Murray State UniversityCOURSE SYLLABUSMurray State UniversityCOURSE SYLLABUSRevised August 2006DEPARTMENT: ACS COURSE NUMBER: FCS 311 CREDIT HOURS: 3I. TITLE: Child GuidanceII. CATALOG DESCRIPTION: A study of guidance techniques applicable to young children, with practicum for operational group experiences for preschool children. Lecture, two hours; laboratory, two hours. Prerequisites: FCS 210 and 211.III. PURPOSE: This course is designed to familiarize students with developmentallyappropriate guidance strategies for preschool children in inclusive settings.IV. COURSE OBJECTIVES: The behaviors listed below are understood to be reflective of, but not limited to those behaviors advocated by the Kentucky Education Reform Act guidelines. Following each objective, and enclosed in parentheses, are roman numerals whichreference the Kentucky IECE Teacher Standards. Kentucky Early Childhood CoreCompetencies are referenced with numerals enclosed in brackets. As a result of participation in this course, the student will:A. Develop greater insight concerning knowledge of young childrenthrough observation and recognition of individual differences. (IV, V)[ECC 14, 16, 17]B. Identify the wide variety of responses children make while participating in learning activities. (III, V, VI) [ECC 1,2,3,4,5,6,7,8,9,10]C. Gain knowledge of developmentally appropriate child guidance techniques. (II,III,V,VI, IX) [ECC 1,2,3,9,11,12,13]D. Formulate a practical application approach between child development theories and their relationship to methods of guiding a child’s participation in their environment. (II, III,V, VI) [ECC 1,2,9,11,12,13]E. Make specific adaptations for the special needs of children who have disabilities or learning, developmental and behavioral needs. (I, II, III, IV, IX)[ECC ,4,9,11,12,13,17]F. Establish a safe and developmentally appropriate environment for preschool children. (II, V,VI) [ECC 3,4,6,11,12]G. Establish and maintain a positive collaborative relationship with families, colleagues, and other professionals. (IV, VI, VIII, IX) [ECC 14,15,17]H. Monitor, summarize and evaluate the acquisition of educational objectives as identified on the IEP. (IV, VI, VII, IX) [ECC 13,14,16,17]V. COURSE CONTENT:A. Confidentiality and ethical conductB. How young children develop social skills and self controlC. Developmentally appropriate child guidance: essential elementsD. Observation methods to evaluate, monitor, and document acquisition of individual goals and objectivesE. Strategies and adaptations for the special needs of childrenF. Supporting a child’s development through collaboration with families, colleagues, and other professionalsG. Theories of child guidance: developing an “eclectic” approachVI. INSTRUCTIONAL ACTIVITIES:A variety of instructional activities will be used in this class including lectures; group discussion; performance events such as tests, quizzes, class activities; laboratory participation; review of research and best practice; and reflection.VII. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES:Laboratory requirements consist of participation in The Ruby Simpson Child Development Center for two consecutive hours per week, Monday through Thursday. The preschool center is closed on Fridays for staff meetings, planning and professional development activities. The early childhood laboratory experience carries an extra responsibility for the student to act professionally while carrying out class assignments. Intense interaction with young children requires patience and understanding in order to be successful. The skills of collaboration, communication, cooperation, flexibility, sensitivity and understanding practiced and developed in the lab experiences are important contributing factors to being an effective early childhood professional. State childcare regulations require that before lab participation can begin, each student must submit to the instructor a T.B. skin test certificate documenting negative results. VIII. RESOURCES:May include sources such as the MSU Waterfield Library, internet sources, selected journal articles, publications, and the IECE Teacher Standards., BlackboardIX. GRADING PROCEDURES: Grading for this course will be based on the instructor’s evaluation of the requiredinstructional activities and laboratory experiences using the following grading scale:A = 90-100% of total pointsB = 80-89% of total pointsC = 70-79% of total pointsD = 60-69% of total pointsE = Below 59% of total pointsX. ATTENDANCE POLICY:This course adheres to the policy published in the current MSU Undergraduate Bulletin. Each student is expected to be prompt and regular in class attendance. Students absent from class must give prior notification to the instructor and obtaininstructor approval before being allowed to make up assignments or examinations. Weekly attendance in the preschool laboratory is required. If a student must miss a scheduled lab, prior notification must be given to the instructor and arrangements made to make up the hours missed. The instructor reserves the right to adjust the grade or refuse to accept late assignments.XI. ACADEMIC HONESTY POLICY:This course adheres to the academic honesty policy stated in the current MSU Undergraduate Bulletin. In keeping with the University Policy on Academic Honesty in the MSU undergraduate bulletin, academic dishonesty will not be tolerated and students so engaged will receive an E for the project involved.XII. TEXT AND REFERENCES:Marion, M. (2006). Guidance of young children. Upper Saddle River, NJ: Prentice Hall. (Text)Bailey, B. (2001). Conscious discipline: 7 basic skills for brain smart classroommanagement. Oviedo, FL: Loving Guidance, Inc.Bailey, B. (1997). There’s gotta be a better way: discipline that works!Oviedo, FL: Loving Guidance, Inc.Bredekamp, S. & Coppie, C. (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: NAEYC.Devereux early childhood assessment program. (1999). Lewisville, NC: KaplanPress.Dodge, D. T. & Colker, L. J. (2002). The creative curriculum for early childhood.Washington, DC: Teaching Strategies, Inc.Dodge, D. T., Colker, L. J. & Heroman, C. (2001). A supplement to the creative curriculum for early childhood: connecting content, teaching, & learning.Washington, DC: Teaching Strategies, Inc.Fouse, B. and Wheeler, M. (1997). A treasure chest of behavioral strategies for individuals with