Active Outline

General Information

Course ID (CB01A and CB01B)
C D D071.
Course Title (CB02)
Constructive Guidance and Positive Discipline in Early Childhood
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
Explores the principals and techniques that promote high self-esteem and positive behaviors in young children. (This course meets NAEYC Standards 1a,1c,2a,2b,2c,3a,3b,4a, 4b,4c,4d,5c,6b,6e, SS3,SS4,SS5; DEC/CEC Standards CC3-K3, EC3-S1, CC6-K3; NBPTS Standard 2; and EIA Reflective Practice 2, 3, 8, 9.)
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course provides students with the opportunity to acquire the foundational skills and knowledge to integrate developmentally appropriate practices in positive behaviors and their application to teach young children. The course is CSU transferable. It is designed to meet the requirements of the Child Development Certificate of Achievement, Certificate of Achievement Advance, A.A. Degree and the California Child Development Permit.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to CSU only

Units and Hours

Summary

Minimum Credit Units
3.0
Maximum Credit Units
3.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours3.06.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
36.0
Laboratory
0.0
Total
36.0
Course Out-of-Class Hours
Lecture
72.0
Laboratory
0.0
NA
0.0
Total
72.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

Discussion and problem solving performed in class

In-class reflections

Homework and extended projects

Collaborative learning and small group exercises

Practice with guidance tools

Modeling of appropriate techniques

Role plays

Assignments

  1. Behavior observation, analysis and a behavior plan
  2. Reflective writings on behavior plan implementation
  3. Implement behavior techniques and write a report
  4. Plan and conduct a mini workshop session on positive guidance techniques for parents or co-workers
  5. Parent interview on guidance and discipline practices
  6. Required reading assignments from text

Methods of Evaluation

  1. Midterm and final essay exams related to reading assignments to evaluate comprehension and mastery of concepts.
  2. Behavioral plan to evaluate ability to critically analyze observations and the ability to write a report.
  3. Written reflection on behavioral plan implementation to examine the effectiveness of the plan.
  4. Written reports on implemented behavioral techniques to demonstrate and understanding and use of the techniques.
  5. Oral and written presentation of positive guidance techniques for parents and co-workers to apply concepts examined throughout the course.
  6. Written report of parent interview on guidance and discipline practices showing ability to collect, analyze and present data.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Fields, M. and Fields, D. "Constructive Guidance and Discipline: Birth to Age Eight, 7th edition". Pearson-Merrill Prentice Hall. New Jersey 2017
Kaiser, B and Rasminsky, J. "Challenging Behavior in Young Children, 4th edition". Pearson, 2017
Ferris Miller D. "Positive Child Guidance, 7th edition". Wadsworth, Cengage Learning 2013

Examples of Supporting Texts and References

AuthorTitlePublisher
Nelsen, J., Erwin,C. and Duffy, R. "Positive Discipline: The First Three Years". Prima Publishing. United States, 1998
Hearron, P. and Hildebrand, V. "Guiding Young Children. 7th Edition". Pearson-Prentice Hall. New Jersey, 2005
Center for the Social Emotional Foundations of Early Learning. www.csefel.vanderbilt.edu
Wheeler, E. "Conflict Resolution in Early Childhood". Pearson Merrill Prentice Hall 2004
Mah, R. "Difficult Behavior in Early Childhood: Positive Discipline in PreK-3 classroom and Beyond" Corwin Press, 2007
Brault, L. "Children with Challenging Behavior: Strategies for Reflective Thinking". CPG Publishing Company, Phoenix, AZ. 2005
Curwin, R. "Discipline with Dignity:New Challenges, New Solutions, 3rd edition". ASCD Publications, 2008
Rosenberg, M. "Nonviolent Communication, 3rd edition". PuddleDancer Press, 2015
Rosenberg, M. "Teaching Children Compassionately". PuddleDancer Press, 2005

Learning Outcomes and Objectives

Course Objectives

  • Explore the definitions of discipline and guidance
  • Analyze the importance of understanding child development and developmentally appropriate practices as they relate to guidance techniques
  • Examine theoretical foundations in understanding behavior
  • Recognize the causes of misbehavior
  • Identify observation and assessment techniques in child guidance
  • Create prosocial environments that prevent discipline problems
  • Analyze and implement tools and techniques for positive guidance
  • Analyze special emotional needs related to behavior

CSLOs

  • Create prosocial environments that prevent discipline problems.

Outline

  1. Explore the definitions of discipline and guidance
    1. Look at the long-term goals of discipline
    2. Define self-esteem, self-concept and self-discipline
    3. Cultural views of discipline and guidance
    4. Family values and their impacts on discipline
    5. Personal beliefs and influence on discipline practices
  2. Analyze the importance of understanding child development and developmentally appropriate practices as they relate to guidance techniques
    1. Knowledge and understanding of ages and stages
    2. Identifying what is typical and atypical behavior for different age groups
    3. The impact of child's perception on behavior
    4. Milestones in the development of memory and their impact on behavior
    5. Impacts of temperament on behavior
    6. Social cognition and children's perspectives on behavior
    7. Defining self-control and how it relates to child's development
  3. Examine theoretical foundations in understanding behavior
    1. The importance of normative behavior and guidelines - Gesell
    2. Behavioral conditioning-Bandura
    3. Needs hierarchy and development - Maslow
    4. The child in context - Bronfenbrenner
    5. The child in social relationships - Vygotsky
    6. Attachment as foundational security- Ainsworth, Bowlby
    7. Biological underpinnings- Lorenz, Freud
    8. Emotional needs- a developmental perspective- Erikson
    9. Parenting styles- Baumrind
    10. Parenting and cross cultural perspectives
    11. Parenting the child with special needs
  4. Recognize the causes of misbehavior
    1. Understanding needs
      1. Unmet needs
      2. Privacy needs
      3. Power needs
      4. Ownership needs
      5. Attention needs
      6. Needs for success and challenge
      7. Need for security
      8. Need for love, acceptance and belonging
    2. Temperament
      1. New York Longitudinal Study
      2. Difficult temperament
      3. Easy temperament
      4. Slow to warm temperament
      5. Goodness of fit and parenting/teaching style
      6. Goodness of fit as it applies in the classroom
      7. Understanding the difference between children who are shy versus withdrawn
      8. Working with children who are shy
      9. Working with children who are withdrawn and may exhibit clinical symptoms
    3. Developmental reasons for behavior
      1. Toddler behavior
      2. Preschooler initiative issues
      3. Identity development in school age children
    4. Context and environmental reasons for misbehavior
      1. Schedules and timing
      2. Too many or too few choices
      3. Materials in the classroom
      4. Curriculum issues
    5. Children with specific special needs
      1. ADHD - Attention Deficit Hyperactivity Disorder
      2. Impulsivity
      3. Autism Spectrum Disorders
      4. ODD - Oppositional Defiant Disorders
  5. Identify observation and assessment techniques in child guidance
    1. Reasons for observing children's behaviors
    2. Observations techniques for assessing behavior
      1. Time and event sampling
      2. Running record
      3. Anecdotal record
      4. Portfolio development
      5. Desired results developmental profile
      6. A.B.C. Narratives
    3. Parental input to the behavior assessment process
      1. Anecdotal information
      2. Health history
      3. Family history
      4. Copies of Individual Education Plans or Individual Family Services Plans
      5. Parent meetings
      6. Parental values and views of guidance and discipline
  6. Create prosocial environments that prevent discipline problems
    1. Social emotional environment
    2. The nurturing adult
    3. Physical environment
  7. Analyze and implement tools and techniques for positive guidance
    1. The myth of the perfect child
    2. Setting limits
    3. Teach conflict resolution and problem solving
    4. Active listening
    5. Ignoring behavior
    6. Teach calming techniques
    7. "I" and "you" messages
    8. Redirection
    9. Prevent over-stimulation
    10. Recognize and intervene on signs of stress, anxiety and strong emotion
    11. Changing the environment
    12. Give signal and cues of appropriate behavior
    13. Maintain objectivity
    14. Consider gender, learning, cultural differences and special needs
    15. Problem solving strategy to understand and modify behavior
    16. Antibias curriculum to help guide behavior
  8. Analyze special emotional needs related to behavior
    1. Risk factors that impact behavior
      1. Prenatal drug and alcohol exposure
      2. Teen pregnancy
      3. Poverty
      4. Parental education levels
      5. Poor health due to environmental factors
      6. Special needs
    2. Effects on negative experiences on the developing brain
      1. Impact of domestic violence, media violence, community violence
      2. Child abuse
      3. Trauma
      4. Neglect
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