KERN COMMUNITY COLLEGE DISTRICT – CERRO COSO COLLEGE

CHDV C111 COURSE OUTLINE OF RECORD

  1. DISCIPLINE AND COURSE NUMBER:
    CHDV C111
  2. COURSE TITLE:
    Principles of Child Guidance
  3. SHORT BANWEB TITLE:
    Prin. of Child Guid.
  4. COURSE AUTHOR:
    Fuller, Elisabeth I.
  5. COURSE SEATS:
    -
  6. COURSE TERMS:
    70 = Fall; 30 = Spring; 50 = Summer
  7. CROSS-LISTED COURSES:
  8. PROPOSAL TYPE:
    CC Course Revision
  9. START TERM:
    30 = Spring, 2012
  10. C-ID:
  11. CATALOG COURSE DESCRIPTION:
    This course introduces positive and effective approaches for guiding children's behavior in the classroom and family settings. Students are required to observe children in a group setting.

  12. GRADING METHOD

    Default:
    S = Standard Letter Grade
    Optional:
    P = Pass/No Pass
  13. TOTAL UNITS:
    3

  14. INSTRUCTIONAL METHODS / UNITS & HOURS:

    Method
    Min Units
    Min Hours
    Lecture
    3
    54
    Lab
    0
    0
    Activity
    0
    0
    Open Entry/Open Exit
    0
    0
    Volunteer Work Experience
    0
    0
    Paid Work Experience
    0
    0
    Non Standard
    0
    0
    Non-Standard Hours Justification:

  15. REPEATABILITY

    Type:
    Non-Repeatable Credit
  16. MATERIALS FEE:
    No
  17. CREDIT BY EXAM:
    No
  18. CORE MISSION APPLICABILITY:
    Associate Degree Applicable (AA/AS);Certificate of Achievement (COA);CSU Transfer;Career Technical Education (CTE)
  19. STAND-ALONE:
    No

  20. PROGRAM APPLICABILITY

    Required:
    CHDV Child Development AA (AA Degree Program)
    CHDV Child Development Cert (Certificate)
    CHDV Child Development Teacher (Certificate of Achievement)
    CHDV Child Development Teacher Cert (Certificate)
    CHDV Master Teacher (Certificate of Achievement)
    CHDV Master Teacher Permit (Certificate)
    CHDV Site Supervisor Permit (Certificate)
    Child Development (AA Degree Program)
    Child Development Site Supervisor (Certificate of Achievement)
    Elective:
    CHDV Child Development Associate Teacher (Certificate of Achievement)

  21. GENERAL EDUCATION APPLICABILITY

    Local:
    IGETC:
    CSU:
    UC Transfer Course:
    CSU Transfer Course:

  22. STUDENT LEARNING OUTCOMES Upon completion of the course, the student will be able to

    1. Understand and apply guidance in speech and action when working with young children, including I-messages and reflective listening.
    2. Identify and describe effective discipline strategies as they relate to the major theories of development.
    3. Analyze childcare environments for impacts on children's behavior.

  23. REQUISITES

    Advisory:
    Reading - 1 Level Prior to Transfer
    and Writing - 1 Level Prior to Transfer

  24. DETAILED TOPICAL OUTLINE:

    Lecture:

    A. Guidance vs. Discipline: A Definition

    B. Overview of Developmental Theories

    1. Cognitive development theory

    2. Psychodynamic theory

    3. Behaviorist theory

    4. Human potential theory

    5. Moral development theory

    C. Guides in Speech and Action

    D. Appropriate Discipline and Parenting

    1. Understanding children’s behavior

    2. Understanding parent/child relationship

    3. Culture and its influence on parenting

    3. Encouragement: building the child’s confidence and feelings of worth.

    4. Communication skills.

    a. Listening

    b. Exploring alternatives and expressing ideas and feelings.

    5. Discipline techniques to teach responsibility

    a. Contrasting punishment with consequences.

    b. Steps in applying consequences.

    c. Contrasting logical and natural consequences.

    E. Impact of the Environment on the Child’s Behavior

    1. Room arrangement as a teaching strategy.

    2. Daily schedule as a teaching strategy.

    3. Activity planning.

    4. How the teacher’s attitude and health impact’s children’s behavior.

    5. Other influences on the child’s behavior that a teacher must consider when working with children.

    F. Advocating for Young Children

    1. Modeling appropriate guidance for families.

    2. Providing resources for families.

    3. Providing resources for teachers to enable them to meet the needs of the children.

    4. Reporting child abuse.

    5. Making your concerns known of inappropriate practices of the child care provider.

  25. METHODS OF INSTRUCTION--Course instructional methods may include but are not limited to

    1. Case Study;
    2. Demonstration;
    3. Discussion;
    4. Field trip;
    5. Group Work;
    6. Guest Lecturers;
    7. In-class writing;
    8. Informational Interviews;
    9. Instruction through examination or quizzing;
    10. Job Shadowing;
    11. Lecture;
    12. Outside reading;
    13. Peer analysis, critique & feedback;
    14. Peer-to-peer instruction;
    15. Presentations (by students);
    16. Problem Solving;
    17. Written work;

  26. OUT OF CLASS ASSIGNMENTS: Out of class assignments may include but are not limited to

    • Reading assignments, handouts and text readings that expand and enhance lecture topics. • Classic and contemporary research studies that relate to specific topics in child development. For example: a research project on a specific discipline technique and its effect on children’s behavior. • Writing assignments that relate observations in child development to current theory. For example: observe the greeting behaviors of parents at pick-up time. What do these interactions tell you about the child’s socio-emotional development? • Text reflections. For example: after reading the chapter on communication, reflect on your own communication habits. • Observation of children in a group setting. For example: observe children and parents interacting in a public place. How do these interactions compare with the way preschool teachers interact with children in a classroom setting? • Exams related to course subject matter • Textbook readings

  27. METHODS OF EVALUATION: Assessment of student performance may include but is not limited to

    • Analysis of observations and interviews. Example: Watch and listen to at least 5 parent/child dyads. What did you notice about their communication style? Was it effective?
    • Small group project. Example: Design a presentation that could be used to educate parents on their children’s emotional development.
    • Exams related to course subject matter

  28. TEXTS, READINGS, AND MATERIALS: Instructional materials may include but are not limited to

    Textbooks
    Kostelnik, M.J.; Whiren, A.P; Soderman, A.K.; & Gregory, K.M. (2012) Guiding Children’s Social Development and Learning, 7th, Delmar Publishers
    Manuals
    Periodicals
    Software
    Other
  29. METHOD OF DELIVERY:
    Online with some required face-to-face meetings (“Hybrid”);Online (purely online no face-to-face contact) ;iTV – Interactive video = Face to face course with significant required activities in a distance modality ;Face to face;
  30. MINIMUM QUALIFICATIONS:
    Child Development/ (Masters Required);EarlyChildhood Education (Masters Required);Education (Masters Required);Family and Consumer Studies/Home Economics (Masters Required);

  31. APPROVALS:

    Origination Date
    11/05/2011
    Last Outline Revision
    11/18/2011
    Curriculum Committee Approval
    11/18/2011
    Board of Trustees
    01/12/2012
    State Approval
    UC Approval
    UC Approval Status
    CSU Approval
    50 = Summer 2000
    CSU Approval Status
    Approved
    IGETC Approval
    IGETC Approval Status
    CSU GE Approval
    CSU GE Approval Status