Faculty Syllabus

In addition to completion of all 48 hours of required field experiences, your grade will be based on the following:

Course Evaluation

• Lab Placement Form                                                                 10 points
• Getting to Know You Activity                                           25 points                                       
• Quizzes (3 @ 25 points each)                                             75 points
• Fieldwork Reflections (11 @ 40 points each)                        440 points
• Video Assignment                                                          60 points
• Physical Environment Evaluation                                       60 points
• Lab School Observation Form                                            60 points
• Guidance Plan Final Project                                               100 points
• Attendance/Participation (15 classes @ 10 points each)          150 points
• Email Dr. Brown Observation Schedule                               10 points
• Fieldwork Timesheet                                                        10 points
• Total Points Possible                                                    1,000 points

Title: Guidance of Young Children

Author: Marion, M.

Year: 2019 (10th ed.)

ISBN: 0134748158, 978-0134748153

An exploration of guidance strategies for promoting prosocial behaviors with individuals and groups of children. Emphasis on positive guidance principles and techniques, family involvement, and cultural influences. Practical application through direct participation with children. Course includes 48 hours of supervised fieldwork per semester with young children. Offered in Spring. (Formerly CDP 1624) (4-3-3)

The purpose of this course is to present child guidance theories and concepts, and to allow students to practice in an applied setting.

Upon successful completion of CDEC 1419, the student will:

1. Describe theories related to child guidance. (NAEYC Standards 1, 4)

2. Explain how guidance promotes autonomy, self-discipline and life-long social skills in

children. (NAEYC Standards 1, 4)

3. Recognize the importance of families and culture in guiding children. (NAEYC Standard 2)

4. Promote development of positive self-concept and prosocial behaviors in children. (NAEYC Standard 4)

5. Apply appropriate guidance methods to specific situations relating to children’s behaviors. (NAEYC Standards 1, 3, 5)

6. Demonstrate skills in helping children resolve conflicts. (NAEYC Standard 4)

Each course outcome listed above has multiple learning outcomes, which are outlined on the master syllabus for CDEC 1419. https://www.austincc.edu/offices/academic-outcomes-assessment/master-syllabi/master-syllabi-repository.

SCANS Competencies

The Department of Labor Secretary’s Commission on Achieving Necessary Skills (SCANS) identified competencies necessary to be successful in work. In addition to studying about how young children learn and develop, child development courses provide skills to prepare students for the workforce. The following SCANS competencies are covered in CDEC 1419 Child Guidance: identifying, organizing, planning, and allocates resources (Resources); acquiring and using information (Information); working with others (Interpersonal); reading, writing, performs

arithmetic and mathematical operations, listening and speaking (Basic Skills); thinks creatively, makes decisions, solves problems, visualizes, knows how to learn and reasons (Thinking Skills); displays responsibility, self-esteem, sociability, self-management, integrity, and honesty (Personal Qualities).