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

  Understanding and Managing Challenging Behaviour in Young Children

• Unit Code

  EDU4310

• Year

  2016

• Enrolment Period

  2

• Version

  1

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

Description

This unit focuses on creating and maintaining inclusive early childhood settings in which educators are proactive and effective when working with children with challenging behaviours. It examines theories and perspectives that relate to social, emotional and cognitive aspects of inclusion and current issues relating to children's behavior in care and education settings. This unit gives pre-service teachers opportunities to explore their own beliefs while building and critiquing a repertoire of strategies to prevent challenging behaviours and addressing them effectively when they occur. Further it explores functional assessment and the use of collaborative problem solving with children and parents. It assists in the development of skills for working with other professionals in building a team around the child where needed.

Prerequisite Rule

ECS2240

Learning Outcomes

On completion of this unit students should be able to:

1. Critique a number of approaches to building an inclusive setting, preventing and responding to challenging behaviour, and relate them to theoretical principles/ perspectives.
2. Analyse a number of risk and protective factors related to challenging behaviours.
3. Identify appropriate responses to motivate, plan, manage and engage learners with the curriculum, learning environment and relationships for effective teaching and learning to occur.
4. Describe a number of strategies for supporting children's behaviour and implement functional assessment.
5. Use collaborative problem solving to work with families and with other professionals.
6. Articulate a personal philosophy for creating positive learning environments and describe its practical implementation.

Unit Content

1. Theories and perspectives of learning, engagement and motivation related to supporting children's behaviour.
2. Risk, protective factors and underlying causes of challenging behaviour.
3. Identification of the links between teacher's beliefs about learning, learner engagement and motivation and the teaching strategies they employ for effective teaching and learning.
4. The skills and strategies of preventative behaviour guidance and responding effectively when challenging behaviors occur.
5. Functional assessment.
6. The skills and strategies to work collaboratively with families and other professionals.
7. Linking philosophical beliefs to practice; planning for effective learning and social environments to engage all children.

Additional Learning Experience Information

Lectures/tutorials

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

• ^ Kaiser, B., & Sklar R.J. (2012). Challenging behaviour in young children. (3^rd ed.). Boston, MA: Pearson.
• Charles, C. M. (2008). Building classroom discipline. (9th ed.). Boston, MA: Pearson/Allyn & Bacon.
• Feeney, S., Moravcik, E., & Nolte, S. (2013). Who am I in the lives of children? An    introduction to early childhood education. Upper Saddle, NJ: Pearson.
• Ferris Miller, D. (2013). Positive child guidance. (8th ed.). Australia: Wadsworth Cengage Learning.
• Fields, M.V., Meritt, P.A., & Fields, D.M. (2013). Constructive guidance and discipline: Birth to age eight. (6^th ed.). Boston, MA: Pearson.
• Greenman, J. (2007). Caring spaces, learning places. Children’s environments that work. Redmond, WA: Exchange Press.
• Henley, M. (2010). Classroom management: A proactive approach. (2^nd ed.). Upper     Saddle River, NJ: Pearson.
• Manning, M., & Buche, K. (2013). Classroom management: Models, application and cases. (3^rd ed.). Boston, MA: Pearson.
• Lever, C. (2011). Understanding challenging behaviour in inclusive classrooms. Boston, MA: Pearson.
• Lyons, G., Ford, M., & Arthur-Kelly, M. (2011). Classroom management: Creating positive learning environments. (3rd ed.). South Melbourne, Australia: Cengage.
• Porter, L. (2008). Young children’s behaviour: Practical approaches for caregivers and    teachers. (3^rd ed.). Sydney, Australia: Elsevier.

^ Mandatory reference