ECE1113 - Behavior Guidance

Competencies

1. Identify and describe how to utilize teacher strategies, including guidance and classroom management techniques, to accommodate the developmental characteristics of infants and toddlers, promoting positive self-esteem and a sense of security.
2. Examine and describe how to assess infant, toddler and pre-primary children's emerging levels of social and emotional development, and then utilize teacher strategies, social/emotional learning experiences and the classroom environment to establish and promote individualized, responsive, predictable adult interactions and healthy peer relationships.
3. Examine and explain how to establish, maintain and promote a healthy, responsive, predictable and physically and psychologically safe classroom environment to meet the social/emotional needs of pre-primary and primary-aged children.
4. Examine and describe the influence of the physical setting, schedule, routine and transitions on children's experiences, and then plan how to utilize those experiences to promote development and learning in pre-primary and primary-aged children.
5. Recognize, research and describe the consequences and effects of stress and trauma, including the influence of protective factors and resilience, mental health and supportive relationships on the development of pre-primary aged children.
6. Examine how to structure the learning environment and utilize teaching strategies to promote positive and constructive interactions among children and feelings of belonging, security, personal worth and self-confidence in pre-primary aged children.
7. Examine learning experiences that promote and allow for pre-primary aged children's construction of social knowledge, such as cooperating, helping, negotiating and talking with others to solve problems.
8. Research how positive child guidance techniques support the development of pre-primary aged children's self-acceptance, self-control and social responsiveness.
9. Understand the importance of relationship-based, culturally affirming and proactive approaches to behavior, and how to implement these approaches to improve student outcomes and reduce exclusionary practices.