Guidance & Classroom Management
Course Number: ECE 121
Transcript Title: Guidance & Class Mngmt
Created: September 1, 2012
Updated: June 11, 2020
Total Credits: 3
Lecture Hours: 30
Lecture / Lab Hours: 0
Lab Hours: 0
Satisfies Cultural Literacy requirement: No
Satisfies General Education requirement: No
Grading options: A-F (default), P-NP, audit
Repeats available for credit: 0
Focuses on age-appropriate guidance and observations techniques for individual children birth to age eight. Consciously observing children and applying developmentally appropriate principles of guidance based on child development theory and research helping early childhood professionals shift their focus from correcting or controlling behavior to providing satisfying, joyful experiences and relationships that build a child’s inner resources, providing a kind of immunity from the ill effects of life’s challenges. Prerequisites: RD 90, WR 90 or equivalent placement test scores. Audit available.
Upon successful completion of this course, students will be able to:
- Demonstrate a concrete understanding of the differences in key terms used concerning guidance and what is appropriate for the ECE classroom.
- Articulate the role of observation in communicating with parents and professionals.
- Identify the skills and strategies needed for making accurate observations of individual children based on child development principles.
- Model various informal and formal observation and assessment strategies, as well as how to embed observation into the daily routine of the ECE classroom.
- Maintain appropriate records of children’s development and behaviorwhile safeguarding confidentiality and privacy.
- Plan developmentally appropriate practice (DAP) techniques, strategies, and opportunities for a young child’s healthy concept of self, self-regulation, and ability to interact appropriately with others.
Outcome Assessment Strategies
Assessments may include: class participation, quizzes, portfolio artifacts, research paper, written observations, journal reflections, child case study and written assignments.
Course Activities and Design
The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.
Course Content (Themes, Concepts, Issues and Skills)
Students will learn to use, observe and/or assess using in the following:
- How to observe children
- Standards, outcome and competency based teaching
- Observer and assessment objectivity
- Observation and assessment toots and techniques may include
- Running Records Assessment
- Anecdotal records – observation
- Intervention techniques
- Assessment technology
- State standards
Students will learn to use and observe the following effective guidance techniques
- Encouragement and support
- Identifying and addressing the cause behind the behavior (behavior is a symptom)
- Positive Communication
- A Pro-Social Environment
- Relationships between development and guidance
- Communications with parents
- Child temperament assessment
- Cultural awareness in guidance
- Students with special needs
- Developmentally appropriate practices (DAP)
- Effective guidance interventions
NAEYC standards that relate to guidance and observation 3) Observing, documenting, and assessing to support young children and families
Core Knowledge categories – Observation & Assessment (OA) Understanding & Guiding Behavior (UGB)
Students must have access to infants, toddlers, or young children (2.5 - 5 years) in order to complete observation assignments.