Handbook : Unit informationEdith Cowan University

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

• Unit Title

  Guiding Children's Behaviour in Positive Learning Environments

• Unit Code

  ECS2240

• Year

  2016

• Enrolment Period

  2

• Version

  2

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

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Description

This unit examines the behaviour of young children and the factors that influence it, including the processes of developing reciprocal and respectful relationships. Students will examine the features of children's engagement in their learning, and reflect upon the beliefs and assumptions they hold about guiding children's behaviour. Further, the role of the teacher and partnerships with parents in supporting children's self regulation and behaviour will be investigated. Students will have the opportunity to develop skills for effective teaching and learning, connecting with children, strategies for transition and continuity, dealing with common inappropriate behaviour, and the restorative processes.

Prerequisite Rule

Students must have completed ECS1240 and ECS1265

Equivalent Rule

Unit was previously coded WPL2110

Learning Outcomes

On completion of this unit students should be able to:

1. Compare and evaluate theoretical models that underpin the management of diverse early learning environments.
2. Describe the processes involved in establishing reciprocal, respectful relationships with and between all key stakeholders.
3. Determine appropriate strategies and skills involved in guiding young childrens behaviour and creating positive learning environments.
4. Examine the relationships between curriculum, pedagogy, the environment and childrens behaviour.
5. Formulate a personal philosophy and strategies for guiding young childrens behaviour and creating positive learning environments.
6. Identify aspects of engagement in learning and a range of methods to motivate and engage children in their learning.
7. Use academic conventions and processes to express opinions, perspectives and ideas.

Unit Content

1. Continuity and strategies for effective and positive transitions.
2. Interrelationships between curriculum, pedagogy, the environment and children's behaviour.
3. Key elements for developing a personal philosophy for guiding childrens behaviour and creating positive learning environments.
4. Processes for inquiry and reflection.
5. Skills in working with children, guiding behaviour and supporting their self-regulation.
6. Strategies and skills involved in creating positive learning environments.
7. Strategies to support partnerships with parents.
8. Theoretical models relating to guiding children's behaviour and managing learning environments.

Additional Learning Experience Information

This may include: Lectures Tutorials and discussion (on campus) Online learning experiences Directed readings Collaborative group work

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

Text References

• ^ Fields, M., Meritt, P., & Fields, D. (2014). Constructive guidance and discipline: Birth to eight. (6th ed.). Upper Saddle River, NJ: Pearson.
• Porter. L. (2016). Young children's behaviour. Guidance approaches for early childhood educators. (4th ed.). Sydney, Australia: MacLennan & Petty.
• Ferris Miller, D. (2013). Positive child guidance. (7th ed.). USA:  Cengage Learning.

^ Mandatory reference

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