University of Alaska Southeast

11120 Glacier Highway

Juneau, Alaska99802

Spring 2011

ECE S 210 Child Guidance and Discipline 3 credits (2+2)

Day Wednesday 1/12 – 4/27

Time 5:30 – 8:30 pm

Audio conference call in -- Bridge # 1-800-570-3591. Student pin # 1607900

Audio-Conference Help Number: 1-800-290-5900

Audio-Conference Replay Number: 1-800-230-8546, enter the PIN for the class and then the date of the call (six digits, e.g. 01/24/11) to listen to the class recording.

Methods of delivery

Audio Conference and uasonline.edu

Professor: Kathrin McCarthy mailto:

Office hours 11p-1p Mon. Tu. Thurs, & Fri. or by Appointment

907-796-6283(office) 586-5766 (home)

Early Childhood Office: mailto:Delores.Graver @ uas.alaska.edu Toll free ph # -866-

465-6424 or 796-6424 (local) Until 5p.

Fax 907-796-5960 (local) or 1-866-465-5159( toll free)UAS Early Childhood)

UAS Help Desk 1-877-465-6400 or local 796- 64000

Course description

Introduction to guidance appropriate to the social emotional, physical and intellectual development of children in early and middle childhood, including implications for effective child guidance using culturally appropriate and developmentally appropriate practices.

Text:

Constructive Guidance and Discipline: Preschool and Primary Education by Marjorie V. Fields, Nancy J. Perry and Debby Fields, 5th Edition, Pearson.

Objectives and Assessment criteria for assessing student learning.

1. To identify and implement guidance vs. punishment as teaching rather than an external control.

Assessment: Evidence in reading presentations and observations of children.

2. Practice using alternatives to punishment in responding to children's misunderstood or un-acceptable behavior.

Assessment: Students demonstrate by their responses on the guidance forms they are able to identify the causes of behavior and implement a constructive positive response.

3. To demonstrate how many discipline problems can be prevented through understanding of the child’s maturity and development

Assessment: Observation reports, student provides clear identification of the causes of unwanted behavior.

4. Identifies children’s development and maturation and can accurately describe the development and maturation levels. Student’s Vocabulary

Assessment: class discussion and evidence in observations student is able to accurately use language to identify developmental and maturational levels of development.

5. Identify adult responses to children's behavior that are appropriately matched to the child’s development for effective learning.

Assessment: Comparing and contrasting the children responses to teacher behavior evidenced in the observation reports and lab reports. Demonstrates on observation forms accurate assessment of adults’ unrealistic expectations or lack of understanding of children’s behavior.

6. Demonstrates capacities that encourage child self discipline, self-regulation and self-control.

Assessment: Stated changes that the students are implementing in their programs. Evidence for these changes will appear in the class discussions, the lab reports, journals and observations.

7. To practice matching discipline interventions to the causes of problems.

Assessment: Assigned reporting by students on the implemented changes they are making.

8. To gain insight into assistance for children with serious problems.

Assessment: laboratory assignments that analyze the learning environment and the program policies, approaches students record on their lab reports and observations accurate interpretations of problems children are showing.

Laboratory Assignments offer opportunity to demonstrate that the student has met the course objectives can teach and Implement positive guidance with children.

Course requirements

  • Active participation in the audio conferences. You may miss no more than 25% of the class audio conference meetings. You must be present for the full time of the audio conferences to receive credit for your attendance.
  • 2 hours minimum of laboratory a week with children in the program where you work or an assigned laboratory setting.
  • Weekly observations – email or fax reports by the due dates for discussion on the video audio conference sessions. SEE Calendar dues dates.
  • A thoughtful class presentation on assigned reading
  • Three assignment responses involving analysis and implemented changes that address the causes of misbehavior
  • Homework You are Graded on

Graded Work

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Due dates

1.Observation 1

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January 17

2. Observation 2

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January 31

3, Observation 3

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Feb. 14

4. Observation 4

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Feb. 28

5. Observation 5

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Mar. 7

6. Observation 6

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Mar.14

7. Observation 7

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March 21

8. Observation 8

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April 11

Eight discussion board posts

Vocabulary words & responses to questions posted on the discussion board. /

1/17, 1/31, 2/14, 2/28, 3/7, 3/21, 4/4, 1/18

Assignment 1: to be posted in to the class task boxes . Short paper - Remember & Reflect: how did your parents discipline or guide you as a young child?

/ Friday January 28th

Assignment 2: staff meeting using observations and plan that come out of the meeting.

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Friday March 28th

Assignment 3: Plan and Implement a parent Education meeting on guidance

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Friday April 16

Mid-term report

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Due from you March 7th

Book chapter presentations in class

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Ch. 3: Ch. 4: Ch, 5: Ch. 6: Ch.7: Ch. 8: Ch. 13: Ch.15

See the calendar for dates.

Fall class report

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Due: April 25

Grades/ Evaluation Criteria

  • Class Participation: 15 classes x 5ps = 75 points Fall audio group conference meetings,
  • Chapter presentations 15 chapters 8 Ch. presentations - small group members present. 105 pts
  • Observations of children 8 observations x 10pts 80 pts.
  • Lab Assignments 3 x 20 pts. =60 pts
  • Mid-term report 10%of grade each questions is worth 5pts x 5 questions = 25pts
  • Final report 30% of grade 5pts x 6 questions =30 pts

Reading responses are un-graded but if you don’t turn them in 0 points are given. Written feedback from me is given on all homework

Total Points are 315pts

Expectations I have about Assignments and homework:

All assignments may be submitted electronically either on the class forums or task boxes My expectation is that assignments will be typed and posted on time.

If you are having problems with an assignment please call so that I can help you understand what the assignment means and what you are supposed to do.

Course Evaluation: Course evaluations are online. There are no paper course evaluations. You are expected to access the evaluation at the course webpage through UASONLINE. You need to know your student ID and the first part of the UAS student Usernames. UAS student user names usually start with JS meaning Juneau Student but students registering from other campuses have different prefixes. The dates for course evaluations will approximated the last two weeks of November and first week of Dec. I will give you a heads-up on this. The dates however are on the class web page.

Methods of Instruction

  • This course is taught through an audio-conference/Internet hybrid format and will include in-class discussions, online reflections, in class presentations, in class small groups, online assignment, forum responses and a discussion board at uasonline.edu.
  • I consider each student’s experience, ideas and beliefs as part of the course instruction, and that each student makes up the “learning community.”
  • I consider reading the text, formulating questions and comments about the reading, observations in settings and of young children, and the assignments all “methods of instruction.”

Course Calendar

Dates / Class topics - discussion topics / Reading
Assignments / Observations & Lab/
1. / 1/12 / Introductions, discuss syllabus / Hope you read Ch. 1
Read Ch.2 for 1/26 class / No lab.
2. / 1/19 / Discuss Ch. 1: Thinking about Guidance / Read Ch. 3 for class present on 2/2 / Observation # 1- physical & Emotional Development
Include in observations details that will identify causes. Due 1/17
3. / 1/26 / Ch 2/ Emotional Development
Discuss observation 1 -Small groups / Read Ch 4. For class present atin on 2/9 / Observation 2: Intellectual and social
Due:/31
4. / 2/ 2 / Ch .presentation Intellectual & Social Dev. Ch 3
Discussion observation / Read Ch. 5 for presentation on 2/16 / Observation 3: Learning environment . Due: 2/14
5. / 2/9/ / Ch. presentation Ch 4
Creating Environments
Discuss observation 2: Development / Read Chapter 6 for presentation t on 2/23 / Lab Assignment #1. Due 1/28
6. / 2/16 / Ch. 5 class present programs that prevent discipline Problems
Discussion . / Read Ch. 7 / Observation 4 on program Due 2/14
7. / 2/23 / Class present on Ch. 6
Teaching Desirable Behavior / Read Ch. 8 / Observation 5: Due Mar. 7th
8. / 3/2 / Class present on Ch. 7
Effective Communication / Read Ch. 9 / Observation 6 – Due 3/14
9. / 3/9 / No Class Audio -Spring Break – / Read Ch. 10 & 11 / Start planning the Staff meeting.
Mid-term report due this week from you. Due 3/7
10. / 3/16 / Presentation Ch. 8: helping children understand & accept limits / Read Ch. 11 / Observation 7: Due 3/21
11. / 3/23 / Presentation Ch 9: Controlling behavior externally / Read Ch. 12 / Assignment # 2 – Staff meeting Due: 3/27
12. / 3/30 / Presentation on Chs 10 & 11
Punishment vs Discipline and Immaturity. / Read Ch. 13 / Observation 8: Due 4/11
13. / 4/6 / Presentation on Ch 12 / Read Chapter 14 / Assignment 3: Parent Ed. Meeting
Due 4/16
14. / 4/13 / Presentation on Ch 14
Vulnerabilities / Read Ch. 15 / Observation 8: Due 4/11
15. / 4/20 / Presentation on Ch.15 / Final report Due: April 25
16. / 4/27 / Final quiz / No lab or assignment

Directions for Assignment 1. Personal History Paper 3-4 pages.

In this reflective paper remember how your parent’s guided you to learn socially acceptable behavior. Here are some suggested questions to respond to..

  • Did your parents give you choices?
  • What were your parents attitudes and beliefs about how children should act.
  • Do you think your parents were realistic in the expectations for how children should act?
  • Do you remember your physical and emotional needs being met by your parents?
  • Do your parents take away privileges? Did this make sense to you?
  • Did your parents spank, slap or physically punish you?
  • What do you remember feeling about how you were disciplined?
  • Were you scared of your parents?
  • What do you currently do in your discipline of children that is like or similar to what your parents did?

Directions for Assignment #2 : Using observations to inform and involve other staff/coworkers in learning about positive guidance.

  • There are a several things you can do get others you work with in this process. Remember, You are a potential leader if not already a leader in your program and community so it is not inappropriate for you to invite another staff person to do an observation of the same child you are observing as a way to start. Share your observations with each other and talk about the cause (s) of the unwanted behavior and see if you can reach a decision about the best response. Check your reading to see if your response is positive or authoritarian.
  • Inform your supervising teacher that you have an assignment that is requiring you to teach other staff about the value of using observations to assess children’s behavior and to bring the staff together in a greater understanding of children’s needs and how to meet the needs . Bring your shared observation or several observations of behavior that you know the other teachers do not like but do not necessarily manage positively. Since you are going to running the meeting you can decide how you want to present the information You could read an observation, discuss what the others think the causes are. Help the other staff think about and discuss what skills may be missing, what program or environment factors are contributing to the behavior.

Directions for Assignment #3 – Parent Education Meeting

You can do this assignment in a variety of ways. You can meet with an individual parent whose child is having guidance problems. You may have to reflect and talk with someone else about ways to talk with the parent so not create defensiveness or the parents’ feeling threatened. You will need to find the appropriate ways for your culture to begin the conversation. I would share a factual observation of their child. Parents are more open to a factual account or observation than some thing they view is your opinion. Then brainstorm with the parent on what the causes are and ask the parent for their help. This may mean making changes on your part.

If you decide to hold a group parent education meeting, you will have to decide where you want to begin. You can tell your own story about what you have learned and how you have changed as a result of your learning. You can also share observations anonymously and do brainstorming with the parents. You can spend some time of the defining the three approaches. 1) respect, 2) authoritarian 3) permissive. You will have plenty of time to plan this and help from the class.

Directions for Observation Assignments:

Students are required to observe children every week and complete an observation form that is to be faxed to the instructor for the purpose of discussion on the weekly audioconference.

Observation assignments are designed to provide a dialogue between students and instructor. Instructor feedback on the observation assignments is intended to help become better observers and more clear about what they are seeing students in demonstrating understanding on the course exams at mid-term and the final.

The observation reports are based on observations of children in your class or elsewhere and your analysis of the behavior problems occurring in the observation.

Use the attached from as a template for your observation reports. A form is included in this syllabus for copying.

In the observation report:

  • Use factual, descriptive recording of what is happening, being said and done by the children and the adults present.
  • Your goal is to identify the cause of the behavior problem.
  • You evaluate the observation and your response on how well you are able to identify and accurately assess how to positively address the cause.
  • In your reports, try to use examples from a variety of possible causes and those that are best addressed by a variety of approaches.
  • In your reports, do not let the 10% of the children your class (or group) with severe behavior problems dominate; also focus on the 90% of the children whose behavior is easily improved.

The observation does not have to be written on this form. The two-column format is helpful for organizing the factual description from the subjective information

You can write the observation in three paragraphs. A page and a half. Post into the form.

1) What the child (ren) are saying doing – Just The FACTs

2) W hat your interpretation of what the children are doing and saying. What you think is happening, why etc.

3) Your summary with the important things you learned about the child(ren) and yourself from the observation.

Assignment #2: Due 3/19

Learning Environment observation # 4 Observe carefully were the children are playing. Identify the areas where conflicts start. You may start with an observation form. After observing write a one-page analysis of what you learned from the observation. Pay attentions to these factors. What causes the start of conflict between the children? Are storage of toys, materials, noise levels and privacy issues that need to be address? Do children have enough materials and can they choose these autonomously? Are there enough of the most desired toys that some children want and conflict over? Can children explore safely? Does the environment invite the behaviors you don’t want? Are there long open areas that invite running? Are the play areas poorly defined?

Program Analysis observation # 5: Start with the observation of a chlld or small group of children. You may use the form. Observe children who behaving in ways you do not like or want. How does the staff respond to the children? Is there enough staff? Are they strategically placed in the class? Do they know how to respond to the children? Are transitions a problem? Why? Are there too many transitions? Is the guidance policy consistent and practiced by all caregivers? Do staff know how to treat children with respect while setting clear guidelines? Is the staff aware and on their toes, noticing potential problems before they happen? Record what you see that relates to good or not so good program management in the right hand column of the form. Post into forum and when you post into forum use the third paragraph for your recording. Do not use children are adults names. Use a pseudonym.

Observation from Ch. 2

General Observation guidelines

1. Be unobtrusive! We do not want to disturb the children and program any more than necessary.

  • Sit quietly away from the action, if possible.
  • Stand out of the way.
  • Move only when necessary.
  • Keep quiet - Avoid talking to the children or the teachers
  • Try to avoid making eye contact, smiling or talking with the children when you are observing. If they ask you what you are doing you can say, “ I am writing or taking note or observing. This usually satisfies the children’s curiosity. Be natural, you don’t want the children to think you are a wooden carving.
  • Keep your facial expressions and body language “neutral” if possible.

2. If children try to engage you;

  • If they talk to you, tell them you cannot help, they should see their teacher
  • If they ask what you are doing say something brief like “watching your teacher” or “learning about your school”. Do not make it personal by saying something about the child like “watching you play” or “ I am writing. “
  • If they continue to talk to you say, ”I am sorry I cannot talk right now. I have to do my work”.

3. Take notes