8/31/2024 8:22:15 PM |
| Changed Course |
CATALOG INFORMATION
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Discipline and Nbr:
CHLD 220 | Title:
EFFECTVE GUIDNC/DISCIPLN |
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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:
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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:
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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: | | |
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CSU GE: | Transfer Area | | Effective: | Inactive: |
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IGETC: | Transfer Area | | Effective: | Inactive: |
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CSU Transfer: | | Effective: | | Inactive: | |
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UC Transfer: | | Effective: | | Inactive: | |
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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:
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1. Understand developmentally- and culturally-based goals for children's behavior.
2. Develop strategies for effective guidance and discipline of children.
Objectives:
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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
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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:
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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:
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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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