Version: 3/20/2019 2
Additional Course Information
Topical Outline: Each offering of this course must include the following topics (be sure to include information regarding lab,
practicum, and clinical or other non-lecture instruction).
1. Teacher’s Role in Guiding Children
2. Theoretical Foundations of Child Guidance;
3. Understand Child Development (birth-grade 6): A Key to Guiding Children Effectively
4. Supportive Physical Environments: Indirect Guidance
5. Positive Guidance and Discipline Strategies
6. Direct Guidance
7. Self-Esteem and Moral Identity
8. Feelings and Friends: Emotional and Social Competence
9. Resilience and Stress in Childhood
10. Aggression and Bullying in Young Children
11. Minimizing Challenging Behavior
12. Guiding Children During Routines and Transitions
13. Use the Decision-Making Model of Child Guidance
Students will participate in 6 hours of observation in programs outside of class. These
visits will be analyzed in written form and will be discussed in class to apply the principles governing positive child
guidance.
National Association for the Education of Young Children (NAEYC) Standards
measured in this course:
1. Promoting child development and learning
2. Teaching and learning
3. Observing, documenting, and assessing
4. Using developmentally appropriate approaches to connect with children and families
5. Using content knowledge to build meaningful curriculum
6. Becoming a professional
Course Learning Outcomes:
Learning Outcomes – Upon successful completion of this course, students will:
1. Describe theories related to child guidance (Erikson, Freud, Vygotsky, Behaviorism, Glasser, Bandura’s Social
Learning Theory).
2. Explain how guidance promotes autonomy, self-discipline, and pro-social skills in children.
3. Identify familial and cultural influences on child guidance
4. Apply appropriate guidance techniques.
5. Communicate thoughts, ideas, information, and messages in writing in a weekly journal (or online discussion
post if section is online).
6. Participate in 6 hours of observation in programs outside of class. These visits will be analyzed in written form
and will be discussed in class to apply the principles governing positive child guidance.
Methods of Assessment:
1.,2, 3, 4, and 6. Written summaries and analyses of observations in a variety of early childhood programs-
students will analyze and assess the level of developmentally appropriate child guidance during 6 hours of
observation in programs for children birth-grade 6 and after school programs for children up to age 12 (graded
by a rubric with 70 indicating mastery)
2, 3, 4. a) A written statement about student’s personal plan for implementing positive child guidance (grade of
70 indicates mastery)
