STANDARD COMPETENCIES:

 

 1. Explain guidance theories: developmental, behavioral, maturational and constructivist.

 2. Design social-emotional goals and objectives for individual children and groups in early childhood programs.

 3. Apply child development knowledge to guidance techniques.

 4. Explain the influence of culture and family system on the child’s behavior.

 5. Identify components of evidence-based guidance techniques.

 6. Identify personal attitudes toward children’s behavior that challenge Early Childhood professionals.

 7. Identify and apply techniques that facilitate prosocial skill development with and without exceptionalities.

 8. Identify components of the supportive and inclusive classroom community.

 9. Identify teacher attributes that support effective guidance of young children.

 10. Use technology to locate evidence-based practices related to guidance.

 11. Use knowledge of individual child’s strengths and interests as well as everyday routines, relationships, activities and natural environments to facilitate engagement.

 12. Develop an understanding of evidence-based practices in early childhood including children with special needs.

 TOPICAL OUTLINE:

 

 I. Foundations of Guidance

 a. Theorists

 i. Developmentalists

 ii. Behaviorists

 iii. Maturationists

 iv. Constructivists

 b. Distinction between discipline, punishment and guidance

 c. Current evidence-based philosophies and approaches

 d. Theory to practice

 II. Goals of Guidance

 a. Individual and group guidance and problem solving techniques

 b. Positive and supportive relationships with children and families

 c. Positive social interaction among children

 d. Positive strategies of conflict resolution, personal self-control, self-motivations & self esteem

 III. Factors that Influence Expectations

 a. The Child

 i. Growth and development

 ii. External influences

 (1) Media

 (2) Violence

 (3) Stress

 (4) Health and environment

 b. The Family

 i. Dynamics

 ii. Culture/diversity

 iii. Socioeconomics

 iv. Parenting style

 v. Communications/partnership with families

 c. The Caregiver(s)/Teaching Team

 i. Caregiving approaches

 ii. Personality styles

 iii. Social and individual bias

 iv. Team processes

 d. The Classroom Environment

 IV. Guidance Techniques

 a. Observation

 b. Indirect Strategies

 i. Room arrangement

 ii. Daily routines and transitions

 iii. Curriculum

 iv. Adult/child ratio

 v. Classroom atmosphere

 c. Direct Strategies

 i. Setting limits

 ii. Modeling appropriate behaviors

 iii. Using praise and encouragement

 iv. Redirection

 v. Ignoring behaviors

 vi. Communicating effectively

 vii. Natural and logical consequences

 viii. Conflict resolution and problem-solving

 ix. Direct teaching of appropriate behaviors

 x. Supporting positive responsive relationships and environments

 V. Classroom Management Issues

 a. Identification

 b. Individual Needs and Personalities

 c. Strategies

 d. Resources and Supports

 VI. Fostering Pro-Social Skills

 a. Definition of prosocial skills

 b. Development of prosocial skills

 c. Specific activities for nurturing prosocial skills

 VII. Technology Use

 a. Research

 b. Practical applications