental observations
• Evaluations of guidance of observed and utilized guidance strategies
7. Communicate with the supervising site and Instructor as needed.
• Interpersonal skills and professionalism
• Ask questions in a professional manner when more direction is needed or there is a lack of understanding