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Course Syllabus

Course: HFST 2610

Division: Social and Behavioral Science
Department: Education and Family Studies
Title: Guidance of Young Children

Semester Approved: Fall 2017
Five-Year Review Semester: Fall 2022
End Semester: Fall 2023

Catalog Description: In this course students develop skills and techniques associated with child guidance principles, with a focus on meeting children's needs, individually and in groups, in the Child Development Lab. These principles may also be applied to other child care settings such as the home, as a nanny and in the primary grades of elementary school. Two hours a week of lab are required.

Semesters Offered: Fall, Spring
Credit/Time Requirement: Credit: 3; Lecture: 2; Lab: 2

Prerequisites: HFST 1500 - Human Development or Instructor Permission

Corequisites: N/A

Justification: This course is designed to give students a knowledge of the principles of child guidance and to give them experience in applying these principles in a child care setting or in the early childhood classroom. This course is required for students majoring in Child Care Management, Child Development, and Early Childhood Education. This course is most similar to FCHD 2610 at Utah State University, CHF 2610 at Weber State University, FLHD 2610 at Southern Utah University, FCS 2610 at Dixie State University, EDEC 2610 at Utah Valley University, FHS 2610 Salt Lake Community College.

Student Learning Outcomes:
Upon successfully competition of this course, students will: 

Define and discuss the basic terminology, concepts, theoretical viewpoints and application of developmentally appropriate early childhood guidance. Students will be assessed by class discussion, written assignment and exam. 

Develop their skills in implementing a variety of widely use child guidance and discipline methods while attending lab hours in the Snow College Child Development Lab. Students knowledge will be assessed by their written lab journal assignment.  

Be able to effectively communicate when working with children, families, and others professionals. The outcome will be measured by written assignment, class participation, and exam 

Research, present, and discussion on special topics associated with child guidance. The outcome will be evaluated through written assignments, oral presentation, and exam. 

Students will develop and compose a personal child guidance philosophy statement to use professionally. The statement will be first peer evaluated and then evaluated by instructor.  

This course is thought through lecture, class discussion, and group work. The curse also provides ands on experiences working with children in an educational and/or daycare settings.
Three Essential Elements for Guiding Young Children
• DAP Child Guidance: Authoritative Style and Decision-Making Model.
• Construct Child Guidance Decision: Apply Knowledge of Child Development
• Observing Behavior in Child Guidance
“Direct” and “Indirect” Child Guidance
• Positive Guidance and Discipline Strategies: Direct Guidance.
• Early Childhood Classroom Management: Indirect Guidance
Special Topics in Child Guidance
• Authentic Self-Esteem and Moral Identity
• Resilience and Stress Childhood
• Emotional Intelligence and Anger Management
• Preventing Violent Behavior and Understanding Aggression in Children
• Guiding Development of Prosocial Behavior
Develop and Eclectic Approach to Child Guidance
• Theories: Strengthening the Foundations of DAP Child Guidance
• Apply Your Knowledge: Use the Decision-Making Model of Child Guidance

Key Performance Indicators:
Class Attendance and Participation 0% - 20% of final grade.  

Exam and Quizzes 40% - 50% of final grade. 

Assignments 15% - 20% of final grade. 

Lab Observation/Journal 15% - 20% of final grade.  







Representative Text and/or Supplies:
Marion, Marian (current edition). Guidance of Young Children. Upper Saddle River, NJ: Prentice Hall

Additional required reading or handouts will be provided in class.

Pedagogy Statement:

Maximum Class Size: 40
Optimum Class Size: 30