ECE370 - Guiding Engaged, Resilient Learners
| Year: | 2024 unit information |
|---|---|
| Enrolment modes: | Trimester 1: Burwood (Melbourne), Online, Community Based Delivery (CBD)* |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Cohort rule: | Students must be enrolled in course E330, E333 or E334 |
| Prerequisite: | Must have successfully completed 10 credit points |
| Corequisite: | Nil |
| Incompatible with: | Nil |
| 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. |
| Scheduled learning activities - campus | 1 x 3-hour seminar per non-placement teaching weeks |
| Scheduled learning activities - online | 1 x 1.5-hour practical experience (online) 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.
Unit Fee Information
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