Frederick Community College ECD 213 Understanding and Guiding the Young Child’s Behavior
Class begins: 1/23	Class ends: 3/12	Last Day to Withdraw: 2/24

You must send your email address to the instructor before class begins

Instructor Information:
Name: Delaine Welch-Freas	Office: H232
E-mail: dwelch-freas@frederick.edu	Phone Number: 301 846-2559
Office Hours: Tues. 11-2 Mon./Wed. 10-11	Campus Mail Box #: 165

Course Information:
Credits: 3
On-campus Class: 4
Prerequisites: ED 100	Corequisites: None

Course Description:

Understanding and Guiding the Young Child’s Behavior is designed for adults who are responsible for the care and development of young children from birth to age eight years of age, primarily in an early childhood setting. This course will focus on developmentally appropriate child guidance philosophies, methodologies of discipline, and guidelines for the responsible adult

Core Learning Outcomes: 

By the completion of the course students will:

1. Compare and contrast developmentally appropriate child guidance techniques as related to specific types of behaviors.

2. Summarize positive styles of care giving and positive discipline strategies.

3. Integrate elements of developmentally appropriate child guidance to aide children in the development of a healthy sense of self.

4. Analyze child guidance case studies and apply appropriate strategies to them.

5. Identify components of successful classrooms based on developmentally appropriate practices.

Instructional Methods:

Lecture, video, class discussions, online work

 How is this course organized:

Discussion board, weekly assignments, case studies, projects

Text(s) for Course:

Guidance of Young Children- Marion, 7^th edition

Progress Report:

By the end of the 3rd week of the semester, you will have an opportunity to evaluate your progress in this course and decide if you need to make any adjustments (additional study, tutoring, conference with instructor) to assure your success in this course.

Evaluation Methods:
Tests / Papers / Projects	Point Value	Final Grade Scale
Case Studies (3) x 50 points each Discussion Boards (3) x 45 points each Final Bibliotherapy Project Attendance ( 4 x 10 )	150 points 135 points 100 points 75 points 40 points	450-500 A 400-449 B 350-399 C 300-349 D 299 and below F
If the graded performance for online assignments differs significantly from the grade average for proctored assignments, the instructor reserves the right to administer additional tests.

Student Services

A variety of services are available to assist students in succeeding at FCC. Students can learn more about these services by visiting the Student Services web page: http://www.frederick.edu/student_services/index.aspx.

Students with disabilities who are in need of accommodations or who have questions related to disabilities services should contact the Services for Students with Disabilities (SSD) office at 301-846-2408. Students can learn more about these services by visiting the Services for Students with Disabilities web page: http://www.frederick.edu/student_services/disability.aspx.

Attendance/Participation Policy:

Attendance & participation are expected and influence your grade. Students will receive 15 points for on campus sessions. Students are expected to be on time & stay through the entire class time. Due to there only be four on campus sessions it is imperative students attend all four. The Instructor reserves the right to require makeup work for missed classes.

Email Policy:

Email is an instructional tool essential to student-instructor and student-student communication. In the Blackboard environment by default, your email address is available to all students in this course.

However, students are permitted to use email addresses of other students in this course only for the purpose and the duration of this course.

Students who are concerned about the privacy of their personal email address are reminded of commercially available products that allow them to create unique email addresses specifically for the purpose and duration of this course.

The instructor can be expected to respond to regular student email inquiries (grades, posted assignments, and tests excluded) within the time frame of 24 to 48 hours.

Academic Integrity:

Work in this course is subject to the provisions of the FCC Code of Academic Integrity. Plagiarism in any form will not be tolerated. As a student, it is your job to practice academic honesty at ALL times. Make sure that all sources, particularly Internet sources, get proper credit for quotations, paraphrases, and ideas. More information about this and the Student Conduct Code are available at http://www.frederick.edu/student_services/studentpolicies.aspx

You must send your Academic Integrity Pledge to the instructor. The form is available at http://courses.frederick.edu/_utilities/regform.htm

ONLY typed work will be accepted.

Evaluation Methods:

1. Case Studies: Case studies are opportunities to reflect on concepts learned in the chapters. Students will provide detailed answers using the information from the chapters and his/her ideas.
2. Article Review: Students will pick one article from Center for Emotional and Social Foundations for Early Learning under their what works briefs. Go to http://www.vanderbilt.edu/csefel/, go to resources and click on What works briefs. Or go straight to: http://www.vanderbilt.edu/csefel/resources/what_works.html

There are 22 briefs, students will chose one, summarize the articles main points and refer to the book supporting the discussion in the article. This review will be done in Discussion board 3.

3. Discussion boards: Students will participate in three discussion boards, each will have directions for students to follow and topics to discuss. Student grades will be based on their initial posting and their response to other students.

4. Final: Students will complete the case studies in Chapter 13 using what they have learned in the course. The final will be posted in blackboard.
5. Bibliotherapy: Students will pick a book that can help children in times of stress, emotions, changing families, etc. and will create a puppet to go with the book. (Cannot be store bought). Students will type up a response to the following: What the book is about, how this book can be used, why this book was picked, how the student would use it for young children and a written activity to accompany the book. This will be at least one page typed.

Topical Outline (ONLINE and HYBRID COURSES)

Week	SUBJECT	ACTIVITY ONLINE	ON-CAMPUS ACTIVITY
Week 1-1/23	Chapter 1 Child Guidance: DAP Chapter 2: Construct Child Guidance Decisions Chapter 3 : Chapter 3-Observing Child Guidance	Discussion board one open sat. 23 to Sat. 30^th at midnight Post under Who is Who Become familiar with site	Meet on campus
Week 2-1/30	Chapter 4- Positive Guidance Strategies Chapter 5-DAP Classroom Mgt. Chapter 6-Authentic Self Esteem		Meet in class 1/30 *Case Study Due pg. 73 Due in class, #1-3
Week 3 -2/6	Chapter 7-Resilience and Stress Chapter 8-Emotional Intelligence and Anger Mgt.	Discussion board 2 open 6^th to sat. 13^th at midnight	** Case Study Due pg. 219 #1-6
Week 4 -2/13	Chapter 9 Preventing Violent Behavior Chapter 10 Development of Prosocial Behavior		Meet on campus-
Week 5-2/20	Chapter 11 Minimizing Challenging Behavior Chapter 12: Theories	Do case study 3 and post to Instructor	Do case study 3 pg 269-270 all three children
Week 6 -2/27	Use online articles at What works briefs	Discussion Board three Post Article Review online for Discussion board three Open 2/27 to 3/ 6 at midnight	Meet on campus Present Stories

Week 7- 3/6

Final will be posted online

Final due to Instructor by 3/ 10

NOTE: Your instructor reserves the right to make changes to this outline as needed.