EDUC& 130: Guiding Behavior

Upon successful completion of the course, students should be able to demonstrate the following knowledge or skills:

1. Identify developmentally appropriate individual and group behaviors of children.
   Core Competencies: VI: Interactions: 3e-Relates guidance practices to knowledge of personalities and development, 2b-Modifies play no longer appropriate.
   NAEYC: 1a: Knowing and understanding young children’s characteristics and needs, 1b: Knowing and understanding the multiple influences on development and learning, 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments.
2. Describe positive guidance techniques for children
   Core Competencies: VI: Interactions: 2- Follows a variety of positive direct and indirect guidance methods and avoids negative.
   NAEYC: 4b: Knowing and understanding effective strategies and tools for early education, 4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches.
3. Develop ways to respond to children with positive, respectful, culturally responsive interactions.
   Core Competencies: VI: Interactions: 2g-Provides an environment that helps each child to know, accept, and take pride in him/herself and to develop a sense of independence and belonging.
   NAEYC: 4a: Understanding positive relationships and supportive interactions as the foundation of their work with children.
4. Plan an environment supportive of young children’s development with focus on attachment, self-help, relationship building, and exercising of executive function.
   Core Competencies: VI: Interactions: 2e-Provides a supportive environment in which children can learn and practice appropriate and acceptable behaviors as individuals and as a group member.
   NAEYC: 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments.
5. Articulate strategies to promote social and emotional competence and positive sense of self.
   Core Competencies: VI: Interactions: 2d-Responds to children’s behavior in ways that encourage self-control, 2i-Uses strategies to assist children in learning emotions in positive ways, solve problems and make decisions.
   NAEYC: 4a: Understanding positive relationships and supportive interactions as the foundation of their work with children, 4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches.
6. Explain strategies for professional interactions with families and staff, reflecting confidentiality, respect, and a positive approach to guidance.
   Core Competencies: VI: Interactions: 2j-Communicates with families regarding areas of concern, developing cooperative strategies to manage problems. IV: Family and Community Partnerships: 3c-Recognizes that information on cultural and family beliefs about child-rearing is learned.
   NAEYC: 2b: Supporting and engaging families and communities through respectful, reciprocal relationships, 2c: Involving families and communities in their children’s development and learning.
7. Compare and contrast at least three approaches to guiding behavior.
   Core Competencies: II: Curriculum & Learning Environment: Promoting Social/Emotional: 2g-Supports children’s development of self-awareness and identity, VI: Interactions: Group experiences: 2e-Encourages positive relationships, communication, and guidance strategies including problem solving and negotiation.
   NAEYC: 4b: Knowing and understanding effective strategies and tools for early education, 5a: Understanding content knowledge and resources in academic disciplines, 6d: Integrating knowledgeable, reflective, and critical perspectives on early education.