HD 345-01, Managing Behavior in Early Childhood Settings
Spring 2008
Instructor Information:
Karen Peterson
Education/Human
Development Building, Room 229
Phone: 360-546-9733
Fax: 360-546-9076
Office Hours:
M, W, 12:30-1:30, or by appointment
Email:petersok@vancouver.wsu.edu
Home page: http://www.vancouver.wsu.edu/fac/petersok/home.htm
Course Information:
Schedule:
Monday, Wednesday, 10:35-11:50 a.m.
Location:
Multi-media Classroom Building , Room 23
Description:
Three semester credits. Principles and strategies for management of children’s individual and group behavior in early childhood settings; professional and ethical responsibilities.
Prerequisites:
Six hours of social science
Course Overview:
This course is designed to acquaint students with a comprehensive framework and methods for classroom management that are proactive in promoting positive self control and in preventing problem behaviors. This course introduces students to
- the concept and implementation of developmentally appropriate practices in programs for children through the age of eight,
- the various causes of and influences on child behavior and learning,
- understanding ethical responsibilities, and
- opportunities to become competent and increasingly professional in understanding professional responsibilities, guidance techniques and environmental impacts for young children.
Course Objectives:
Upon participation in and completion of this course students will:
- Develop an understanding of the knowledge and skills necessary to create a safe and stimulating environment for young children in which individual children use their own learning style, build self esteem, gain social competency, learn about and appreciate diversity, and work towards reaching their full potential.
- Develop a working knowledge of the variables affecting the behavior of young children, develop appropriate expectations of children’s behaviors, and understand guidance approaches for working with young children that optimize development of self control and pro social skills.
- Identify and analyze components of effective classroom management systems. Demonstrate objective skill and sensitivity in observing, describing, and responding to the behavior of young children and adults as well as the complex interactions between adults and children in educational settings. Understand the implications of ethical practice relative to child behavior.
Required Texts and Other Materials:
Required Text:
Marion, M. (2007) Guidance of young children. (7th ed.) Englewood Cliffs, NJ: Merrill/Prentice Hall.
Harms, T. & Clifford, RM. (1998). Early childhood environment rating scale: Revised. New York: Teacher College Press.
Other Materials:
Distributed via instructor
APA Reference:
http://www.vancouver.wsu.edu/hd/resource.htm
Classroom Requirements:
Attendance:
This is a heavily weighted lecture-based course and attending class will be of benefit to most students. Class notes will be distributed via Blackboard. However, students who miss more than 2-3 class sessions will be unlikely to receive an “A” grade for the course.
Expectations for Classroom Behavior: All questions and comments are welcomed and all participants have the right to respectful reception of their ideas and beliefs. Good communication skills, honesty, tolerance, and sharing are expected of everyone during the semester. It is understood that personal information shared in class will not be discussed outside of the classroom (a respect for confidentiality).
Student Conduct and Academic Dishonesty:
Per the WSU Vancouver Student Handbook, students are, "Expected to show due respect for ... the rights of others". Students should be familiar with the Washington State University standards of conduct. The following web site for the WSU Vancouver Student Handbook provides information on student conduct and the academic integrity process: http://www.vancouver.wsu.edu/ss/handbook/handbook.html.
Reasonable Accommodation:
Reasonable accommodations are available for students who have a documented disability. Please notify the instructor during the first week of class of any accommodations needed for the course. Late notification may cause the requested accommodations to be unavailable. All accommodations must be approved through Disability Services, located in the Student Resource Center in VSSC or (360) 546-9138.
Inclement Weather and Other Class Cancellations:
When students have questions about classes being held during inclement weather, please contact the faculty support for the department. Faculty support will have information regarding class closures and will post that information on their voice mail messages. Please see the faculty support telephone number listed for Lynda Dezellem: 360/546-9721.
Academic Calendar:
The WSU Vancouver Academic Calendar for the current semester is located at the following web site http://www.vancouver.wsu.edu/pc/calendar.htm. Please refer to this document for important dates and deadlines throughout the semester.
Academic Requirements:
Electronic Mail:
All students are required to be on e-mail to further communication between students and instructor. Students at WSU Vancouver have access to free e-mail by going to the following web site: http://www.vancouver.wsu.edu/vis/vit/accounts.htm. A home e-mail account is also acceptable.
Blackboard:
All class notes and assignment information for HD 345 will be posted on WSU’s “Blackboard” web-based system. All students must be enrolled in the class in order to access the information. To “sign-up” use the following address and go to “Blackboard” on the menu. http://www.vancouver.wsu.edu/vis/vit/accounts.htm. The official link to “Blackboard” is http://www.blackboard.wsu.edu/.
Procedures for Submitting and Retrieving Papers and Assignments:
The Human Development Department maintains a student drop box for students submitting assignments to Human Development faculty. Students use the student drop box on the second floor of the EHD building. Directions are located on the top of the box. The box is checked several times daily and the contents distributed according to the faculty name you have placed on the envelope. DO NOT submit assignments by putting them in the file cabinet. The file cabinet is used only for returning graded assignments to students and for students to pick up copies of non-graded class materials such as class notes. All graded material will be returned in an envelope with each student's name and the course number on the outside and placed in the alphabetical files by LAST name. IT IS HIGHLY RECOMMENDED THAT A COPY OF ALL ASSIGNMENTS TURNED IN BE SAVED ELECTRONICALLY AND THAT YOU ALSO KEEP A PAPER (HARD) COPY. All student papers will be maintained in the HD file cabinet for six weeks following the posting of grades at the end of each semester. After six weeks, all papers, tests, etc. will be shredded. All assignments submitted electronically for this course MUST be in WORD and cannot be sent as zip or word perfect documents/files. Students turning in work should use the student drop box on the second floor of the EHD building. Assignments may be faxed…please put the instructor’s name (K. Peterson) on your fax cover page.
Late assignments:
All assignments will be considered LATE (a loss of 5 points from the overall score) if they are not received by the date specified on the syllabus. Students turning in work should use the student drop box on the second floor of the EHD building.
Top of Page
Grading:
Grading Procedures and Assignments :
Final grades for the course will be assigned according to the following distribution for all WSUV HD classes. Listed in the table below are the requirements for the course, together with associated point values. Additional detail is provided in the section following the table.
| Requirement | Points | Percentage of Final Grade |
|---|---|---|
| Mid-semester exam | 55 points | 20 |
| Research review (1) | 25 points | 9 |
| Observation (a) | 20 points | 7 |
| Observation (b) | 20 points | 7 |
| Case review (a) | 15 points | 5.5 |
| Case review (b) | 15 points | 5.5 |
| Program evaluation | 35 points | 13 |
| Final project | 35 points | 13 |
| Final exam | 55 points | 20 |
| Total | 275 points | 100 |
Grading Scale:
The standard Human Development grading scale is as follows:
| Grade | Percent | Points |
|---|---|---|
| A | 100-94 | 259-275 |
| A- | 93-90 | 248-258 |
| B+ | 89-87 | 240-247 |
| B | 86-83 | 228-239 |
| B- | 82-80 | 220-227 |
| C+ | 79-77 | 212-219 |
| C | 76-73 | 201-211 |
| C- | 72-70 | 193-200 |
| D+ | 69-67 | 184-192 |
| D | 66-60 | 165-183 |
| F | 59 or below | <165 |
Instructor Responsibilities:
As the instructor for this course I believe it is my responsibility to the students enrolled in this class to present information and research-based perspectives on theoretical constructs in ways that are interesting, articulate, accurate, and relevant. My theoretical view of adult learning is that of a “learning style constructivist.” This means that I believe each individual will come to know and use the material presented in this class in different ways and at different levels of understanding. It is my responsibility to assist students in understanding the application of theory in a variety of ways and to strengthen students’ personal/professional knowledge and intellectual confidence. Lecture, question/answer format for class discussion, comprehensive exams and assignments, and thorough class notes will be used to strengthen student learning.
Student Responsibilities:
As participants in your own learning, I believe students have the responsibility to think about and attend to what is offered in this class. This means being present in class (as both a participant and observer) keeping up with class notes and readings, getting assignments in on time, and following directions and guidelines specified in the syllabus. Most importantly, it means asking the instructor (either in class or one-on-one), if there is something that you do not understand or you need further explanation. Maintaining an open mind and level of interest in the “theory” is an important part of being engaged in order to build your own intellectual framework for understanding human beings in a variety of contexts. Theory really does matter!
Course Requirement Detail:
A. Exams (2 for a total 110 points)
Exams 1 and 2 are worth 55 points each; and all are given during scheduled class times. The exams will cover the material presented for that portion of the class. The focus of the exams will be to review the application of information presented in lecture/discussion.
B. Research review (1 at 25 points).
An informal review of an applied research article focused on child behavior/guidance will be required. Students will have access to “Young Children” and will have the option of selecting their own articles for review.
C. Observations (2 at 20 points each) of child/adult behavior.
Each student is required to individually conduct two out-of-class observations: 1) of a child’s behavior and 2) of adult interaction. This will involve writing objective observation drafts and submitting a final written observation according to guidelines. One option for observation setting is attendance at a CDP parent meeting. Date(s) TBA.
D. Case reviews (2 at 10 points each)
There will be two case (study) reviews presented for review and analysis. For one of the reviews students will work in groups of 3 and the other can be done individually. Cases will be distributed two class sessions before the class time when the assignment is due.
E. Program Evaluation (1 at 35 points).
Students will work in assigned teams to observe an early childhood program and complete the Early Childhood Rating Scale (ECERS) on that program, as well as writing an evaluation and set of recommendations based on the findings. One collective rating, with a collective summary/paper that is jointly completed, will be turned in and each team member will receive the same grade.
F. Final Project (1 at 35 points)
Due the last week of classes, the topic for the final project will focus on developing a personal/professional position “paper” on child behavior and guidance practices. The final project will consist of a review of resources and approaches, as well as a personal reflection on a topic related to children’s behavior.
Schedule:
Tentative Course Schedule
| Week | Date | Readings/Assignments |
|---|---|---|
| 1 | Jan 7 | Overview of course and requirements |
| Jan 9 | Perspectives/values and vocabulary Reading/Chapter 1 |
|
| 2 | Jan 14 | Adult styles of interaction Reading/Chapter 1 |
| Jan 16 | Developmentally appropriate practice Reading/Chapter 1-2 |
|
| 3 | Jan 21 | Martin Luther King, Jr. Holiday - No Class |
| Jan 23 | Observing child behavior Reading/Chapter 3 |
|
| 4 | Jan 28 | Using the ECERS scale Reading/ECERS In-class training |
| Jan 30 | Understanding child development Reading/Chapter 2 |
|
| 5 | Feb 4 | Understanding child behavior Reading/Chapter 2 |
| Feb 6 | Indirect guidance Reading/Chapter 5 |
|
| 6 | Feb 11 | Indirect guidance, continued Reading/Chapter 5 |
| Feb 13 | Theoretical approaches Reading/Chapter 12 Research review due |
|
| 7 | Feb 18 | Presidents' Day Holiday - No Class/Offices Open |
| Feb 20 | Theoretical approaches and exam review Reading/Chapter 12 Observation #1 due |
|
8 |
Feb 25 | In-class exam #1 Chapters 1, 2, 3, 5, 12 |
| Feb 27 | Direct guidance Reading/Chapter 4 |
|
9 |
Mar 3 | Direct guidance, continued Reading/Chapter 4 Case #1 due |
| Mar 5 | Self regulation Class notes |
|
| Mar 10-14 | Spring Break - No Classes/Offices Open | |
10 |
Mar 17 | Resilience and stress Reading/Chapter 7 Case #2 due |
| Mar 19 | Self esteem Reading/Chapter 6 |
|
11 |
Mar 24 | Self identity (moral identity) Reading/Chapter 6 |
11 |
Mar 26 | Pro social behavior Reading/Chapter 10 |
12 |
Mar 31 | Anger management Reading/Chapter 8 ECERS (Program Review) due |
| Apr 2 | Aggression and violent behavior Reading/Chapter 9 |
|
13 |
Apr 7 | Aggression and violent behavior, continued |
| Apr 9 | Challenging behaviors Reading/Chapter 11 |
|
|
Apr 14 | Challenging behaviors, continued Reading/Chapter 11 |
| Apr 16 | Referrals Class notes |
|
15 |
Apr 21 | NO CLASS (KP at Meeting) |
| Apr 23 | Summary and review for final exam Reading/Chapter 13 Final project due |
|
16 |
Apr 28- May 3 |
Final Exam Week Chapters 4, 6, 7, 8, 9, 10, 11 Final Exam |
Useful Links:
You may find some useful information at web sites listed on the department resources page.