The student will be able to:
A. Identify principles of child guidance.
B. Analyze age appropriate guidance techniques to use with children from ages infancy through school age.
C. Investigate the probable causes of behavior as it relates to culture, family values, second language acquisition and environment.
D. Identify the nine temperament traits of children (Chess/Thomas).
E. Create pro-social environments that encourage positive behavior.
F. Demonstrate effective age appropriate strategies when addressing conflict resolution scenarios.

A. Identify principles of child guidance
1. The child's development
2. Child guidance as a process with long and short goals
3. Child guidance as a working partnership between parent and child
4. Child guidance as a working partnership between teacher and child
B. Analyze age appropriate guidance techniques to use with children ages infancy through school age
1. Discuss how children grow and develop
2. Setting limits
3. Teaching conflict resolution and problem solving to children
4. Active listening
5. Natural and logical consequences
6. "I" messages
7. Observation
8. Redirection
9. Brainstorming
10. Praise vs. Encouragement
C. Investigate the probable causes of behavior as it relates to culture, family values, second language acquisition and environment
1. Understand culture without stereotyping
2. Stages of parenthood
3. Parenting styles-Authoritarian, Authoritative and Permissive
4. Knowledge of culturally diverse guidance strategies
5. Recognition of gender differences related to behavior
6. Awareness of one's own family culture and how it influences the way one relates to children
7. Create strategies to meet the developmental needs of children acquiring second language acquisition
D. Identify the nine temperament traits of children (Chess/Thomas)
1. Describe accommodations for made for behavioral differences of individual children
2. Goodness of fit and parenting and teaching styles
3. Matching guidance strategies to child's temperament
4. Meeting children's needs through classroom environment, teacher interactions and daily schedule
E. Create pro-social environments that encourage positive behavior
1. Social problem solving and conflict resolution opportunities
2. Providing for child-choice and child-initiated opportunities
3. Designing physical environment that allows for group interaction
F. Demonstrate effective age appropriate strategies when addressing conflict resolution scenarios
1. Explain the definitions of discipline and guidance
2. Define discipline vs. punishment
3. Goal of discipline to achieve self-control
4. Define self-esteem, self-concept and self-discipline
5. Avoidance of labels and comparison and competition

Not applicable.

A. Written assignments
B. Observation assignments
C. Quizzes
D. Role playing of guidance scenarios
E. In class reflections
F. Collaborative learning
G. Small group exercises

Lecture, Discussion, Cooperative learning exercises, Oral presentations, Demonstration.

Miller, Darla J. Positive Child Guidance. 7th ed. Belmont, California: Wadsworth Publishing, 2013.

Gordon, Ann Miles and Kathryn Williams Brown. Guiding Young Children in a Diverse Society. Boston: Allan and Bacon Publishers, 2011.

Marion, Marian. Guidance of Young Children. 8th ed. Upper Saddle River, New Jersey: Pearson Education, Inc., 2011.

 

A. Reading and study of the text.

B. Reading and written response to quiz questions, assignments and relevant articles and observations.

C. Written in-class reflections of lecture content, role playing activities and homework assignments.