Course Syllabus
Course: HFST 2610
Division: Social and Behavioral Science
Department: Education and Family Studies
Title: Guidance of Young Children
Semester Approved: Fall 2023
Five-Year Review Semester: Summer 2028
End Semester: Summer 2029
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.
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. HFST 2610 is a core class for the Child Care Management Applied Associate Degree Program. HFST 2610 is a core course for majors of Child Development/Early Childhood Education, and is a core course for Family and Consumer Science Education. Courses similar in content and purpose are taught at college and universities throughout the state.
Student Learning Outcomes:
Define and discuss the basic terminology, concepts, theoretical viewpoints, and application of developmentally appropriate early childhood guidance and discipline. Students will be assessed by class discussion, written assignment, and exam.
Develop their skills in implementing a variety of widely used child guidance, discipline methods, and classroom management skills, while attending lab hours in the Snow College Child Development Lab or other educational setting. Students’ knowledge will be assessed by written lab journal assignment.
Be able to effectively communicate when working with children, families, and other professionals. The outcome will be measured by written assignment and exam.
Research, present, and discussion on special topics associated with child guidance. The outcome will be evaluated through written assignments and exam.
Students will develop and compose a personal child guidance philosophy statement to use professionally. The statement will be peer evaluated by lab journal and projects.
Content:
This course is taught through lecture, class discussion, and group work. The course also provides hands on experiences working with children in an educational and/or daycare settings. These children come from various cultures and backgrounds that lead to a diverse environment. 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 GuidanceSpecial 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 BehaviorDevelop and Eclectic Approach to Child Guidance• Theories: Strengthening the Foundations of DAP Child Guidance• Apply Your Knowledge: Use the Decision-Making Model of Child GuidanceThis list should not be viewed as a comprehensive list of this course, however, it should be noted that these topics provide for a solid framework when developing a curriculum for guiding young children from various backgrounds and cultures.
Key Performance Indicators:
Exams and observations 35 to 40%
Projects and assignments 30 to 45%
Attendance, lab journals, and discussion 15 to 25%
Representative Text and/or Supplies:
Marion, Marian (current edition). Guidance of Young Children. Upper Saddle River, NJ: Prentice Hall
Pedagogy Statement:
This course uses a variety of teaching methods and technologies that include but are not limited to lecture, discussion, hands-on experiences, observation, and collaboration. Teaching modes should demonstrate inclusivity while also recognizing varied abilities, interests, and needs of children and students.
Instructional Mediums:
Lecture
Lab
Maximum Class Size: 36
Optimum Class Size: 20
