NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
|WA CLOCK HRS:
Every early childhood classroom has challenging students. Learn new and easy strategies for managing preschool students who present challenges such as power struggles, anger, disrupting, bullying, learning disabilities, behavioral disorders, ADHD, bipolar disorder, and autism. Create a positive, supportive, and healthy learning environment for your early learners through the use of many simple, applicable techniques: Talking Without Sound, Tattle Sandwich, Turtle Time, Calming Bag, Small Circles, Peace Chains, and many more. the use of bibliotherapy and how it can support and promote the diversity of disabilities and many other types of differences within a classroom. Teach your students how to problem solve, handle their emotions appropriately, and replace negative behaviors with positive ones.
This course is appropriate for teachers -6.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
The required course text is How to Handle -to-Handle Preschoolers: A Guide for Early Childhood Educators, by Appelbaum.
1) How to Handle Hard-to-Handle Preschoolers: A Guide for Early Childhood Educators, by Marlyn Appelbaum. ISBN#: 9781620872215. Used text from Amazon is about $11.00.
2) In addition, four picture books from the Reading List that is provided will need to be purchased or borrowed from your library.
Text: How to Handle Hard-to-Handle Preschoolers: A Guide for Early Childhood Educators, by Marlyn Appelbaum, is approximately $11 from Amazon.
QUALIFICATIONS FOR TEACHING THIS COURSE:
I currently live in Reno, Nevada. I am a native to the Pacific Northwest and grew up in Madras, Oregon. I graduated from Western Oregon University with a Bachelor of Science in Interdisciplinary Studies. During my undergraduate studies, I studied abroad in Macerata, Italy and traveled to several Western European countries. I have a Master of Arts in Teaching degree from Willamette University.
I have experience teaching various grade levels in both public and private schools. The majority of my experience comes from teaching at the elementary level, specifically fourth and fifth grade. I also have experience with preschool and middle school students.
Upon starting a new position in the private sector in the Kansas City area, I was assigned the task of creating and managing a resource room. I taught students ranging in grades from Kindergarten to eighth grade, as well as both learning disabled and gifted students. I am genuinely passionate about education and enjoy finding the creativity potential in every subject.
THE CHALLENGING PRESCHOOLER
Applebaum, . A Guide for Early Childhood Educators: How to Handle -to-Handle Preschoolers. New York, NY: Skyhorse Publishing, 2013. 117 pages.
Denno, Dawn M., Victoria Carr, and Susan Hart Bell. Addressing Challenging Behaviors in Early Childhood Settings: A Teacher’s Guide. Baltimore, MD: Paul H. Brookes Publishing Co., Inc., 2010.
Golding, Jacqueline. Healing Stories: Picture Books for the Big and Small Changes in a Child’s Life. Lanham, MD: The Lowan and Littlefield Publishing Group, Inc., 2006. 343 pages.
Campbell, Laura. Story Books For Tough Times. Golden, CO: Fulcrum Publishing, 1999. 140 pages.
Sprung, Barbara, Merle Froschl, and Dr. Blythe Hinitz. The Anti-Bullying and Teasing Book for Preschool Classrooms. Beltsville, MD: Gryphon House, Inc., 2005.
Gestwicki, Carol. Developmentally Appropriate Practice: Curriculum and Development in Early Education. Belmont, CA: Wadsworth, Cengage Learning, 2011.
Kostelnik, Marjorie, Anne Soderman, and Alice Whiren. Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education. Upper Saddle River, NJ: Pearson Education, Inc., 2007.
PICTURE BOOK READING LIST
Chevalier, C. Spence and the Mean Old Bear. Whitman, 1986.
Crary, E. I’m Mad. Parenting, 1992.
Mitchell, E. The Temper Tantrum Book. Viking, 1976.
Thomas, P. Is it Right to Fight? A First Look at Anger. Barron’s Educational Series, 2003.
Vail, R. Sometimes I’m Bombaloo. Scholastic, 2002.
Bullying & Teasing
Dewdney, A. Llama, Llama and the Bully Goat. Viking Books for Young Readers, 2013.
Dismondy, M. Spaghetti in a Hot Dog Bun: Having the Courage to be Who You Are. Cardinal Rule Press, 2008.
Henkes, K. . Greenwillow Books, 1991.
Hoose, P. Hey, Little Ant. Tricycle, 1998.
Kasza, K. The Rat and the Tiger. Putnam, 1993.
Lovell, P. Stand Tall, Molly Lou Melon. Putnam, 2001.
McCain, B. Nobody Knew What to Do: A Story About Bullying. Whitman, 2001.
Thomas, P. Stop Picking On Me. Barron’s Educational Series, 2000.
Sornsen, B. The Juice Box Bully: Empowering Kids to Stand Up for Others. Early Learning Foundation, 2010.
Blatchford, C. Going with the Flow. Minneapolis, ,: Carolrhoda, 1998.
Fleming, V. Be Good to Eddie Lee. New York: Philomel Books, 1993.
Hest, A. Baby Duck and the Bad Eyeglasses. Cambridge, Mass.: Candlewick, 1996.
Senisi, E. Just Kids: Visiting a Class for Children with Special Needs. New York: Dutton Children’s Books, 1998.
Thomas, P. I See Things Differently: A First Look at Autism. Barron’s Educational Series, 2014.
Thomas, P. Don’t Call Me Special: A First Look at Disabilities. Barron’s Educational Series, 2002.
Thompson, M. My Brother Matthew. New York: Woodbine House, 1992.
Classroom Environment, Respect, and Other Behaviors
Cook, J. My Mouth is a Volcano. National Center for Youth Issues, 2006
Gainer, C. I’m Like You, You’re Like Me: A Child’s Book About Understanding and Celebrating Each
Other. Free Spirit Publishing, 1998.
Jones, C. Lacy Walker, Nonstop Talker. Picture Window Books, 2013.
McCloud, C. Fill a Bucket: A Daily Guide to Happiness for Young Children. Bucket Fillers, 2008.
Thomas, P. Everyone Matters: A First Look at Respect for Others. Barron’s Educational Series, 2010