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  2. Understanding and Managing Challenging Behaviour in Young Children [EDU4310]

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.

Please note that given the circumstances of COVID-19, there may be some modifications to the assessment schedule promoted in Handbook for Semester 1 2020 Units. Students will be notified of all approved modifications by Unit Coordinators via email and Unit Blackboard sites. Where changes have been made, these are designed to ensure that you still meet the unit learning outcomes in the context of our adjusted teaching and learning arrangements.

  • Unit Title

    Understanding and Managing Challenging Behaviour in Young Children

  • Unit Code

    EDU4310

  • Year

    2020

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

  • Unit Coordinator

    Dr Kay Elizabeth AYRE

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

Students must pass ECS2240 and EDS3240 to enrol in this unit

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.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECU Blackboard.

JoondalupMount LawleySouth West (Bunbury)
Semester 1Not Offered8 x 4 hour seminarNot Offered

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECU Blackboard as well as additional ECU learning technologies.

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.

ON CAMPUS
TypeDescriptionValue
ProjectProject60%
AssignmentAssignment40%
ONLINE
TypeDescriptionValue
ProjectProject60%
AssignmentAssignment40%

Core Reading(s)

  • Barbara Kaiser, J. S. R. (2017). Challenging behavior in young children: understanding, preventing, and responding effectively (p. 343). Pearson. Retrieved from https://ecu.on.worldcat.org/oclc/938953347
  • Kaiser, B., & Rasminsky, J. S. (2017). Challenging behavior in young children:Understanding, preventing and responding effectively (4th ed.). Boston: Pearson. Retrieved from https://ecu.on.worldcat.org/oclc/938953347

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EDU4310|2|1

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.

Please note that given the circumstances of COVID-19, there may be some modifications to the assessment schedule promoted in Handbook for this unit. All assessment changes will be published by 27 July 2020. All students are reminded to check handbook at the beginning of semester to ensure they have the correct outline.

  • Unit Title

    Understanding and Managing Challenging Behaviour in Young Children

  • Unit Code

    EDU4310

  • Year

    2020

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

  • Unit Coordinator

    Dr Kay Elizabeth AYRE

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

Students must pass ECS2240 and EDS3240 to enrol in this unit

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.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECU Blackboard.

JoondalupMount LawleySouth West (Bunbury)
Semester 1Not Offered8 x 4 hour seminarNot Offered

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECU Blackboard as well as additional ECU learning technologies.

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.

ON CAMPUS
TypeDescriptionValue
ProjectProject60%
AssignmentAssignment40%
ONLINE
TypeDescriptionValue
ProjectProject60%
AssignmentAssignment40%

Core Reading(s)

  • Barbara Kaiser, J. S. R. (2017). Challenging behavior in young children: understanding, preventing, and responding effectively (p. 343). Pearson. Retrieved from https://ecu.on.worldcat.org/oclc/938953347
  • Kaiser, B., & Rasminsky, J. S. (2017). Challenging behavior in young children:Understanding, preventing and responding effectively (4th ed.). Boston: Pearson. Retrieved from https://ecu.on.worldcat.org/oclc/938953347

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EDU4310|2|2