ECHS 2000 - Guidance & Behavior

Credit Hours: 3.00

Objectives:

1. Biological factors
   1. Prenatal development
   2. Genes
   3. Gender
   4. Health
   5. Temperament
2. Interpersonal Relationships
   1. Familial influences
   2. Attachment
   3. Cultural practices
   4. Trauma - violence, abuse, addiction or neglect or chronic health problem or disability of a family member.
3. Environmental factors
   1. Housing
   2. Nutrition
   3. Toxins and pollution
   4. Community resources
   5. Economic and employment status
   6. Education

Outcome 2: Upon completion of this course, the student will be able to determine stages of development from infancy through early elementary.

Objectives:

1. Emotional Development
2. Social Development
3. Cognitive Development
4. Language Development
5. Physical Development

Outcome 3: Upon completion of this course, the student will be able to identify key social and emotional milestones for young children.

Objectives:

1. Interpersonal Relationships - Establishing emotional connections with others.
2. Self-Awareness - Developing a sense of themselves as individuals.
3. Self-Regulation - The control of emotion, attention and physiological responses to stimulation.
4. Social Competence - Social skills, social awareness and self-confidence.
5. Autonomy / Agency - Decision making skills, independence and responsibility.

Outcome 4: Upon completion of this course, the student will be able to assess behavior through the use of observation.

Objectives:

1. Describe the value of observation.
2. Clarify the difference between objective and subjective recording techniques.
3. Identify professional and ethical considerations to observing.
4. Observe and record using various assessment methods.
   1. Anecdotal Record
   2. Developmental Checklist
   3. Frequency Count
   4. Event Sample
   5. Time Sample
   6. Running Record
5. Interpret data collected.
   1. Identify the personality and dimensions of the child (interests, needs, developmental level).
   2. View children in the context of family, culture, and community.
   3. Acknowledge that life circumstances and past experiences can contribute to or stifle development.
   4. Concede that observers’ perceptions of behaviors may be biased, and that because of this it is crucial for observers to make efforts to be aware and focused on truly seeing the child.
6. Describe how observations can be shared with colleagues and families.

Outcome 5: Upon completion of this course, the student will be able to modify classroom schedules, routines and environments that encourage inappropriate behaviors.

Objectives:

1. Schedule
   1. Addresses child’s physiological needs
   2. Ratio of adults to children
   3. Balance of activities organized around care routines
   4. Consistent and predictable
2. Routine
   1. Rules
   2. Rituals
   3. Transitions
3. Environment
   1. Space
   2. Design
   3. Materials
   4. Organization
   5. Visual stimulation
   6. Aesthetics

Outcome 6: Upon completion of this course, the student will be able to identify appropriate child guidance techniques to address and prevent challenging behaviors.

Objectives:

1. Determine developmentally appropriate approaches to child guidance.
   1. Provide positive attention and active listening
   2. Model prosocial behavior
   3. Label feelings
   4. Provide choices
   5. Demonstrate calming techniques
   6. Use natural and logical consequences
   7. Scaffold conflict resolution strategies
   8. Positive reinforcement - descriptive praise, encouragement and acknowledgement of proper behavior.
   9. Direct guidance, clear limits, explanations of appropriate behavior

Outcome 7: Upon completion of this course, the student will be able to initiate a behavior intervention plan.

Objectives:

1. State how early educators can collaborate with the child’s family, colleagues, resource and referral organizations and other professionals to work together for the good of the child.       
2. Collect information through objective observation and documentation.
   1. Seek out family input.
   2. Notate antecedents and events or conditions that increase or trigger the behavior as well as the consequence of the behavior.
   3. Notate all factors and patterns related to the behavior such as time, location, activities and other persons who may be present.
3. Identify what could be the intended message of the behavior (i.e.: what does the child hope to gain or escape from?)
4. Determine the goal for intervention
   1. Increase social competence
   2. Enhance self-esteem
   3. Promote a healthy expression of emotions
   4. Encourage children’s self-regulation and self-control
   5. Support autonomy
5. Determine prevention strategies and attempt to mitigate behaviors.
6. Determine appropriate child guidance techniques.
7. Establish expectations for outcome behaviors.

• Communication: The graduate can communicate effectively for the intended purpose and audience.
• Critical Thinking: The graduate can make informed decisions after analyzing information or evidence related to the issue.
• Global Literacy: The graduate can analyze human behavior or experiences through cultural, social, political, or economic perspectives.
• Information Literacy: The graduate can responsibly use information gathered from a variety of formats in order to complete a task.
• Quantitative Reasoning: The graduate can apply quantitative methods or evidence to solve problems or make judgments.
• Scientific Literacy: The graduate can produce or interpret scientific information presented in a variety of formats.