REQUIRED COURSE LEARNING OUTCOMES

 1.  Explain guidance theories that influence guidance practices with children.

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

 3.  Apply child development knowledge to guidance techniques.

 4.  Explain the influences of culture and diverse family structures on the child’s behavior.

 5.  Identify evidence-based guidance techniques.

 6.  Practice evidence-based guidance techniques.

 7.  Examine personal attitudes toward children’s behavior.

 8.  Apply techniques that facilitate pro-social skill development in young children with and without exceptionalities.

 9.  Design a supportive physical classroom environment.

 10. Identify components for creating a supportive and inclusive community of learners.

 11. Identify strategies for working collaboratively with families and other professionals.

 RECOMMENDED TOPICAL OUTLINE:

 I.    Foundations of guidance

         A.  Distinction between discipline, punishment and guidance

         B.  Goals of guidance

             1.  Individual and group guidance and problem-solving techniques

             2.  Positive and supportive relationships with children and families

             3.  Positive social interaction among children

             4.  Positive strategies of conflict resolution, personal self-control, self-motivations, and self-esteem

         C.  Child development theories from the lens of guidance

             1.  Developmental

             2.  Behavioral

             3.  Maturational

             4.  Constructivist

             5.  Other theories

             6.  Applying theory to guidance practice

         D.  Social and emotional development of young children

         E.  Current evidence-based approaches

 II.   Teacher professionalism

         A.  Ethical responsibilities

             1.  Childcare licensing requirements related to guidance and expulsion

             2.  National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct

         B.  Teacher dispositions

             1.  Temperament

             2.  Caregiving styles

         C.  Personal implicit bias

         D.  Team processes

         E.  Compassion fatigue and teacher burnout

 III.  Factors influencing mistaken or challenging behavior

         A.  The child

             1.  Growth and development

             2.  External influences on development

                 a.  Media-portrayed violence

                 b.  Adverse Childhood Events (ACEs)

             3.  Stress

             4.  Health and environment

         B.  The family

             1.  Family structure and dynamics

             2.  Culture and diversity

                 a.  Socioeconomics

                 b.  Race and ethnicity

             3.  Parenting or care-giving style

             4.  Communications and partnership with families

         C.  Developmentally inappropriate classroom climate

             1.  Identify hot button behaviors with teachers

             2.  Behavior as a form of communication

                 a.  Acquire

                 b.  Avoid

                 c.  Change context to fit the child

             3.  Reframing mistaken or challenging behaviors to teach new skills

 IV. Guidance techniques

         A.  Observation

         B.  Indirect strategies

             1.  Room arrangement

             2.  Centers and materials

             3.  Use of visual support tools

             4.  Daily routines and transitions

             5.  Curriculum

             6.  Classroom adult-to-child ratio

         C. Direct strategies

             1.  Setting limits and offering choices

             2.  Modeling appropriate behaviors

             3.  Using praise and encouragement

             4.  Redirection

             5.  Ignoring behaviors

             6.  Communicating effectively

             7.  Natural and logical consequences

             8.  Conflict resolution and problem-solving skills

             9.  Direct teaching of appropriate behaviors

             10. Supporting positive responsive relationships and environments

         D.  Trauma-informed practice

             1.  Definition

             2.  Applying individual approaches to guidance

 V.    Fostering prosocial skills

         A.  Definition

         B.  Development

         C.  Specific activities