91福利社

Guiding Young Children — ECYD 1235

1. Course Description
   • Credits: 3.00
   • Lecture Hours/Week: 3.00
   • Lab Hours/Week: 0.00
   • OJT Hours/Week: 0
   • Prerequisites: None
   • Corequisites: None
   • MnTC Goals: None
   This course examines the positive, developmentally appropriate strategies used to guide children's behavior and support social and emotional development during early childhood. The course examines the multiple influences on child behavior as well as strategies to support self-regulation and peer relationships during early childhood. To complete assignments in this class, students are required to spend approximately 10 hours per semester outside of class time observing and interacting with young children in community-based early childhood programs. NOTE: This course requires a MN OHS criminal background study including fingerprints.
2. Course Effective Dates: 8/9/19 – Present
3. Outline of Major Content Areas
   As noted on course syllabus
4. Learning Outcomes
   1. Articulate a philosophy of guidance that supports improved student outcomes and reduced exclusionary practices by describing relationship-based, culturally affirming and proactive approaches used by early childhood professionals.
   2. Identify influences on child behavior including the developmental characteristics of children from infant through the primary years, environmental factors, development of self-regulation, stress and trauma, resilience, temperament, culture, and presence of supportive relationships.
   3. Label consequences and antecedents of behaviors and predict their effect on behaviors.
   4. Describe the importance of early childhood mental health including creating in each child a sense of belonging, security, personal worth, self-esteem, and self-confidence toward learning.
   5. Explain the importance of communication with colleagues and families to provide consistency in guidance.
   6. Plan developmentally appropriate routines, transitions, schedules, interaction sequences, and prosocial teaching strategies and tools in work with children from infancy through the primary years.
   7. Create appropriate social and emotional goals for young children including assessing social and emotional development in children from infancy through the primary years.
   8. Explain the use of preventive strategies in developmentally appropriate guidance.
   9. Plan experiences in which children learn to express emotions in positive ways, solve problems, and make decisions including self-regulation and calming strategies.
   10. Plan environments where young children are able to explore and expand peer relationships.
5. Minnesota Transfer Curriculum Goal Area(s) and Competencies
   
6. Learner Outcomes Assessment
   As noted on course syllabus
7. Special Information
   None noted