CHD 205 Syllabus
Division: Arts & Sciences Date: August 2014
Which Course is Taught: Early Childhood Education, Child Development
Course Number & Title: CHD 205, Guiding the Behavior of Children
Credit Hours: 3 Hours/Wk Lecture: 3 Hours/Wk Lab: 0 Lec/Lab Comb: 3
I. Catalog Description: CHD 205 Guiding the Behavior of Children (3 cr.) Explores the role of the early childhood educator in supporting emotional and social development of children, and in fostering a sense of community. Presents practical strategies for encouraging prosocial behavior, conflict resolution and problem solving. Emphasizes basic skills and techniques in child guidance.
Lecture 3 hours per week.
Functional literacy in the English language; reading at the 12th grade level.
of the course to curricula objectives in which it is taught: The
information, insight, and skills training needed by teachers, childcare
providers, and others enrolled in the Early Childhood Education program require
a comprehensive understanding of the theories and practical applications of
behavior management that are covered in this course. Students enrolled in other
programs, such as teacher education or certain health-related specialties, may
also benefit from the knowledge and understanding of issues related to child
guidance that they will acquire by taking this course. This course is the
foundation for accomplishment of Program Goal 1 (parent and family
communication and appropriate child guidance).
III. Required background (list any experience, prerequisites, co-requisites necessary to enroll in the course): Completion of (or exemption from) ENF 2; completion of (or exemption from) MTT 2. Prerequisite: CHD 120 or permission of instructor.
IV. Course Content (list the major topics):
A. Aspects of the learning environment that affect children’s behavior and outcomes
B. Applied theories of behavior guidance and discipline
C. Techniques for directly intervening to guide children’s behavior
D. Concepts related to self-esteem, self-regulation, and motivation in early childhood
E. Techniques for managing behavior when working with children in groups
F. Recommendations for working with parents to achieve a consistent approach to managing a child’s behavior
G. Developmental factors that affect decisions concerning how best to intervene when attempting to guide children’s behaviors
H. Accessing other resources and collaborating with other professionals
V. Learner Outcomes
The student will:
Organize learning environments to
facilitate the guidance of children’s behaviors.
Research the theories and concepts related
to children’s behavior.
Implement a variety of techniques that have
proven successful in positively guiding children’s behaviors and increasing
Respond in a professional manner to
demonstrate supportive and effective adult behaviors that serve as a model
for children’s behaviors.
Use principles for working successfully
with children’s parents to provide consistent use of child guidance
F. Research community resources that can provide assistance and support to children, their parents, and early childhood professionals when children need extra mental health services.
Student performance will be evaluated by a combination of tests, quizzes, exams, papers, and other special projects or assignments as defined by the individual faculty member. This course includes a mandatory writing assignment defined by the instructor.
Possible assignments include but are not limited to the following:
· Create teacher-made visual guides that help children regulate their own behavior (i.e. class schedule, rules chart, etc.).
· Complete a transition project that gives children hands-on experiences to use during waiting times.
Design a parent training session that will
assist parents in providing a consistent routine for the home environment.
VII. This course supports the following competencies and objectives:
DCC Educational Objectives:
Cultural and Social Understanding