COURSE SYLLABUS
COURSE CODE : ECED 13
COURSE TITLE : Guidance
and Counseling in ECED
NO.OF UNITS : Three
(3)
NO. OF HOURS : Fifty
Four hours (54 hrs)
COURSE DESCRIPTION:
The
course focuses on the fundamentals of guidance and counseling and on its
applications to the various facets of child growth and development.
COURSE OBJECTIVES:
At the end of the course the
student should be able to:
1.
apply the philosophical and theoretical
foundations of guidance,
2.
apply guidance techniques and approaches in
developmentally appropriate ways,
3.
demonstrate skills in building relationships
with and among children and parents,
4.
demonstrate knowledge of the role and importance
of the school administration, the parents, and the community in the holistic
development of children, and
5.
select and appraise tests, measurements and
evaluation use with young children.
COURSE CONTENT:
1. Introduction
1.1.
Differences and similarities between guidance and counseling
1.2.
The need for guidance
2. Counseling approaches
2.1.
Cognitive approach
2.2.
Psychoanalytic approach
2.3.
Adlerian approach
2.4.
Person-centered approach
2.5.
Gestalt approach
3. Guidance program models
3.1.
Gysber’s model
3.2.
Myrick’s model
3.3.
Purkey’s model
4. Child Self-esteem and
self-concept
4.1.
Definition of self-esteem and self-concept
4.2.
Signs of healthy and unhealthy self-esteem
4.3.
How to foster healthy self-esteem in the child
4. Discipline and emotional
control
4.1.
Four parts of discipline
4.2.
Children’s Emotional control and relative immaturity
4.3.
Addressing common inappropriate behavior without disciplining
5. Discipline and fostering
cooperation
5.1.
Strategies in fostering cooperation
5.2.
Using the most appropriate strategy for specific situations
6. Handling tantrums, fussing and
whining and other “problem” behaviors
7. The teacher and his/her anger
7.1
Description and levels of anger
7.2.
Reasons of getting angry with children
7.3.
Consequences of anger
7.4.
Managing anger
8. The family and its dynamics
8.1.
Influence on the child behavior and development
8.2.
Appropriate communications towards the child’s family
8.3.
Helping children cope with family issues
9. Some pointers in facilitating
different subjects to preschoolers.
10. Program evaluation, and
selecting and using test measurement with young children
10.1.
Importance of program evaluation
10.2.
Factors and issues to be considered in selecting and using test
METHODOLOGIES:
1.
Lecture Discussion
2.
Cooperative Learning
3.
Discovery Learning
4.
Demonstration
5.
Behavioral Analysis/Assessment
GRADING SYSTEM:
1.
Long Quiz/Short Quiz 15
%
2.
Recitation/Activities/Participation 25%
3.
Project 10%
4.
Assignment 10%
5.
Major Examinations 40%
Total 100%
COURSE REQUIREMENTS:
1. Attendance (At
least 80% of the total number of hours of sessions)
2. Short and
Long Quizzes
3. Major
Examinations
4. Classroom
Activities (Paper and Pencil and Participatory Activities)
5. Activity
Portfolio
6.
Assignments/Reaction Papers
7. Oral/Written
report
REFERENCES:
Ambida-Cinco, L. (2008). Guidance
and counseling in schools. Mandaluyong City: National Bookstore.
Kochar-Bryant, C.
A. (2008). Collaboration and system
coordination for students with special needs; from early childhood to the post
secondary years. New Jeearsey: Pearson Prentice Hall.
Couwenhoven, T. (2007)). Teaching children with down syndrome about
their bodies, boundaries , and sexuality: a guide for parents and professionals.
USA: Woodbine House, Inc.
La Porte Community School
Corporation. (2007). Elementary
counseling and guidance program.
Pantly, Elizabeth. (2011). The no-cry discipline solution. Philippines:
McGraw-hill Education (Asia).
Plotnik, R. & Kouyoumdjian,
H. (2009). Introduction to psychology.
Phil ed. Singapore: Cengage Learning, Inc.
Templar, R. (2008). The rules of parenting. Great Britain:
Pearson Education Limited.
Tria, E.G., Limpingco, D.A. &
Jao, L. (2008). Psychology of learning.
Quezon City: Ken, Inc.
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