Lecture hours/ Course Format: Hybrid; Wednesday 6:00 PM - 7:15 PM
This course examines the theory and practice of effective guidance techniques based on family communication and observation of the child. Emphasis will be placed on positive guidance techniques and preventative program planning in group care in relation to the needs of the individual child, the caregiver, and the group.
General Education Outcomes are the knowledge, skills, abilities, attitudes, and behaviors that students are expected to develop as a result of their overall experiences with any aspect of the college, including courses, programs, and student services, both inside and outside of the classroom. The General Education Outcomes specifically learned in this course are:
- Communication
- Critical Thinking
- Responsibility
Catalog description (Include specific prerequisites):
Prerequisite: ECED 1513 or concurrent enrollment. This course examines the theory and practice of effective guidance techniques based on family communication and observation of the child. Emphasis will be placed on positive guidance techniques and preventative program planning in group care in relation to the needs of the individual child, the caregiver, and the group.
Course Objectives
Upon completion of the course, students should be able to:
1. Demonstrate knowledge of social learning theories and the relationship of behavior to developmental stage, to physical environment, and to family ethnic/cultural values.
2. Apply effective guidance techniques based on observation and family communication/involvement within a group setting.
Faculty Contact Information
Student support hours: Tuesday 12:15- 1:15 (in-person), Thursday 11- 1:00 PM (virtual or by appt)
Other times are available by appointment- please reach out via email.
Faculty
Sarah Gowler Office Location: L331
(815) 802-8676
Professor and Program Coordinator of Early Childhood Education
Course Information
At the end of this course, students will be able to:
- Explain the developmental trajectory of children birth to three and outlines realistic expectations for infant/toddler knowledge, capabilities and behaviors.
- Describe ways that attachment, development, and learning, prenatal-age 3, are influenced by early environments and experiences (e.g., adult/child interaction, opportunities for exploration).
- Describe individual differences in infants and toddler’s interactions with and responses to the physical and social world.
- Identify how early relationships with and among caregivers influence healthy development and learning, prenatal-age 3.
- Explains interrelationship between unique developmental trajectories and early relationships (e.g. attachment, trust) with primary caregivers on infant and toddler development, learning, mental health, and well-being.
- A teacher’s role in guiding children
- Theoretic foundations of child guidance
- Understanding child development
- Supportive physical environments
- Positive guidance and discipline strategies
- Using observation in guiding children’s behavior
- Self-esteem and the moral identity
- Feelings and friends
- Resilience and stress in childhood
- Aggression and bullying in young children
Miller, D. (2023). Positive Child Guidance. 9th Edition. Cengage.
Dombro, A. (2020). Powerful Interactions: How to Connect with Children to Extend Their Learning. 2nd Edition. The National Association for the Education of Young Children.
Evaluation
Grading for the course will be based on reading reflection, video reflections, collaborative work to analyze early childhood scenarios, creating of a social story book, a summative philosophy and tool box project, exams, and attendance/ participation.
Weekly Assignments/ Discussions 240 points
Social Story/Behavior Activity 25 points
Video Reflections 50 points
Philosophy & Guidance Toolbox 50 points
Midterm Exam 50 points
Total # of Points ` 415 points
Business, Technology & Human Services
Dean, Paul Carlson; 815-802-8858; V105; pcarlson@kcc.edu; Division Office – W102; 815-802-8650
Course Policies
Mandated Reporter
State law mandates that workers in certain professions must make reports if they have reasonable cause to suspect abuse or neglect. In this instance mandated reporters include: School and Child Care Personnel: Teachers, school personnel, educational advocates assigned to a child pursuant to the School Code, truant officers, directors and staff assistants of day care centers and nursery schools, and child care workers.
Mandated reporters who make good faith reports have the same immunity from liability under the law as non-mandated reporters. However, a mandated reporter’s failure to report suspected instances of child abuse or neglect to DCFS constitutes a Class A misdemeanor; simply reporting suspicions to a superior does not satisfy legal requirements. In Illinois the number 1-800-25-ABUSE is the number that utilized to make report. If you have any questions regarding mandated reporting, please discuss with your instructor.
Student Support Hours/ Office Hours
Student support hours are designed to be flexible to meet a wide variety of student’s needs and availability. Faculty will be available to meet before and after courses depending on scheduling. It is important that students understand that faculty is available to support you in your educational goals. Please reach out when you need support or help at any time during the semester. You are encouraged to make an appointment with faculty to meet in-person or virtually through Zoom. An appointment will also ensure that faculty will be able to avoid any other conflict and dedicate that time to helping you. You are also welcomed to drop in or stop by when you are on campus. If the door is open, I encourage you to stop in and say hello. The classroom will be available for you to use any time the Professor Gowler is present. You do not have to have a reason to stop by. You are welcome to use the room to work on projects or for a quite space to use while you are on campus.
Attendance/Participation
Regular attendance at all scheduled class sessions is expected. It is the student’s responsibility to notify
his/her instructor if and why he/she is unable to attend any class session. Students are expected to check in to the learning management system (LMS) -CANVAS regularly. If for any reason a student is unable to complete their work due to illness or other circumstances, please contact the instructor prior to the due date. Participation opportunities will be available at each class session. Points will be awarded at each class participation opportunity. These points will be earned by in-class, active participation and CANNOT be made up. For hybrid and online courses; online participation will be included into class participation.
Late Assignments
All assignments are due at the date and time specified by the instructor making the assignment. All assignments must be submitted in the appropriate place in the LMS/ Canvas. Assignments will not be accepted through email or canvas messaging. It is the responsibility of the student to submit the assignment in the appropriate place or seek assistance in order to submit the assignment. Any late work will be deducted 10 percent for each course day the assignment is late. Assignments will receive an “F” after one week following the deadline unless the student has received an extension from the instructor making the assignment. The extension must be granted PRIOR to the time the assignment is due. All late work must still be submitted to the instructor making the assignment in order to meet course objectives. Students will not receive a grade for the course until all course assignments have been submitted.
*All assignments will be due on Wednesday by 11:59 PM, unless otherwise specified in canvas*
Early Childhood Academic Honesty Policy
Cheating: Cheating can take many forms in a classroom: copying or using another student’s work, using your own work from another class without my prior permission (i.e., not writing original work for this class), adjusting format to make papers appear longer, working in groups on individual assignments (whether openly or in secret), sharing or stealing answers for tests or assignments, etc. No form of cheating is acceptable. Cheating on an assignment will be taken seriously and discipline action will follow.
Plagiarism: Plagiarism is defined in section 17.6.B of the KCC Code of Conduct: “Taking, reproducing, and/or using as one’s own, without proper attribution, the ideas, writings, paraphrases, data, reports, graphic designs, or computer codes of published or unpublished work of another person in completing an academic assignment. Prohibited conduct may also include the unauthorized submission for credit of academic work that has been submitted for credit in another course.”
Plagiarism includes but is not limited to:
· submitting someone else’s paper
· using published material, including materials published online, without proper attribution/citation
· paraphrasing or quoting someone without attributing the quote in your paper (that is, without providing an in-text citation) even if the source is included on the works cited page
· working with someone (without my permission) to write your paper & submitting it as your own
· submitting automated writing (including chatGPT or other AI tools) as your own work
When in doubt, add the citation. You are expected to cite all sources of information. If you are in doubt, inquire with the faculty teaching the course or utilize KCC tutoring. In your ECED courses, you are expected to follow APA citation guidelines and formatting.
Student Found to be in Violation of KCC Academic Honesty Policy: Students found to be in violations of KCC’s academic honesty policy will result in disciplinary action.
· The first instance of academic dishonesty or plagiarism the student will be given a zero, required to meet with the professor, given resources for the student success center, and allowed to redo the assignment after meeting with the professor. A verbal warning from Academic Affairs may go on the student’s recorder if the severity of the academic dishonesty warrants it.
· A second incident of academic dishonesty will result in a zero for the assignment with no opportunity to redo the assignment. The student will be required to meet with the professor to continue in the course. A verbal or written warning will be reported to Academic Affairs.
· Additional incidences of academic dishonesty or failure to meet with the professor will result in course failure with no opportunity for the student to withdraw. The student will be reported to Academic Affairs and the incident of Academic Dishonesty will appear on the students record. Student found to be consistently violating the student code of conduct could potentially be suspended from the institution.
Extra Credit Opportunities
Extra credit opportunities can be made for students who are seeking to better their grade in the course. In order to qualify for extra credit opportunities, you must first complete all regular course assignments. EC must be completed in a timely manner to be considered.
Early Childhood Program Requirements
Basic laboratory experience is required or optional in many early childhood courses within the program. Specific tasks performed in the lab setting will vary according to skills, interests and course requirements. Prior to initiating lab assignments and projects, Early Childhood Students must meet requirements for staff in early childhood/ child care facilities as outlined by the Illinois Department of Children & Family Services Child Care Facility Regulations: (1) High School diploma or its equivalent; (2) Must be able to obtain a DCFS Criminal Background Clearance; (3) a completed health form; and (4) a signed mandated reporter form. It is a student’s responsibility to make sure all requirements are current and on file with the program coordinator.
Clinical Experience
Students planning to enroll in the Clinical Experience should refer to the college catalog for specific eligibility requirements. Clinical applications are due to the Program Coordinator no later than midterm of the semester before the student is planning to student teach. Students submitting late applications will waive consideration for placement with the clinical group for that semester, unless space is available.
College Policies
Withdrawals
When it is necessary to withdraw from a course or from the college, a student may do so on or before the withdrawal date without receiving a punitive final grade. Students should use Change of Schedule forms which are available in Student Services. Students may submit Change of Schedule forms to Student Services or through the mail, but they must be postmarked no later than the withdrawal date. No withdrawals are allowed by phone.To determine the last date to withdraw with a grade of “W” in this course, log into KCConnect and click on “my registration statement” under Academic Profile.
Code of Conduct
Students need to adhere to the Code of Conduct located in the college catalog.
Email Policy
To ensure a student's privacy under all applicable education laws and to facilitate timely interactions, two College-authorized methods of electronic communication exist: KCC-issued student email accounts (using the domain name of student.kcc.edu) and the Canvas Learning Management System. Students are expected to regularly check their KCC email accounts and Canvas for important incoming communication from the college or from individual instructors. Students understand that emails they send from personal email accounts (other than those listed above) may not be delivered to the KCC recipient, and students should have no expectation that such messages will be answered.
Non-Attendance/Non-Participation
KCC complies with state law and federal financial aid policy. If you receive an attendance grade of F or are institutionally withdrawn from a course, it will affect your eligibility for financial aid. (1) You must attend at least one class, or participate at least once for an online course (logging in without participation is not attending), by the 10th day of 16 week courses or within the first 10% of shorter term classes. Non-attendance will result in an attendance grade of F. (2) If you have excessive absences and no reasonable chance of passing the course at midterm (or after), your instructor may give you a WX grade and have you institutionally withdrawn from the course.
College Resources
Office of Disability Services
KCC offers advisement and special instructional support for students who are physically and learning disabled, as well as those with academic deficiencies. Students will receive appropriate academic instructional support, including preparatory courses, tutorial assistance, study skills assistance, and self-instructional programs. For disability services, go to room D234, Tel: 815-802-8632.
Miner Memorial Library
The Harold & Jean Miner Memorial Library collection includes books relating to the curriculum, magazine and journal subscriptions, audiobooks, DVDs and videos, children’s, young adult, and adult fiction books, and access to a variety of online databases. The library also offers group and quiet study rooms, as well as access to computers and printing. The Student Success Center, on the upper level of the Miner Memorial Library, is home to Tutoring Services. Tutoring Services offers assistance in most core subjects, including writing for any course, math, accounting, and some sciences. In-person tutoring services are located in the Student Success Center, and online tutoring services offer a way to get help without having to leave home.
Tutoring
Tutoring Services can be found in the Student Success Center, on the upper level of the Miner Memorial Library. Schedules for specific subjects can be found below. Please check in on arrival – no appointment is necessary.Tutors are available to answer questions through online chat and video conference during their regularly scheduled hours, as well as during any campus closures due to weather, etc. Access these services at www.kcc.libguides.com/tutoringhelp.
Copyright
The materials on this course are only for the use of students enrolled in this course for purposes associated with this course. Further Information regarding KCC's copyright policy is available at http://www.kcc.edu/copyright.
Syllabus Disclaimer
Course syllabus/calendar is subject to change
| Kankakee Community CollegeECED 2163- Discipline/ Classroom Management KEY – PCG: Positive Child Guidance PI: Powerful Interactions | ||
WEEK | TOPICS | Assignments Due- Wed before class- 6 PM |
1 8/19 | Syllabus explanation Course overview What Values are Important to You? Button Pushers: Knowing Yourself |
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2 8/26 | Why Guidance Matters Child Rearing DAP fundamentals Information on children and families today Short term and long-term goals of positive guidance Ground rules expressed as “Be healthy, be respectful, and be responsible” Historical Perspectives and Guidance Theories Welcome The Power of Teacher–Child Interactions & About this Book |
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3 9/2 | A First Look at Powerful Interactions What Is a “Powerful Interaction”? How Do You Turn an Everyday Interaction into a Powerful Interaction? What’s in It for You? Step One: Be Present What Does It Mean to “Be Present”? Doing a Quick “Me Check” Getting Better at “Being Present” Reflect on Your Practice |
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4 9/9 | Step Two: Connect What Does It Mean to “Connect”? Seven Strategies for Connecting Slow Down, Stay in the Moment Keep Learning About Children Listen to Children Personalize Your Interactions Show Respect Guide Children’s Behavior Keep Trust Growing |
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5 9/16 | Understanding Children’s Behavior Ages and Stages birth to 12 Research findings relevant to child development Impact of chronic stress on the development of brain architecture New information on the important role of play in child development |
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6 9/23 | How to Observe Children Strategies for integrating observations with DAP Neuroscience to better understand children’s development Observation Strategies |
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7 9/30* | Serving Culturally Diverse Children and Families Children and families within their cultural context Prejudice, racism, and discrimination Anti-bias curriculum How culture shapes guidance |
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8 10/7 | Mid Term Exam- In Person | Read PCG: Chapter 6
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9 10/14 | Understanding Children with Ability Differences Identify strategies for effective guidance for children with ability differences Laws and programs critical for care and education for children with ability differences Characteristics and features of various health conditions and how they impact children’s behavior | Read PCG: Chapter 7
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10 10/21 | Designing Developmentally Appropriate Environments Inside and Out Environment as Third Teacher -How an environment can nurture appropriate behavior DAP indoor and outdoor environments Designing DAP environments Adult behaviors and the impacts on children’s behaviors and development Setting the stage for social emotional learning |
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11 10/28 | Building Relationships through Positive Communication Positive communication strategies- communication vs command Validating & Identifying feelings and emotions underlying communication Conflict resolution strategies Teachable moments – how children really learn |
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12 11/4 | Fundamental Causes of Positive and Negative Behavior An overview of the moral development Negative/ challenging behaviors Understanding child’s temperament and impact on behavior Underlying causes of negative/challenging behaviors Punish or teach? |
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13 11/11* | Effective Guidance Interventions Practical DAP strategies for solving day-to-day guidance issues Knowing when to use different strategies |
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14 11/18 | Step Three: Extend Learning What Does It Mean to “Extend Learning”? Ten Strategies for Extending Learning Help Children See Themselves as Thinkers Respond to Curiosity Use Mirror Talk Have Conversations Inspire Imaginative Play Solve Problems Together Use Rich Vocabulary Laugh with Children Ask Questions Link the New to the Familiar |
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15 11/25* | Guiding Children from Mindless Mistaken Goals to Mindful Responsibility Behavior as communication- what is the child trying to do? What are mistaken goals and how to respond Punishment vs Guidance Expanding Social-Emotional Intelligence Mindfulness -Discuss Toolbox assignment in class (Video) |
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16 12/2 | You Make the Difference! Energy—Keep Your Cup Filled Confidence—Watch Yourself in Slow Motion One Last Word |
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Finals Week 12/9 | Tool Box Presentations and Paper Due | |
Syllabus Disclaimer- Course syllabus/calendar is subject to change. | ||
College Policies, Resources and Supports
For information related to the Student Code of Conduct Policy, Withdrawal Policy, Email Policy, and Non- Attendance/Non-Participation Policy, please review the college’s Code of Campus Affairs and Regulations webpage, which can be found at catalog.kcc.edu under the Academic Regulations & Conduct Guide.
KCC offers various academic and personal resources for all students. Many services are offered virtually, as well as in person. Please visit Student Resources - Kankakee Community College to access student resources services such as:
- Clubs and organizations
- Counseling and referral services
- Office of disability services
- Student complaint policy
- Transfer services
- Tutoring services, etc.
The materials on this course are only for the use of students enrolled in this course for purposes associated with this course. Further information regarding KCC's copyright policy is available at https://kcc.libguides.com/copyright.
|Course syllabus/calendar is subject to change.