CHD 205 Syllabus


Division: Arts & Sciences                                                                                                                          Date: August 2014


Curricula in 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.

3 credits


II.            Relationship 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:

VI.          Evaluation

A.               Organize learning environments to facilitate the guidance of children’s behaviors.

B.               Research the theories and concepts related to children’s behavior.

C.               Implement a variety of techniques that have proven successful in positively guiding children’s behaviors and increasing children’s self-esteem.

D.               Respond in a professional manner to demonstrate supportive and effective adult behaviors that serve as a model for children’s behaviors.

E.               Use principles for working successfully with children’s parents to provide consistent use of child guidance techniques.

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:


Critical thinking

Cultural and Social Understanding

Personal Development