EDUC& 130 Guiding Behavior (3 credits)
Formerly ECE 112
Course Description
Examine the principles and theories promoting social competence in young children and creating safe learning environments. Develop skills promoting effective interactions, providing positive individual guidance, and enhancing group experiences.
Course Content
A. Traditional styles of guidance and discipline in the classroom and home (Authoritarian, Authoritative, Permissive)
B. Differentiating discipline and punishment
C. Theoretical frameworks applied to guidance practices
D. Development of social and emotional intelligence
E. Individual and group behavior management principles and practices (schedule, environment, interactions, and underlying factors which manifest themselves in behavior)
F. Building culturally sensitive relationships with children and families
G. Communication strategies to support positive relationships and guidance
H. Behavior management techniques such as natural and logical consequences, redirection, problem solving, etc.
I. Classroom Assessment and Scoring System (CLASS)
Student Outcomes
1. Identify developmentally appropriate individual and group behaviors of children.
2. Compare at least three approaches to guiding behavior.
3. Recognize positive, respectful, culturally responsive approaches to guidance.
4. Plan environment supportive of children’s development with focus on attachment, self-help, relationships, and executive function.
5. Articulate strategies to promote social/emotional competence and positive sense of self.
6. Reflect on personal bias and attitudes regarding children’s behavior and disciplinary styles in order to create a philosophy of guidance and discipline that is appropriate for use in an early childhood education classroom.
Degree Outcomes
Program Outcome:
OUTCOME 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES Students implement a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning, which will vary depending on children’s ages, characteristics, and the early childhood setting.
4a: Discuss how supportive relationships and positive interactions are the foundation of their work with young children.
4b: List and implement effective instructional and guidance strategies and tools for early education, including appropriate uses of technology.
4c: Use a broad repertoire of developmentally appropriate teaching/learning and guidance approaches.
4d: Reflect on their own practice to promote positive outcomes for each child.
Paraeducator Program Outcomes:
1. Support educational outcomes
2. Demonstrate professionalism and ethical practices
3. Support a positive and safe learning environment
4. Communicate effectively and participate in the team process
5. Demonstrate cultural competency
Responsibility: Graduates will be able to critically examine the relationship between self, community, and/or environments, and to evaluate and articulate potential impacts and consequences of choices, actions, and contributions for the creation of sustainable systems.
Lecture Contact Hours 30
Lab Contact Hours 0
Clinical Contact Hours 0
Total Contact Hours 30
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