Guidance & Classroom Management: Birth to Age 8

Course Number: ECE 121
Transcript Title: Guidance & Class Mngmt
Created: September 1, 2012
Updated: July 21, 2021
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

Prerequisites

RD 90, WR 90 or equivalent placement test scores

Course Description

Covers guidance techniques and classroom management strategies for individual and groups of young children that are grounded in developmentally appropriate practices which support pro-social behaviors for children birth to age eight. Examines early childhood guidance principles, theories and research with an emphasis on intentional teaching practices, including supportive interactions and environmental design for children birth to age 8. Prerequisites: RD 90, WR 90 or equivalent placement test scores. Audit available.

Intended Outcomes

Upon successful completion of this course, students will be able to:

  1. Recognize developmental, environmental, cultural, and social factors that influence children's behavior.
  2. Identify, individually and collectively, appropriate guidance techniques for groups of children based on proven theory, research, and developmentally appropriate practice.
  3. Demonstrate positive, respectful, and culturally responsive approaches to guidance.
  4. Use key terms and theories accurately when discussing and writing about positive behavior supports and guidance strategies.
  5. Utilize appropriate observation tools when determining guidance and classroom management techniques for children based on proven theory, research, and developmentally appropriate practice.
  6. Plan developmentally appropriate classroom curriculum and instructional strategies that support attachment, positive relationships, self-regulation, and pro-social interactions for young children birth to age 8.

Outcome Assessment Strategies

Assessments may include: class participation, quizzes, portfolio artifacts, research paper, written observations, journal reflections, child case study and written assignments.

Texts and Materials

Marion, M. (2015). Guidance of young children (10th ed.). Pearson.

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.

Department Required Activities

This course should result in a minimum of one portfolio artifact for NAEYC Standard #4 – Developmentally, Culturally, and Linguistically Appropriate Teaching Practices.

Course Content (Themes, Concepts, Issues and Skills)

Outcome #1: Recognize developmental, environmental, cultural, and social factors that influence children's behavior.
  • Influential Theories/Theorists
    • Maslow’s Self-Actualization Theory
    • Hierarchy of Human Needs
    • Bronfenbrenner’s Ecological Systems Theory
    • Erik Erikson’s Psychosocial Theory
  • Individual temperament
  • ACEs
  • Resiliency
    • Child resiliency factors
    • Family resiliency factors
  • Socioeconomic factors
    • Basic needs met
    • Access to healthcare
    • Access to education
    • Access to resources  
Outcome #2: Identify, individually and collectively, appropriate guidance techniques for groups of children based on proven theory, research, and developmentally appropriate practice.
  • Guidance techniques
    • Direct
    • Indirect
  • Response to Intervention (RTI - pyramid model)
    • Universal strategies
    • Individualized strategies
    • Targeted strategies
  • Involving specialists in the process
  • Trauma-informed care
Outcome #3: Demonstrate positive, respectful, and culturally responsive approaches to guidance.
  • Cultural variations regarding parenting and guidance styles
  • Power models
    • Authoritarian
    • Authoritative
    • Permissive
  • Supporting DLL children and their families
  • Elements of implicit bias
  • Stereotypes
  • Expulsion rates in early childhood  
Outcome #4: Use key terms and theories accurately when discussing and writing about positive behavior supports and guidance strategies.
  • PBIS (positive behavior interventions and supports)
  • Principles of Child Development
    • Core Developmental Learning Domains
    • Emphasis on Social/Emotion Learning Domain
    • Emphasis on Cognitive Domain
    • Executive Functions
Outcome #5: Utilize appropriate observation tools when determiningguidance and classroom management techniques for children based on proven theory, research, and developmentally appropriate practice
  • Behavior as language (unmet needs)
  • B.F. Skinner and Behaviorism
    • Shaping
    • Reinforcement
    • Extinction
  • Internal versus external control
    • Evaluating rewards versus punishment
    • Praise versus encouragement
  • ABC of behavior analysis
    • Antecedent
    • Behavior
    • Consequence; both natural and logical
  • Types of observation
    • Qualitative- anecdotal
    • Quantitative - behavior incident documentation
  • Goal of observation
  • Decision-Making Model of Child Guidance
Outcome #6: Plan developmentally appropriate classroom curriculum and instructional strategies that support attachment, positive relationships, self-regulation, and pro-social interactions for young children birth to age 8.
  • Teacher role – Intentional teaching strategies
    • Developmentally appropriate curriculum
    • Environment set-up
  • Piaget and play-based learning
  • Howard Gardner’s Theory of Multiple Intelligences
  • Universal design
    • Person-first language
  • Social emotional learning and social stories
    • Fostering self-regulation
    • Problem solving strategies
    • Solution kits
  • Supportive relationships and attachment
  • Albert Bandura and Social Cognitive Theory
    • Modeling

Department Notes

NAEYC Standard:
  • #4 – Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Oregon Core Knowledge Category:
  • Understanding & Guiding Behavior (UBG) - 30 hours