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CD108 SECTION 1


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COURSE OUTLINE

Faculty                                  :   Susan Baniqued-Morillo, M.Ed.

Course Code                         :   CD-108

Course Title                          :   Problems and Guidance in Child Development

 

Course Description               : 

        The course is an introduction to the problems confronting young children in both home and school setting.  It includes an assessment and analysis of these problems through the use of non-test methods and techniques (i.e. observation, interview). Guidance concepts, principles and practices that  help  students acquire the ability to guide, help and handle children.

Number of Units    :      3

Pre-Requisite Subject:      CD-101 (Child and Adolescent Development)

Schedule/Room    :                      T Th   Sec. 1    9-10:30/ CAR 124

                                                     T Th   Sec. 2      10:30-12:00/ CAR 124

OBJECTIVES:     

At the end of the semester, the students are expected to:

  1. demonstrate knowledge of the theoretical and philosophical foundations of guidance and be able to apply this knowledge in a developmentally appropriate way.
  2. understand the behavior problems of children in home and school setting.
  3. Implement developmentally appropriate techniques in guidance around the principles of affection, respect, help and approval.
  4. demonstrate knowledge of the importance of the family structure and family dynamics as an influencing element on the child’s behavior
  5. demonstrate knowledge and skill in establishing trust relationship with children and adults in a group setting, including honest and open communication skills and respect for the value and dignity of each individual.
  6. create a conducive learning environment for preschool children.

 

INSTRUCTIONAL MATERIALS

Required and suggested readings are kept on reserve (see attached references).

Week

Learning Objectives

Topic

Methodology/

Strategy

Skills

Values

Students’ Output

Evaluation Tool
 

Understands  the objectives and requirements of the course

 

 

Differentiate between guidance and discipline
  • Course Objectives, Course requirements,   Grading system,
  • Overview of guidance of young children
  • Definition of guidance and discipline

 

 

  Expectation setting,

 

Participatory method through sharing, making connections  and  review

Communica-tion skills – oral and written

 

Critical Analysis

 

Courtesy,

Respect,

Truth,

Justice, peace, integrity of all creation

 

Establishing Routines: Three’s of

  • Communica-tion  of guidelines
  • Articulating expectations
  • Provide answers to  questions about guidance for preliminary reflection

 

 

 

 

 

 

 

 
 

¬Explain how child’s

cognitive development, memory   and temperament affects

one’s guidance.

ÄKnowledge of Child Development and making Guidance Decisions

Focused discussion

 

Analytical and reflective skills

 

 

Appreciation of diversity of children’s abilities..

Group presentation of important concepts about child development

 

Rubric for group presentation
 
  • Explain how constructivist teacher could use strategies from different theories to guide young children
  • Identify and explain strategies that comes from each theory.
  • Practice the strategies:

-Active listening

-I messages

ÄFoundations of Developmentally Appropriate Child Guidance

  Focused discussion

  

 Reflection and sharing of    ideas

 

Comprehension and analytical skills

 

 

Competence

Equality and

Freedom

 

Practice activities :

Active listening

I messages

Rubric Group activity output:

 
 
  • Explain how caregiving styles affect children’s development
  • Describe the different basic processes adults use to influence children

 

ÄStyles of caregiving

ÄBasic Process for influencing Behavior

 

Discussion

Case method

Film clips

Analytical & reflective skills

Persistence

Balanced sensitivity

 

Case Analysis and reflection

Role play

Rubric
 

Differentiate  direct guidance from indirect guidance

 

Give examples of direct guidance strategies

 

To construct sentences that would deliver I-messages

 

To dramatize situations that entail the use of direct guidance

Positive Guidance & Discipline strategies

  • DIRECT GUIDANCE

1)    Expectations, limits and rules

2)   Redirecting children’s behavior

3)   Ignoring behavior

4)   Encouragement, praise and rewards

5)Caring listeners and talkers

   Deliver I messages

Listening skills

 

Active Learning

Role playing

Problem solving skills

Respect for the dignity and rights of a child,

Empathy

Delivering I-messages exercise

 

Quiz
 

To differentiate direct guidance from indirect guidance

 

To give examples of indirect guidance

ÄINDIRECT GUIDANCE

  • Managing the classroom environment (classroom space and time)
  • Daily schedule

Discussion

Classroom visit

 

Critical Skills; communication skills,

 

Responsibility

Cooperation

 

 

Group sharing

Indirect Guidance:

¬DAP Classroom layout

¬Transition activities

¬Practicing

Rubric for group work
  1. 2014

Describe strategies to help children develop authentic self-esteem

ÄSelf-esteem and Moral Identity

ÄEmotional and Social  competence

Discussion

Case study

Analytical and critical skills

Appreciation of one’s self,

Respect

 

Case analysis

Rubric for case analysis
 

Explain ways of  increasing children’s emotional intelligence

 

Explain and give examples of DAP strategies adults can use to guide children’s expressions of anger to help develop Emotional intelligence

ÄEmotional Intelligence

ÄAnger management

Discussion

 

Analytical and critical skills

Gratitude,  generosity and forgiveness

Application: Analyze a storybook on anger.

(use checklist for analyzing storybook)

 

Write a brief lesson plan detailing how you will present the book to the children .

 

Read the story to children

 

Rubric for lesson plan
  1. 21 & 23

Describe forms of aggression

 

To name the factors that lead to aggression

 

Discuss specific guidance strategies that prevent or control aggression  aggressive behavior

ÄAggression and bullying

Group report

Class interaction,

discussion

Empathic listening

Empathy Fairness

Justice

 

 

Case analysis:  Preventing Violent Behavior & Understanding Aggression In Children

 

Poster presentation

Rubric for case analysis and creative output
 

Give  examples of prosocial behaviors

 

Describe  developmentally appropriate strategies for fostering prosocial behaviors

 

Ä  Prosocial behavior

Focused discussion

 

Lesson plan demo

 

Reflective & analytical skills

Sharing, cooperation and helping

Write a lesson plan that will help children practice sharing, helping or cooperation

 

Group activity: create a short script using Puppets

Rubric for creative output

and lesson demo
 

Explain what the decision making model is and identify its building blocks

 

Analyze a case study to determine how well a teacher has used the decision making model

 

Describe other strategies for managing conflicts

Ä  Decision Making Model and other strategies for managing conflicts

 

Cooperative groupings

Reflective & analytical skills

Cooperation

Respect

 

Case analysis

 

Demonstration of strategies for managing conflicts

Rubric for case analysis and presentation
 

List down ways to manage children’s behavior creatively

 

Apply creative ways in different situations in the classroom

ÄCreative ways for  Guiding Children’s Behavior

 

Discussion and demonstration

Creativity

 Value of effort,

Patience and

being Resourceful

Application of key concepts in lesson plan

Rubric for lesson demo
 

Conduct classroom observation of  direct and indirect guidance practices inside classrooms

 

Assessment of leaning environment  through observation  

 

 

Active learning- classroom observation

 

Observation skills

Critical skills

Open mindedness

Respect 

 

Observe child guidance in action

(Individual paper)

 

Recitation

 

Rubrics
 

Practice creative methods for guiding children’s behavior

 

Execute lesson plan using creative methods

Lesson demo using creative methods for guiding children’s behavior

Lesson demonstration

Creative presentation skills

Competence,

Responsibility

Group Lesson Demo

  

 

COURSE REQUIREMENTS:

  1. Participate in all class discussions and activities
  2. Read assigned materials prior to class.
  3. Group reports
  4. Group case study analysis (25 pts. each)
  5. Observation and Interview
  6. Group Lesson demo -   Lesson plan and demo

Topic:  Write a lesson plan  in any  subject area that will help children develop

-Prosocial behaviors (helping, sharing, cooperating etc.)

- Recognize different  emotions  and learn  strategies for coping with strong emotions such as anger and  fear.

  1. Prelims

GRADING SYSTEM:

  1. Group Report, Assignments, seatwork., reflection, recitation    =  25%                                
  2. Long tests and Case analysis                                                                    =  20%
  3. Classroom Observation  and Interview                                                     =  25%
  4. Lesson plans and demo                                                                            =  30%

                                                                                                                                  100

REFERENCE:

  1. Gartrell, Dan.(2011). A Guidance Approach for the Encouraging Classroom. 5th Ed. Belmont, CA. Wadsworth
  2. Marian, Marion. (2011). Guidance of Young Children. 8th Ed. Upper Saddle River, NJ.: Merrill Prentice Hall.

Marion, Marian. (2003). Guidance of Young Children. 7th Ed. Upper Saddle River, NJ.: Merrill Prentice Hall.

  1. Charles, C.M. and Senter, G.  (2005). Building Classroom Discipline. 8th Ed.  Boston: Pearson  Educ. Inc.
  2. Gootman, Marilyn. (2001). The Caring Teacher’s Guide to Discipline. 2nd Ed. Thousand Oaks, California: Sage Pub.

 

 

CONSULTATION HOURS :  Thursdays, 12:30-1:30 pm.                                     Room:  Faculty Consultation Room           

 

APPROVED BY :  ______________________________                                     Date: November 7, 2013

  Mary Francis Therese B. Pelias, M.A.

   Chairperson, CDE Department