11/21/2024 2:52:00 AM	CHLD 220 Course Outline as of Spring 2025	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  CHLD 220	Title:  EFFECTVE GUIDNC/DISCIPLN
Full Title:  Effective Guidance and Discipline
Last Reviewed:2/13/2023

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	2.00	Lecture Scheduled	2.00		17.5 max.	Lecture Scheduled	35.00
Minimum	2.00	Lab Scheduled	0		6 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	2.00			Contact Total	35.00
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  70.00

Total Student Learning Hours: 105.00

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly:  CHILD 220

Catalog Description:

In this course, students will explore practical applications of effective discipline strategies for guiding and managing positive behavior of children from birth through adolescence in family and group settings. Topics of culture and diversity will center and inform practice around guidance and discipline techniques that effectively support behavioral goals for children.

Prerequisites/Corequisites:

Recommended Preparation:
Eligibility for ENGL 100 or ESL 100

Limits on Enrollment:

Schedule of Classes Information
Description:

In this course, students will explore practical applications of effective discipline strategies for guiding and managing positive behavior of children from birth through adolescence in family and group settings. Topics of culture and diversity will center and inform practice around guidance and discipline techniques that effectively support behavioral goals for children.

(Grade or P/NP)
Prerequisites:
Recommended:Eligibility for ENGL 100 or ESL 100
Limits on Enrollment:
Transfer Credit:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:		Inactive:
Area:
CSU GE:	Transfer Area			Effective:	Inactive:
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:		Effective:		Inactive:
UC Transfer:		Effective:		Inactive:
C-ID:

Certificate/Major Applicable: Both Certificate and Major Applicable

COURSE CONTENT

Student Learning Outcomes:
At the conclusion of this course, the student should be able to:

1. Understand developmentally- and culturally-based goals for children's behavior.

2. Develop strategies for effective guidance and discipline of children.

 

Objectives:

At the conclusion of this course, the student should be able to:

1. Understand children's behavior in the context of development, temperament, culture, and environment.

2. Examine and identify age-appropriate goals for scaffolding social skills.

3. Communicate clearly in the early care and education setting using reflective listening and constructive feedback.

4. Determine the most effective approaches to guide and support a child's behavior using culturally relevant problem guidance strategies.

5. Understand the role of relationships in scaffolding children's social and emotional development.

6. Partner with families in supporting behavioral goals for children.

Topics and Scope

I. Influences on Children's Behavior

    A. Overview of neurodevelopmentally based behavior from birth to adolescence

    B. Individual learning styles, atypical development, and temperament

    C. Institutional, community, school/childcare, and family environments

    D. Understanding children's developmental needs

    E. Emotional responses including stress, anger, and fear

II. Discipline Styles

    A. Overview of theoretical concepts  

     B. Individual reactions and responses to children's behavior

    C. Adult self-regulation, self-reflection, and reflective practice

    D. Cultural origins of discipline style

III. Tools for Effective Discipline and Guidance

    A. Nonviolent communication

    B. Designing age appropriate "yes" environments

    C. Co-regulation

    D. Setting reasonable and realistic limits

    E. Natural and logical consequences

IV. Conflict Resolution

    A. Problem solving in the moment

    B. Goals for long-term solutions rooted in cultural relevance

    C. Prevention strategies

V. Goals for Children's Behavior

    A. Self-regulation

    B. Responsibility

    C. Pro-social behavior

    D. Overall health and wellness

Assignments:

1. Reading: text and or supplemental assigned literature (approximately 10-15 pages per week)

2. Writing assignments (5-8 papers, 500-1000 words each) may include:

     A. An analysis of in-class scenarios

    B. Article responses

    C. Book reports

3. Term project: child observation paper with analysis and development of guidance and discipline goals (750-1250 words)

4. In-class problem solving of guidance and discipline scenarios

5. Participation: in-class discussions on scope specific topics.

Methods of Evaluation/Basis of Grade.

Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.		Writing 40 - 70%
Writing assignments, term project
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 20 - 40%
In-class problem solving of guidance and discipline scenarios
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 0 - 0%
None
Exams: All forms of formal testing, other than skill performance exams.		Exams 0 - 0%
None
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 10 - 20%
Attendance and participation

Representative Textbooks and Materials:

Positive Child Guidance. 8th ed. Miller, D. Ferris. Cengage Learning. 2016 (classic).

Positive Discipline. Nelsen, Jane Ed.D. Ballantine Books. 2006 (classic).

Instructor prepared materials

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