This course prepares students to guide children’s behavior through the implementation of developmentally appropriate and positive approaches in a way that respects children's self esteem and social skills. Emphasis is placed on exploring how relevant factors may impact behaviors (e.g. culture, environment). Prevention and intervention strategies are explored as well as the professional’s role in guidance.
Date First Offered:
Total Hours: 45
Lecture Hours: 45
This course is offered online:
HDEC 100 Essential Skills for Human Services
HDEC 101 Human Development 1
EDAS 141A Education Assistant Foundations (EDAS students only), or by permission of Instructor
- Foundations for Guidance - philosophy, theory, goals, relevant legislation, ethics, Ministry resources
- Development and Behavior-inclusion, family contexts
- The Role of Environment- physical, people/systems, programming
- Positive Guidance Strategies-Prevention, Intervention
- Effective and Respectful Communication
- The Rights of the Child
- Managing Challenging Behaviors-exploring approaches
Upon successful completion of this course the learner will be able to:
- Identify primary goals for guiding children's behavior.
- Identify legislation, ethical practice and Ministry resources relevant to guiding children’s behavior.
- Explain how development influences behavior.
- Identify and explain how primary factors, other than development, influence children's behavior (culture, environment, diversity) .
- Organize the environment to support pro-social behavior.
- Demonstrate positive and respectful communication and attitudes in guiding children's behavior.
- Maintain a professional and caring approach in interactions and communication with children, parents and professionals (as applicable) regarding children’s behavior.
- Identify and demonstrate positive prevention oriented strategies in guiding children's behavior.
- Identify and demonstrate positive intervention strategies in response to inappropriate behavior.
- Identify and demonstrate encouraging strategies other than praise, for supporting appropriate behavior.
- Define punitive guidance and identify positive alternatives.
- Articulate a positive approach, including philosophy and practice, for guiding children's behavior.
- Reflect on and improve guidance practice.
- Reflect how values and personal experience affect guidance.
- Describe how the professionals’ image of the child affects guidance.
- Describe how an image of the child as capable individual influences guidance and the child’s social/emotional development.
- Explore the connection between stages of development and behavior.
- Explain how positive guidance supports social/emotional development.
- Identify children's rights.
- Supporting children with diverse circumstances and needs.
- Identify and associate BC Child Care Legislation, ECEBC Code of Ethics principles and guidance strategies in BC Health Planning’s booklet Guiding Children's Behavior to guidance.
- Maintain a professional and collegial
attitude for class participation and assignment work
- Recognize and respect cultural and family diversity in
regards to behaviour expectations
- Think critically.
- Observe and record other professionals' guidance objectively.
- Model social skills.
- Communicate clearly and respectfully: verbal, nonverbal, written
- Practice and demonstrate positive preventive and intervention guidance strategies.
- Self-assess guidance based on positive and respectful communication and effectiveness in supporting children's development, meeting their needs and respecting their interests/goals.
- Demonstrate ability to establish a prosocial environment.
Assignments: 90 %
Participation: 10 %
Number of Assignments:
Nature of Participation:
Students are required to participate in weekly teleconferenced discussions based on their reading, observation and practice.
Assignments 1: Guidance Reflection I; Assignment 2: Guidance Reflection 2; Assignment 3: Guidance Reflection III; Assignment 4: Guidance Philosophy and Practice & Summary of Learning
Percentage of Individual Work:
Other Pertinent Information:
Ministry of Children and Family Development ECE Registry Competencies:
A1 (development and practice), A2, A3, A4
B-1, B-2, B-4, B-5
C-1 (socio-economic culture), C-2 (BC Child Care Licensing Regulation), C-3
3-a-1, 3-a-2, 3-a-3
3-c-2, 3-c-3, 3-c-4, 3-c-5
6-a-1 (guidance practice)
Course Offered in Other Programs:
Education Assistant Certificate, Education Assistant Diploma
Required - Fields, M.V., Perry, N.J. and Fields, D., 2010, Constructive Guidance and Discipline: Preschool and Primary Education (5th edition) (Pearson Education). Chapters Covered: All
Required - Hall, V., Jones-Farrow, H. Ministry of Health Services, 2002, Guidance & Discipline with Young Children (video) Guiding Children's Behaviour (BC Ministry of Health, Victoria, BC, Canada). Chapters Covered: All
Optional - Chud, G. and Fahlman, R., 1985, Early Childhood Education for a Multicultural Society: A Handbook for Educators (Educational Press, Vancouver, BC). Chapters Covered: P 34-37
Optional - Weber-Schwartz, N., 1987, Food for Thought…Patience or Understanding? Young Children, NAEYC (March 1987 - Vol.42, No.3) (NAEYC, Bay city, MI, USA). Chapters Covered: P 52-54