ECE370 - Guiding Engaged, Resilient Learners
Unit details
| Year: | 2024 unit information |
|---|---|
| Enrolment modes: | Trimester 1: Burwood (Melbourne), Online, Community Based Delivery (CBD)* |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Unit Chair: | Trimester 1: Carole Lanting |
| Cohort rule: | This unit is only available to students enrolled in E330, E333 or E334 |
| Prerequisite: | Must have successfully completed 10 credit points |
| Corequisite: | Nil |
| Incompatible with: | Nil |
| Typical study commitment: | Students will on average spend 150-hours over the teaching period undertaking the teaching, learning and assessment activities for this unit. This will include educator guided online learning activities within the unit site. |
| Educator-facilitated (scheduled) learning activities - on-campus unit enrolment: | 1 x 3-hour seminar per non-placement teaching weeks |
| Educator-facilitated (scheduled) learning activities - online unit enrolment: | 1 x 1.5-hour online seminar per non-placement teaching weeks |
Note:*Community Based Delivery (CBD) is for National Indigenous Knowledges, Education, Research and Innovation NIKERI Institute students only. | |
Content
This unit aims to introduce developmentally responsive approaches to the promotion of prosocial behaviours in early childhood and primary settings. Students are encouraged to explore children's behaviour as communication and to develop strategies and environments which support children's emerging capacities for self-regulation. Topics include: the major dimensions of social-emotional development, for example, temperament, attachment, self -concept, empathy, relationships with parents, peers and teachers and the need to actively teach social skills (e.g. turn taking and sharing).
Challenging behaviours are explored through the formulation of individualised behaviour management plans based on observation, analysis and interpretation. Teaching strategies are examined as both a preventative and responsive practice to support positive behaviour in the classroom, including classroom organisation techniques, setting expectations, providing directions, and the use of positive teaching and communication strategies (verbal and non-verbal) and educational planning in a manner which fosters children's ability to self-regulate in early childhood and school settings. The guidance approach adopts an ethics of care pedagogy to respond to behavioural concerns. Relationship building, empathy and positive communication (verbal and non-verbal) are at the centre of the practices taught in the unit to respond to children’s behaviour.
During the unit, students will make connections with early childhood and primary school curriculum documents with regards to learning outcomes for teaching scope and sequence. For primary school aged children, specific connections will be made with the Health and Physical Education learning area of Communicating and interacting for health and wellbeing, and all learning areas of Personal and Social Capability curriculum.
| ULO | These are the Learning Outcomes (ULO) for this unit. At the completion of this unit, successful students can: | Deakin Graduate Learning Outcomes |
|---|---|---|
| ULO1 | Critically evaluate and improve educational programs based on comprehensive understandings of how the environment and pedagogy influence children’s behaviour, learning and wellbeing | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking GLO5: Problem solving |
| ULO2 | Apply in depth knowledge of educator-child relationships and effective communication strategies (verbal and non-verbal) to guide children’s behaviour and support engagement in the learning environment | GLO1: Discipline-specific knowledge and capabilities GLO5: Problem solving |
| ULO3 | Critically analyse the characteristics and learning needs of the individual child using a variety of strategies and techniques (for example, observations of the child, communication with families etc) to support effective teaching and learning | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking GLO5: Problem solving |
| ULO4 | Critically analyse group and individual data, applying discipline specific knowledge of children’s behaviour, to develop appropriate approaches, responses and strategies to improve children’s behaviour, learning and wellbeing | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking GLO5: Problem solving |
| ULO5 | Apply knowledge of the guidance approach, teacher standards and curriculum to behaviour management to develop and implement an individual learning plan for a child who exhibits challenging behaviours, using recommended strategies that support the child’s engagement in the learning environment and to foster positive wellbeing | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking GLO5: Problem solving |
Assessment
| Assessment Description | Student output | Grading and weighting (% total mark for unit) | Indicative due week |
|---|---|---|---|
| Assessment 1 - Evaluating the learning environment | 2000 words or equivalent | 50% | Week 7 |
| Assessment 2 - Individualised Learning Plan | 2000 words or equivalent | 50% | Week 11 |
The assessment due weeks provided may change. The Unit Chair will clarify the exact assessment requirements, including the due date, at the start of the teaching period.
Learning Resource
The texts and reading list for the unit can be found on the University Library via the link ECE370
Note: Select the relevant trimester reading list. Please note that a future teaching period's reading list may not be available until a month prior to the start of that teaching period so you may wish to use the relevant trimester's prior year reading list as a guide only.
Unit Fee Information
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