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New Mexico Highlands University

Course Syllabus

ECME #305

Guiding Young Children

Spring 2016

Department: Early Childhood Multicultural Education

Professor: Dr. Shirley A. Meckes Office: (Main Campus) TEC 105

Office Hours: (Rio Rancho) Mon. & Tues. 1-2:30, Wed. 11-1

Office Telephone: 505-454-3514 Cellular#:401-864-0564 E-Mail: smeckes@nmhu.edu

Time: Monday (4:00-6:50) On-Line (Desire2Learn) Credits Hrs. 3

Course Description :

This course explores various theories of child guidance and the practical

applications of each. It provides developmentally appropriate methods

for guiding children and effective strategies and suggestions for

facilitating positive social interactions. Strategies for preventing

challenging behaviors through the use of environment, routines and

schedule will be presented Emphasis is placed on helping children

become self-responsible, competent, independent, and cooperative

learners and including families as part of the guidance approach. (Rev.

2011)

School of Education Conceptual Framework 1

The NMHU School of Education believes in democratic access to an

education, both theoretical and authentic, that allows the reflective

learner to continue to develop cultural schemas and diverse cognitive

processing skills to construct a knowledge base, practice the skills

and develop professional dispositions in authentic settings needed to

excel in education, leadership, counseling or other self-determined

endeavors.

1 SOE email from Associate Dean, 5/4/10

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Required / Supplemental Materials & Supplies 2, 3

Chalk & Wire license: All undergraduate students admitted during the Fall of 2009 and after, are required to purchase Chalk & Wire. All Graduate students admitted in the Fall of 2010 and after are required to purchase Chalk & Wire. Graduate students admitted to the School of Education prior to fall 2010 must verify the status of Chalk & Wire utilization in their program of study with course instructors. If the program or course requires Chalk & Wire, then the student is required to purchase a license. Please see below for more information about Chalk & Wire.

Required Texts:

Hearron, P.F., & Hildebrand, V. (2013). Guiding young children (9th ed.). Upper Saddle River, NJ: Prentice Hall.

New Mexico Early Learning Guidelines (newmexicokids.org)

Course Objectives:

The objectives of this course include each area of the New Mexico Early Childhood Education teacher competency

requirements.

(1) NMHU School of Education Themes

(2) The Teacher Competencies of the New Mexico Public Education Department (NMPED)

(3) NMHU/ NCA Traits

(4)The Interstate New Teacher Assessment and Support Consortium (INTASC) Standards

The competencies in Early Childhood Multicultural Education are developed and aligned with the competencies

New Mexico Public Education Department of the National Association for the Education of Young Children (NAEYC),

the Council of Exceptional Children / Division of Early Childhood (CEC/DEC); and the National Association for

Bilingual Education (NABE).

The objectives for this course correspond with:

<School of Education Themes (SOE)>

Diversity (D) Reflective Practitioner (RP) Culturally Inclusive (CI) Authentic Settings (AS)

Practice (Pra) Knowledge (K) Professionalism (Pro) Leadership (L)

2 SOE email from Dean, 1/6/10 3 Email from C&W Coordinator, 8/9/10

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<New Mexico Public Education Department Teacher Competencies (NMPED-TC)> http://bit.ly/NMPED

1. The teacher accurately demonstrates knowledge of the content area and approved curriculum. 2. The teacher appropriately utilizes a variety of teaching methods and resources for each area

taught. 3. The teacher communicates with and obtains feedback from students in a manner that enhances

student learning and understanding. 4. The teacher comprehends the principles of student growth, development and learning, and

applies them appropriately. 5. The teacher effectively utilizes student assessment techniques and procedures. 6. The teacher manages the educational setting in a manner that promotes positive

student behavior and a safe and healthy environment. 7. The teacher recognizes student diversity and creates an atmosphere conducive to the

promotion of positive student involvement and self-concept. 8. The teacher demonstrates a willingness to examine and implement change, as appropriate. 9. The teacher works productively with colleagues, parents and community members.

<North Central Association/Higher Learning Commission Student Traits (NCA)>

1. Mastery of content knowledge and skills 2. Effective communication skills 3. Critical and reflective thinking skills 4. Effective use of technology

<INTASC Standards>

(Interstate New Teacher Assessment and Support Consortium)

Standard #1: Learner Development The teacher understands how learners grow and develop, recognizing that

patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional,

and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences The teacher uses understanding of individual differences and diverse cultures

and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments The teacher works with others to create environments that support individual

and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self

motivation.

Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of

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the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline

accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content The teacher understands how to connect concepts and use differing perspectives

to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global

issues.

Standard #6: Assessment The teacher understands and uses multiple methods of assessment to engage learners

in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous

learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as

well as knowledge of learners and the community context.

Standard #8: Instructional Strategies The teacher understands and uses a variety of instructional strategies to

encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply

knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice The teacher engages in ongoing professional learning and

uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others

(learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take

responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and

community members to ensure learner growth, and to advance the profession.

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Course Objectives/Competencies:

This course is part of the articulated Universal Catalogue of Courses for Early Childhood Education in the State of New Mexico. The following objectives are taken from the New Mexico State Department of Education’s Common Core Competencies for early childhood professionals (see Common Core Content manual). Upon completion of this course, students will be able to demonstrate the following competencies at the established level of proficiency:

Apply knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts for development and learning and recognize that children are best understood in the contexts of family, culture, and society. A.6

Demonstrate knowledge of the many functions that language serves in the cognitive, social, and emotional aspects of development in the formative years. A.7

Demonstrate knowledge of the relationship among emotions, behaviors, and communication skills to assist children in identifying and expressing their feelings in appropriate ways. A.10

Use appropriate guidance to support the development of self-regulatory capacities in young children. A.11

Recognize and respond to each child’s physical health, intellectual and emotional well-being, and nutritional and safety needs. B.1

Demonstrate knowledge and skill in building positive, reciprocal relationships with families. C.1

Demonstrate knowledge of and respect for variations across cultures, in terms of family strengths, expectations, values, and child-rearing practices. C.4

Demonstrate the ability to incorporate the families’ desires and goals for their children into classroom or intervention strategies. C.7 Demonstrate knowledge and skills in developmentally appropriate guidance techniques and strategies that provide opportunities to assist children in development positive thoughts and feelings about themselves and others through cooperative interaction with peers and adults. E.3 Demonstrate understanding of the influence of the physical setting, schedule, routines, and transitions on children and use these experiences to promote children’s development and learning. E.7

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Demonstrate knowledge of assessment techniques, interpretation of assessment information in the application of this data to curriculum development or intervention planning. F.9

Means for Assessing Student Achievement of the Outcome Competencies:

Conducting learning activities for children Class presentations of concepts and experiments Test over major concepts Written assignments Early Childhood Competencies: Students are expected to achieve and perform at the master level

Tools needed for Desire 2 Learn (D2L) Collaborate Classroom:

Required Equipment: Audio device to include a headset with built in microphone. The online module will be

delivered via Desire2Learn

Instructional Methods and Strategies:

This course is interactive and engages students in the teaching/learning process. The following will be utilized:

Online Activities: Will incorporate all students working with one another by being assigned to differ-ent break-out rooms for assignments, application sharing, and discussion board. Other activities will also be announced.

Course Outline: (subject to change)

Spring 2016

Readings Topics and Assignments

Week 1

Jan. 25

Introduction

Chapter 1

Introductions, Syllabus, APA Format

Post Picture

Week 2

Feb. 1

Chapter 2

Values as a Basis for Guidance

Week 3 Feb. 8

Chapter 3 Foundations of Guidance

Week 4

Feb. 15

Chapters 4 Collaborating with Families of Young Children

Week 5 Feb. 22

<Assignment #1 Due>

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Week 6

Feb. 29

Chapter 5

Positive Guidance

Week 7 Mar. 7

<Mid-Term Due>

Week 8

Mar. 14

<Spring Break>

Week 9 Mar. 21

Chapter 6 Indirect Guidance

Week 10

Mar. 28

Chapter 7 Direct Guidance

Week 11

Apr. 4

Chapter 8 Guiding Children in Personal Caregiving

Routines

Week 12

Apr. 11

Chapters 9 & 10

Guidance and Curriculum

Guiding Young Children’s Outdoor Play and

Learning

Week 13 Apr. 18

<Assignment #2 Due>

Week 14

Apr. 25

Chapter 11

Understanding and Addressing Challenging

Behavior

Week 15

May 2

<Final Exam Due>

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Assignments:

Assignment #1: Choose a behavior issue, then research and write a 3 page paper on a

guidance practice that will solve or help the issue you have selected. (12 point font, double

spaced, APA Format) (Due: Feb. 22) 9:00 pm

Competencies- (A.11, B.1, C.1, C.7, E.3, E.7, F.9)

Assignment #2:

Complete a library search to identify and create a list of 5 early childhood books on feelings,

social skills, friendships, and other social emotional issues. Using one of these books you will

write a simple lesson plan related to the social emotional theme of your selection. (Due: April

18) 9:00 pm

Competencies- (A.7, A.10, C.4)

Mid-term Exam: March 7th

Final Exam: May 2nd

Evaluation:

This course is competency based. Students will be evaluated through a variety of assignments

such as projects, student presentations, papers, exams, and in-class and out-of-class

experiences.

Class Participation – 10%

Assignment #1 – 20%

Assignment #2 – 20%

Mid-term Exam – 25%

Final Exam – 25%

Course Attendance Policy:

On-line Participation

On-line participation in aspects of Desire2Learn each week as scheduled, including discussion board,

application sharing, breakout room participation, etc. If a student needs help in taking an online class,

please contact Educational Outreach at (505) 426-2215, which is the HELP desk.

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REQUIREMENTS:

1. The student will attend class, read all assigned materials, and participate in class activities and assignments. Log in each week is required.

2. All assigned work must be word-processed. 3. The student will complete a midterm and a final. 4. Students will complete all assignments at the appropriate time. 5. No late assignments will be accepted unless previous arrangements/notification have been

made. If accepted late, point value will be reduced 10 points. 6. Any student who misses 25% or more of the regularly scheduled class meetings will re-

ceive a grade of F for the course. 7. It is expected that students who aspire to be instructional leaders will demonstrate professional

behavior and an appropriate level of commitment of learning. 8. Dropbox in Desire2Learn is required for submitting assignments and exams in time al-

lotment.

No late work will be accepted.

Class Attendance, Preparedness, Participation, & Professionalism:

Attendance: Be present. Absences will lower grades.

Preparedness: Read textbook assignments.

Participation: A given condition of learning is full participation and engagement. One must be present to participate. Engagement is the first criterion for success.

Professionalism: Assignments must be completed and passed in on the date due!

Course Grading Policy:

Rubric: University Level of Work

A = Superior level of performance. Clearly outstanding, ranging in top 10% of expected student

performance. Assignments reflect excellence, professionalism, and punctuality. Papers are typed (word

processed), neat, content is well organized, coherent, and reflects a high level of thinking; error free.

Guidelines are carefully observed.

B = Excellent level of performance. Clearly above average, ranging in the top 20% of expected student

performance. Assignments reflect high level of effort; papers are turned in on time; papers are typed

(word processed), neat, content is organized and indicates reflection, few errors. Guidelines are

observed.

C = Average performance. Meets expectations and ranks in the top 25-30% of student performance.

Assignments reflect effort; papers indicate development, contents is organized and indicates beginning

reflection; few errors in typing and sentence structure. Guidelines are observed.

D = Unacceptable Performance

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+/- Grading System:

Grade Undergraduate Graduate Points A+ Excellent Excellent 4.0

A Excellent Excellent 4.0

A- Excellent Excellent 3.7

B+ Above average Above average 3.3

B Above average Average 3.0

B- Above average Below average, but passing 2.7

C+ Average Poor, but passing 2.3

C Average Poor, but passing 2.0

D Below average, but passing Failure 1.0

F Failure Failure 0.0

University/Course Policies & Safety Issues:

Student Academic Integrity Policy

New Mexico Highlands University students are expected to maintain integrity through honesty

and responsibility in all their academic work.

The following describes the University’s policies and procedures for faculty who discover

students who use academically dishonest practices.

Definitions:

1. Academic Dishonesty: Any behavior by a student that misrepresents or falsifies the student’s knowledge, skills, or ability including: a. Plagiarism: The process of using the ideas, data, written work or language of another person

and claiming it as original or without specific or proper acknowledgement, including, but not lim-ited to, copying another person’s paper, article, computer or other work and submitting it for an assignment; or copying someone else’s ideas without attribution; or failing to use quotation marks where appropriate; or copying another person’s idea or written work and claiming it as original without acknowledgment of the original author or creator.

b. Cheating: A student’s use of, or attempt to use, unauthorized notes, texts, visual aids, electronic devices, assistance, copies of tests, material or study aids in examinations or other academic work to misrepresent his or her knowledge, skills, or abilities.

c. Collusion: Cooperation between students in order to cheat or plagiarize. d. Facilitation: One student knowingly helps or attempts to help another student to violate any pro-

vision of this policy. e. Fabrication: A student submits contrived, altered or false information in any academic work

product, exercise or examination. f. Multiple Submissions: A student submits, without prior permission from the instructor, identical

work submitted to fulfill another academic requirement. g. Falsification of Records: A student alters a transcript or academic record, without authoriza-

tion, or misrepresents information on a resume, either before or after enrolling as a student in the University, to unfairly improve his or her grades or rank or those of another student.

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Minor Cases

For a minor case of academic dishonesty, faculty have discretion regarding whether to impose a penalty

as well as whether to flag the incident by reporting it to the Registrar’s Office. If a penalty is imposed but

not flagged, the student should be informed of the penalty and the faculty member should keep

documentation of the academic dishonesty action. If at the discretion of the faculty member, the student

is flagged for a minor case of academic dishonesty, the procedures laid out in the rest of this document

apply.

Major Cases

For a major case of academic dishonesty, defined as a faculty imposing a penalty resulting in failing the

course, or resulting in reducing the final grade by a letter grade, or resulting in failing a major

assignment or test (20% or more of the final grade), the faculty must follow the procedure laid out in this

document.

Documentation of Academic Dishonesty:

Faculty who impose a penalty for academic dishonesty must document the infraction.

Documentation is important as evidence to support academic or disciplinary penalties, or in the event of

a legal or administrative challenge to action taken as a result of a violation of this policy. Documentation

needs to state the student’s name, the date academic dishonesty was discovered, the type of academic

dishonesty and a descriptive statement of the situation by the instructor. Supporting documents or

copies of academic dishonesty need to be retained by the instructor and forwarded to the registrar by

the instructor within ten (10) calendar days after imposing the penalty. Examples of situations and

suitable documentation include:

1. Several students complain that other student(s) cheated on a test or assignment. Appropri-ate documentation is a signed letter by the students describing the incident and a copy of the assignment submitted by the student accused of academic dishonesty.

2. Several students gave identical written answers and were sitting next to each other during an examination. Copies of the exams and a note that they sat in proximity to one another consti-tute documentation.

3. Plagiarism can be documented with a copy of the student’s work, along with a copy or cita-tion to the source of the copied text.

Documentation should be retained as a permanent record by the registrar.

Penalties for Academic Dishonesty:

Except for minor cases of academic dishonesty which the faculty member does not wish to have

flagged, any penalty imposed for academic dishonesty shall be reported to the Registrar, who will then

flag the student.

Penalties for Academic Dishonesty in Courses:

A course grade of "F" for academic dishonesty cannot be expunged from the record and GPA

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calculations by retaking the course.

The University strongly urges faculty not to ignore academic dishonesty. Doing nothing does not

prevent students from continuing the behavior in the future and is unfair to other students in a class.

Meeting with academically dishonest students is the simplest means of addressing problems of cheating

and plagiarism. However, instructors who have 1) informed classes about the nature of academic

dishonesty and the possible subsequent penalties and who 2) document incidents of academic

dishonesty can impose penalties on students. All course syllabi should contain a statement about the

academic integrity policy. Penalties must be imposed impartially; all students involved in an incident

must be penalized at the same level.

The penalty for an incident of academic dishonesty is up to the individual faculty member who

detects it in a class. Penalties may range from a reduced grade on an individual assignment to a failing

grade in the class. The amount of the grade reduction is up to the individual faculty member. When

assigning a penalty, faculty members should consider the context in which the incident occurs.

Before assessing a penalty, faculty members should interview the student to determine his or

her side of the story and identify any mitigating circumstances. If more than one student is involved, they

should be interviewed separately and their stories compared. Faculty members should make a

reasonable effort to determine the accuracy of the students' stories. Faculty members should feel free to

consult with their colleagues, department chairs, and deans before making any final decision on

assessing a penalty. If the faculty member imposes a penalty for academic dishonesty, the faculty

member must notify the student and the registrar in writing within ten (10) calendar days. Penalties for

academic dishonesty carry substantial negative consequences for students. While academic dishonesty

is a serious offense and should carry serious penalties, faculty should err on the side of caution when

the evidence is circumstantial or unclear.

Appeals for Academic Dishonesty in Courses:

A student who has had an academic dishonesty penalty imposed as a result of an alleged

violation of this policy and who disagrees with the allegation of academic dishonesty or with such

penalty may appeal following the Academic Petition Procedure of the Academic Affairs Committee,

which can be found in online documents.

Penalties for Multiple Instances of Academic Dishonesty

The registrar shall maintain a record of students who have been reported as academically

dishonest. When a student is flagged twice, the name of the student is forwarded by the registrar to the

Vice President for Academic Affairs and the Chair of the Student Affairs Committee. The Student Affairs

Committee of the Faculty Senate shall then convene a hearing to recommend a “university-level”

penalty for the student. For a second case of academic dishonesty, the penalty will often include a

suspension, although the Student Affairs Committee will recommend the penalty on a case-by-case

basis. Instructors are required to provide their evidence to the Committee upon request. Instructors are

required to provide their evidence to the Committee upon request. The Chair of the Student Affairs

Committee will make a recommendation to the Vice President for Academic Affairs of the result of the

hearing, and the Vice President for Academic Affairs will issue a written decision to the student and the

registrar within ten (10) calendar days.

When a student is flagged a third time for academic dishonesty, regardless of the time between

flaggings, the University may expel the student after a hearing by the Student Affairs Committee. The

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Chair of the Student Affairs Committee will make a recommendation to the Vice President for Academic

Affairs and the Vice President for Academic Affairs will issue a written decision to the student and the

registrar within ten (10) calendar days. If the decision to expel the student is not appealed, the student’s

transcript shall show the statement: “Expelled for academic dishonesty”.

Appeals for Multiple Instances of Academic Dishonesty

A student has the right to appeal a decision of the Vice President for Academic Affairs to the

President in writing within fifteen (15) calendar days of the receipt of the decision. The President will

conduct an administrative review of the decision by the Vice President for Academic Affairs and will

affirm the decision, modify the decision, or reverse the decision. The President will issue a written

decision to the student, the faculty member, the Chair of the Student Affairs Committee, the Vice

President for Academic Affairs, and the registrar within thirty (30) calendar days. The decision made as

a result of the administrative review is final. If the decision to expel the student is upheld, the student’s

transcript shall show the statement:” Expelled for academic dishonesty”.

A student’s failure to timely follow the filing deadlines established herein shall result in the

dismissal of the appeal.

NMHU Academic Integrity Policy

Because academic dishonesty in any form compromises the university’s reputation and thus

devalues the NMHU degree, it simply will not be tolerated. Consequently, students caught cheating,

plagiarizing, or doing anything which involves trying to pass off someone else’s intellectual work as

their own, will be subject to disciplinary action (NMHU Student Handbook, page 28;

http://bit.ly/nmhustudenthandbook).

Disabilities Accommodations (ADA Policy)

NOTE: “In accordance with federal law, it is university policy to comply with the Americans With

Disabilities Act (ADA). If you believe that you have a physical, learning, or psychological disability

that requires an academic accommodation, contact the Coordinator of Accessibility Services by

phone at (505) 454-3188 or 454-3252, via e-mail at desquibel@nmhu.edu, or visit the Felix Martinez

Building, Room 111 on the Las Vegas campus. If you need the document upon which this notice

appears in an alternative format, you may also contact the Coordinator of Accessibility Service.”

David Esquibel, Student Advisor/Coordinator of Testing and Accessibility Services

NMHU Inclement Hotline

505-426-2297 1-866-231-2366 www.nmhu.edu

School of Education Policies:

Instructional Disposition Inventory

The School of Education has developed an inventory to help students and faculty evaluate the dispositions of students. These surveys will be used to help students identify strengths

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and areas for improvement in their dispositions for their professions. All students in designated courses will complete a dispositions inventory at midterm and at the end of the semester. The professor will also complete a dispositions inventory for each student at those times. Any dispositions suggesting the need for support will be discussed.

Chalk & Wire

Various assignments will be submitted via Chalk & Wire for the purpose of data collection, student evaluations, program assessment, and the development of the electronic based portfolio required for Field III (student teaching). Within each undergraduate and graduate program, SOE faculty has designated courses that represent the core of the program. Each designated course will have one common assignment that provides opportunities for stu-dents to demonstrate mastery of core concepts. Each student who takes a designated course, regardless of location, will complete the common assignment. Upon completion of that assignment, students will submit it via Chalk & Wire for assessment.

The Chalk & Wire license is valid and available for 5 years from the date of purchase, which will enable the owner to keep professional portfolios updated for future employment or use in further educational endeavors. Students may elect to renew their licenses (directly through C&W) at the end of the 5 years OR they can download their artifacts, portfolios, and results to their personal computers.

Chalk & Wire help manual: http://chalkandwire.com/help/ePortfolioGuide/Default_left.htm

For help, contact: chalkandwirehelp@nmhu.edu

Title IX makes it clear that violence and harassment based on sex and gender are Civil Rights offenses

subject to the same kinds of accountability and the same kinds of support applied to offenses against

other protected categories such as race, national origin, etc. If you or someone you know has been

harassed or assaulted, you are encouraged to contact the Center for Advocacy, Resources, Education,

& Support (HU-CARES) located in the Student Union Building at 800 National Ave in Suite 306. If you

have questions or need to speak to someone regarding a concern, please call HU-CARES at 505-454-

3529 or email preventviolence@nmhu.edu. HU-CARES can support you in various ways, regardless if

you want to report to police or not. All services are confidential, student-centered, and free for all

NMHU students, including center campuses.

Additional resources available to you include:

Student Health Center Main Campus-(Counseling) 505-454-3218

Campus Police 505-454-3278

NMHU Dean of Students 505-454-3020

Human Resources, Title IX Officer 505-426-2240

NM Crisis & Access Line (Professional Counselors available 24/7) 1-855-662-7474

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