HDEC 103 - Guiding and Caring

This course prepares students to guide children’s behaviour through caring, positive, and constructive practice that facilitates the development of self-esteem and social competency. Emphasis is placed on understanding how development affects behavior and the influence of other relevant factors (e.g. culture, environment, and children’s needs). Prevention and intervention strategies are explored as well as the professional’s role in guidance.

 

Credits: 3

 

Hours: 45 (Lecture Hours: 45)

 

Total Weeks: 15

 

Prerequisites:
HDEC 100 and HDEC 101 (or all may be taken concurrently)

 

Non-Course Prerequisites:
Criminal Record Check Schedule B works with “children” or works with “children and vulnerable adults"

 

Co-requisites:
None

 

Course Content: - Foundations for guidance - philosophy, theory, goals, relevant legislation, ethics, and Ministry resources
- Developmentally and culturally appropriate guidance
- The role of environment- physical, people/systems, and programming
- Constructive guidance strategies-prevention, intervention
- Effective, respectful communication
- The rights of the child
- Definition of and approaches for responding to challenging behaviours

 

Learning Outcomes: Upon successful completion of this course, the learner will be able to:
- Define discipline and guidance
- Identify primary goals for constructively guiding children's behaviour.
- Identify legislation, ethical practice and ministry resources relevant to guiding children’s behaviour.
- Explain how development influences behaviour.
- Identify and explain how primary factors, other than development, influence children's behavior (image of the child, culture, environment, diversity).
- Organize the environment to support autonomy and pro-social behaviour.
- Demonstrate constructive attitudes and (positive, empowering) communication in guiding children's behaviour.
- Maintain a professional and caring approach in interactions and communication with children, parents and professionals (as applicable) regarding children’s behaviour.
- Identify and demonstrate constructive prevention-oriented guidance strategies in guiding children's behaviour.
- Identify and demonstrate constructive intervention strategies in response to inappropriate behaviour.
- Identify and demonstrate encouraging and empowering strategies, other than directions and praise, for facilitating and recognizing appropriate behaviour.
- Articulate a constructive approach, including philosophy and practice, for guiding children's behaviour.
- Reflect on and improve guidance practice towards a constructive approach.

Knowledge:
- How values and personal experience affect guidance.
- How the professionals’ image of the child affects guidance.
- A capable image of the child positively influences guidance and the child’s emotional/social development.
- The connection between development and behaviour.
- How constructive guidance supports emotional/social development and moral autonomy.
- Children's rights and capability for self-determined responsible behaviour.
- Supporting children with diverse circumstances and needs.
- Identification of and association of BC Child Care Legislation, ECEBC Code of Ethics and principles and guidance strategies in BC Health Planning’s booklet: Guiding Children's Behavior to guidance.

Skills:
- Think critically.
- Model social skills.
- Communicate clearly and respectfully: verbal, nonverbal, and written
- Practice and demonstrate constructive, preventative 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 and empowering environment.

 

Grading System: Letters

 

Passing Grade: C (60%)

 

Percentage of Individual Work: 90

 

Percentage of Group Work: 10

 

Additional Course Comments: 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
- 1-d-3 (b)
- 3-a-1, 3-a-2, 3-a-3
- 3-b
- 3-c-2, 3-c-3, 3-c-4, 3-c-5
- 6-a-1 (guidance practice)

 

Textbooks: 
Textbooks are subject to change. Please contact the bookstore at your local campus for current book lists.