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Guidance of the Young Child

I.     Course Prefix/Number: ECE 106

       Course Name: Guidance of the Young Child

       Credits: 3 (3 lecture; 0 lab)

II.    Prerequisite

None

III.   Course (Catalog) Description


Course covers a study of developmentally appropriate, culturally responsive guidance practices that support the development of the young child. Content includes analysis of child behavior and the development of professional guidance techniques.  Students will explore the relationship between careful communication and effective interaction with young children. Field observations required.

IV.   Learning Objectives

The student will:

1.    Describe theories of child growth and development that affect the caregiver's decisions regarding guidance.
2.    Demonstrate knowledge of appropriate guidance techniques.
3.    Demonstrate an understanding of effective communication and empathetic listening.
4.    Demonstrate an ability to use preventative techniques, by setting up a prosocial classroom environment and an appropriate physical arrangement.
5.    Understand the difference between discipline and punishment.
6.    Develop an awareness of how and when to utilize resources to assist with guidance problems beyond the scope of the classroom.
7.    Understand the importance of personal values and biases and how they related to observations, guidances and practices.
8.    Identify factors that promote children's positive self-esteem.
9.    Develop guidance practices in response to observed information about a child's development.

In addition to the objectives listed above, this course also meets the following Illinois Professional Teaching Standards and the Early Childhood Content Standards as put forth by the Illinois State Board of Education.

 
IPTS
STANDARD 1 – Content Knowledge
The competent teacher understands the central concepts, methods of inquiry, and structures of the disciplines and creates learning experiences t hat make the content meaningful to all students.

Knowledge indicators – The competent teacher:
1A.  understands major concepts, assumptions, debates, principles, and theories that are central to the discipline(s) in which certification is sought.

STANDARD 2 – Human Development And Learning
The competent teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectuals, social, and personal development of all students.

Knowledge indicators – The competent teacher:
2B.  understands that students’ physical, social, emotional, ethical, and cognitive development influences learning.

STANDARD 5 – Learning Environment
The competent teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Knowledge indicators – The competent teacher:
5A.  understands principles of and strategies for effective classroom management.
5B.  understands how individuals influence groups and how groups function in society.
5C.  understands how to help students work cooperatively and productively in groups.
5D.  understands factors that influence motivation and engagement and how to help students become self-motivated.
5E.  knows procedures for inventorying the instructional environment to determine when and how best to meet a student’s individual needs.
5F.  knows applicable statues, rules and regulations, procedural safeguards and ethical considerations regarding planning and implementing behavioral change programs for individuals with disabilities.
5G.  knows strategies for intervening in situations to prevent crises from developing or escalating.
5H.  knows environmental arrangements that promote positive behavior and learning for students with diverse learning characteristics.

STANDARD 7 – Communication
The competent teacher uses knowledge of effective written, verbal, non-verbal, and visual communication techniques to foster activity inquiry, collaboration, and supportive interaction in the classroom.

Knowledge indicators – The competent teacher:
7B.  understands how cultural and gender differences can affect communication in the classroom
7C.  understands the social, intellectual, and political implications of language use and how they influence meaning.
7D.  understands the importance of audience and purpose when selecting ways to communicate ideas.
 
STANDARD 8 – Assessment
The competent teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students.

Knowledge indicators – The competent teacher:
8A.  understands assessment as a means of evaluating how students learn, what they know and are able to do in meeting the Illinois Learning Standards, and what kinds of experiences will support their further growth and development.
8B.  understands the purposes, characteristics, and limitations of different kinds of assessments.
8C.  understands measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring.
8D.  understands how to use the results of assessment to reflect on and modify teaching.


ECCS
STANDARD 6 – Curriculum
The competent early childhood teacher understands the comprehensive nature of the physical, emotional, and social well-being of children from birth through grade three; understands the role of human movement and physical activity as elements central to active, healthy life styles; and promotes the abilities of children from birth through grade three as they develop and practice skills that contribute to good health and enhance quality of life.

Knowledge indicators:  The competent early childhood teacher
6A.  understands ways in which physical, social, and emotional well-being of children enhances enjoyment, challenges, self-expression, and social interaction.
6E.  understands the relationship between resolution of conflicts and health and well-being.

STANDARD 8 – Human Development and Learning
The competent early childhood teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, emotional, and physical development of all children from birth through grade three.

Knowledge indicators:  The competent early childhood
8A.  understands how children from birth through grade three develop physically, socially, emotionally, cognitively, linguistically and aesthetically.
8C.  understands how brain development from birth through grade three is promoted through developmentally and culturally appropriate learning experiences.
8F.  understands the developmental consequences of stress and trauma on children and their families, including attention to protective factors and resilience.
8G.  understands the development of mental health an the importance of supportive relationships.

 
STANDARD 9 – Diversity
The competent early childhood teacher understands how children and families differ in their perspectives and approaches to learning and creates opportunities for growth and learning that are developmentally and culturally appropriate and are adapted for children from birth through grade three.

Knowledge indicators:  The competent early childhood teacher
9B.  understands cultural and linguistic diversity and the significance of familial, sociocultural, and political contexts for development and learning.
9C.  recognizes that children are best understood within the context of family, culture, and society

STANDARD 13 – Communication
The competent early childhood teacher uses knowledge of effective written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Knowledge indicators:  The competent early childhood teacher
13B.  understands how cultural, gender, and socioeconomic differences can affect communication in the classroom
13D.  understands the interrelationships among culture, language, and thought and the function of the home language in the development of young children

STANDARD 14 – Assessment
The competent early childhood teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all children.

Knowledge indicators:  The competent early childhood teacher
14B.  understands the purposes, characteristics and limitation of different kinds of assessments.
14D.  understands how to use the results of assessment to reflect on and modify teaching.
14E.  understands how to select, construct and use assessment and evaluation strategies and instruments for diagnosis and prescription.

V.    Academic Integrity

Students and employees at Oakton Community College are required to demonstrate academic integrity and follow Oakton's Code of Academic Conduct. This code prohibits:

• cheating,
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.

There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Details of the Code of Academic Conduct can be found in the Student Handbook.

VI.   Sequence of Topics

Overview of major theories of cognitive development.

Overview of developmental milestones as they relate to guidance and observation.

Development of effective observation skills.

Developing a prosocial classroom atmosphere.

Defining punishment and discipline as they relate to classroom dynamics and management.

Investigating parenting styles of child guidance.

VII.  Methods of Instruction

Lecture, class discussions, films, and program observations.
Course may be taught as face-to-face, media-based, hybrid or online course.

VIII. Course Practices Required


Attendance:  Except in unusual circumstances, students must notify the instructor prior to absence.

Make-Up Exams:    A student who is absent may take a make-up exam, if she or he calls prior
to the test, and then reschedules the exam in the Testing Center.  The instructor may administer a different test for the make-up exam.

IX.   Instructional Materials

Note: Current textbook information for each course and section is available on Oakton's Schedule of Classes.

Varies by instructor.

X.    Methods of Evaluating Student Progress

Students are to be evaluated through tests and program evaluations.

XI.   Other Course Information

A.    The instructor will provide each class with further information as to attendance, policies, and support systems.
B.    Plagiarism/cheating policies are covered under the Academic Dishonesty section of the current catalog.

If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.