THE CHALLENGING PRESCHOOLER

COURSE DESCRIPTION:

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.  Explore 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 of grades pre-K-6. 

LEARNING OUTCOMES: Upon completion of this course, participants will have:

• Increase their understanding of disruptive behaviors, learning disabilities, behavior disorders, and bullying in the preschool classroom.
• Discover new strategies to help recognize and manage disruptive behaviors, learning disabilities, behavior disorders, and bullying in the preschool classroom.
• Discover, integrate, and directly apply ready-to-use classroom resources and literature which support dealing with challenging behaviors and/or disabilities in the classroom environment.
• Apply bibliotherapy to educate their preschool students about bullying, anger, and certain types of disabilities or disorders in order to promote a positive and supportive classroom environment.

COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.

HOURS EARNED:
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.

1. Completion of Information Acquisition assignments 30%
2. Completion of Learning Application assignments 40%
3. Completion of Integration Paper assignment 30%

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

REQUIRED TEXT

The required course text is How to Handle Hard-to-Handle Preschoolers: A Guide for Early Childhood Educators, by Marlyn 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.

• How to Handle Hard-to-Handle Preschoolers: A Guide for Early Childhood Educators

  ISBN# 1412970032
  by Appelbaum, Maryln S.
  Corwin
  
  Buy from Amazon

MATERIALS FEE

Text: How to Handle Hard-to-Handle Preschoolers: A Guide for Early Childhood Educators, by Marlyn Appelbaum, is approximately $11 from Amazon.

ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT

A. INFORMATION ACQUISITION

Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments. 

Assignment #1: Introduce Yourself

Introduce yourself in a 250-500 word background summary. Answer all of the following questions:

1. What led you to choose teaching as a profession?
2. What is your current professional situation?
3. What brings you the most joy in your work?
4. What are the greatest challenges you face in your profession?
5. What outcomes do you hope to achieve in taking this course?

Assignment #2: Children Who Are Disruptive

Read the Forward, Preface, and Chapter One of the text: Children Who Are Disruptive.
Respond to the following questions or statements in 500-700 words:

1. Choose one strategy for tattling and apply it in your classroom.  Did it work? If it did, briefly explain the situation.  If it did not, which strategy do you think you will try next time and why?
2. Choose one strategy for complaining and apply it in your classroom.  Did it work? If it did, briefly explain the situation.  If it did not, which strategy do you think you will try next time and why?
3. Choose one strategy for power struggles and apply it in your classroom. Did it work? If it did, briefly explain the situation.  If it did not, which strategy do you think you will try next time and why?

Assignment #3: Attention Deficit/Hyperactivity Disorder

Read Chapter Two of the text: Attention Deficit/Hyperactivity Disorder.
Answer respond to the following questions or statements in 500-700 words:

1. Are there strategies for ADHD students already in place in your classroom?  If so, what are they?
2. Explain the characteristics of ADHD-Inattentive Type.  List four strategies that can be used to address this type of ADHD. Give short explanations of each.
3. Explain the characteristics of ADHD-Hyperactive Impulsive Type. Provide four strategies with a short explanation of each.

Assignment #4: Learning Disabilities

Read Chapter Three of the text: Learning Disabilities. 

  Respond to one of the following questions in 500-700 words:

1. Choose three literacy strategies for learning disabled students and apply them in your classroom. Describe the strategies. How did the students respond?  Do you think you will continue to use these strategies?  Why or why not?
2. Choose two math strategies for learning disabled students and apply them in your classroom.  Describe the strategies.  How did the students respond? Create one additional math strategy for learning disabled students not mentioned in the text.  Provide a brief explanation.

Assignment #5: Anger & Oppositional Defiance Disorder

Read Chapter Four of the text: Anger and Oppositional Defiance Disorder

1. Choose one book from the “Anger” Picture Book List and read it.
2. Create a list of five discussion questions.  Read the book to your students and have a discussion using your questions.  Provide 1-2 student responses for each question.

Assignment #6: COURSE FORUM: How to Handle Bullying

Read Chapter Five: How to Handle Bullying.

All together answer the following questions in 250-500 words:

1. What is your experience with bullies in your classroom?
2. Write a paragraph describing the actions you take on a daily basis to promote a bully-free classroom.
3. Which new anti-bullying strategy that you learned form the text will you implement in your classroom from the text?  Why did you choose this particular strategy?
4. Choose one book from the “Bullying” Picture Book List.  If there is a book you would like to use that is not listed and is age appropriate, please check with the instructor for approval.  Briefly summarize the book and create a list of five discussion questions for your students.
5. Read any other responses to the assignment and comment on at least one.

Assignment #7: Bipolar Disorder, Autism Spectrum Disorder, and Asperger Syndrome

Read Chapters 6-8: Bipolar Disorder, Autism Spectrum Disorder, and Asperger Syndrome.
Answer two of the following questions in 500-700 words:

1. What is bipolar disorder?  What are the typical characteristics exhibited by children? Provide two strategies to help you handle a challenging situation with a bipolar child.  Will it be easy to integrate these strategies into your classroom environment?  Why or why not?
2. What is the difference between Autism Spectrum Disorder and Asperger Syndrome?  Describe how they are different and how are they similar.
3. Provide two strategies for ASD that you would like to implement into your classroom and explain why you chose them. 
4. Provide two strategies for AS that you would like to implement into your classroom and explain why you chose them. 

Assignment #8: Tourett’s Tourette’s Syndrome & Obsessive Compulsive Disorder

Read Chapter Nine: Tourette’s Syndrome, Obsessive Compulsive Disorder.
Please respond to the following in 500-700 words.

1. What are the psychological consequences of children with TS and OCD?
2. Provide two strategies for succeeding with TS and OCD. 
   
3. Do you believe these strategies will be easy to incorporate into your classroom environment? Why or why not? 
4. Choose one book from the “Disabilities” Picture Book List.
   
5. Briefly summarize the book and create a list of five discussion questions for your students. 
   
6. Read the book to your students and record 1-2 of their responses for each question.

Assignment #9: Some of your examples of challenging students

Read The Conclusion on page 110. Respond to the following in 250-500 words:

1. Describe one of your most challenging students.
2. Give one example of a difficult situation you faced with the student.
3. How did you handle the situation? 
4. Did you look anywhere or go to anyone for help?
5. Looking back, would you have handled the situation differently?  Would you use any of the strategies from the text? 
6. How do you think that this student has helped you to be a better teacher?

ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT

B. LEARNING APPLICATION

In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments. 

Assignment #10: Lesson Plan

1. Create a lesson plan for your classroom.
2. Choose a picture book from the reading list in any category to use in your lesson.
3. Complete the following in 700-900 words:

• Describe which Standard(s) this lesson meets and why.  https://www.naeyc.org/caep/files/caep/Stds_1pager.pdf
• Describe which challenging preschool behaviors this lesson will address.
• Provide a description of your lesson.
• What are the lesson objectives?
• What materials are needed for your lesson?  
• Which book did you choose to incorporate into your lesson and why? Give a synopsis of the story line.
• Include 10 developmentally appropriate questions to ask your students about the topic and the book. (10 total).
• What other subject areas can be integrated into this lesson?
• Explain your plan for integrating at least one other subject area.
• What should you be looking for from students?
• What might you need to be prepared for?
• Provide two possible modifications for special needs students for this lesson.

Upload your lesson plan. Then if you want to, please share it in the lesson library. Then share your response to the above via the response field.

Assignment #11: Lesson plan as an instructional tool

1. Teach the lesson you created in Assignment #10 in your classroom. 
2. Respond to the following statements in 500-700 words, using the response field. 

• What is your perception of how your lesson was conducted?
• Do you think the students enjoyed it? Why or why not?
• Describe the students’ reactions to the picture book. 
• How did the students respond to the rest of the lesson?
• What did you choose to use to assess the students?
• How will the assessment help you in the future? 
• Did the lesson achieve its purpose? Were the objectives met?
• Summarize the outcome and what you observed. Did anything unexpected happen?
• If you were to use this lesson again, what would you change or do differently?

Assignment #12: (500 Level ONLY)

In addition to the 400 level assignments, complete one of the following:

Option A)
Provide a list of resources for parents who may ask for help with their challenging preschool child.  The list needs to include all of the following in 500-700 words:

1. At least five reputable websiteswhich focus on any of the disabilities, challenges, or behavior disorders mentioned in the text. Please provide a brief, but clear description of each.
2. At least five reputable books for parents which focus on any of the disabilities, challenges, or behavior disorders mentioned in the text. Provide a brief description of each book. Please remember to include the author, publisher and copyright for each.Please attempt to include a variety of disabilities, challenges, or behavior disorders.

                                                                                                         OR
Option B)
Provide a list of resources for parents who may ask for help with their challenging preschool child.  The list needs to include all of the following in 500-700 words:

1. At least five reputable professional articles which focus on any of the disabilities, challenges, or behavior disorders mentioned in the text. Please provide a brief, but clear description of each.
2. At least five books for preschool children, picture books which focus on any of the disabilities, challenges, or behavior disorders mentioned in the text. Provide a brief a description of each book. Please remember to include the author, publisher and copyright for each.  Please attempt to include a variety of disabilities, challenges, or behavior disorders.

                                                                                                          OR
Option C)
       Another assignment of your own choice with the instructor’s prior approval.

C. INTEGRATION PAPER

Assignment #13: (Required for 400 and 500 Level)

SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)

Write a 350-500 word Integration Paper answering these 5 questions:

1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?

INSTRUCTOR COMMENTS ON YOUR WORK:

Please indicate by email to the instructor if you would like to receive comments on your assignments.

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.

BIBLIOGRAPHY

THE CHALLENGING PRESCHOOLER

Applebaum, Marilyn.  A Guide for Early Childhood Educators: How to Handle Hard-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

Anger

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.  Chrysanthemum.  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.

Disabilities

Blatchford, C.  Going with the Flow.  Minneapolis, MN,: 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