| Searching Current Courses For Fall 2015 |
|
Course: |
ECE 103
|
|
Title: | Guidance Strategies Yng Child |
|
Long Title: | Guidance Strategies for Young Children |
|
Course Description: | Explores guidance theories, applications, goals, techniques and factors that influence expectations, classroom management issues, and prosocial skills. Addresses ages birth through age 8. |
|
Min Credit: | 3 |
|
Max Credit: | |
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
|
Arapahoe Community College |
ACC |
|
Community College of Aurora |
CCA |
|
Colorado Community College Sys |
CCCS |
|
Community College of Denver |
CCD |
|
Colorado Northwestern CC |
CNCC |
|
Front Range Community College |
FRCC |
|
Lamar Community College |
LCC |
|
Morgan Community College |
MCC |
|
Northeastern Junior College |
NJC |
|
Otero College |
OJC |
|
Pueblo Community College |
PCC |
|
Pikes Peak State College |
PPCC |
|
Red Rocks Community College |
RRCC |
|
Trinidad State College |
TSJC |
Skip to top of page