ECED 130 - Developmentally Appropriate Guidance in a Cultural Context

PREREQUISITES: Demonstrated readiness for developmental English.
PROGRAM: Early Childhood Education
CREDIT HOURS: 3
LECTURE HOURS: 3
DATE OF LAST REVISION: Fall, 2020

Analyzes developmentally appropriate guidance, theory and implementation for various early care and education settings. Provides a basic understanding of the anti-bias/multicultural emphasis in the field of early childhood. Students are required to complete observations and field experiences with children as related to this course. Students are required to meet personnel requirements for child care licensing which may include, but are not limited to: FBI fingerprints, 5-panel drug screen, TB test, a physical examination, criminal history checks, CPS registry checks, reference checks, and completion of the ILEAD mandatory training modules- Health and Safety Modules 1-4, Intro to the Indiana Early Learning Foundations, and Child Abuse Prevention and Detection.

MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:

Identify, define and evaluate developmentally appropriate practices in early childhood multicultural curriculum in terms of gender, culture and ability.
Describe the social foundations and theory of anti-bias issues in the early childhood profession.
Examine multicultural issues in the early childhood field including guidance, basic routines, communication, play and socialization.
Obtain and use resources for an anti-bias curriculum.
Design anti-bias activities for young children and implement activities in an early care setting.
Define and demonstrate positive child guidance strategies and the influence of culture on behavior.
Design an environment conducive to both short term and long-term goals in relation to individual needs.
Identify the elements of prosocial behavior and develop culturally sensitive strategies for individual children in the early childhood setting.
Identify and evaluate how personal biases impact effective interactions between children and their families and assessments of young children.
Observe, practice and critique positive guidance techniques, which are culturally sensitive and consider the needs of individual children.

COURSE CONTENT: Topical areas of study include -

Observation skills

Developmentally appropriate practice

Moral development

Understanding children’s behavior

Positive guidance

Misbehavior or misunderstood behavior

Communication skills

The preventative environment

Guidance techniques

Typical behavior problems

Diversity of families

Persistent negative behavior

The anti-bias classroom

Culturally sensitive guidance

Anti-bias resources

Anti-bias activities and strategies

NAEYC Standards ECED 130 Developmentally Appropriate Guidance in a Cultural Context		INTASC Standards	NAEYC standards
	Promoting Child Development and Learning
1a: Knowing and understanding young children’s characteristics and needs		1 a,b,	x
1b: Knowing and understanding the multiple influences on development and learning		1 b,e,f	x
1c: Using knowledge of development to create healthy, respectful, supportive, and challenging environments		1 b,g,h	x
	Building Family and Community Relationships
2a: Knowing about and understanding diverse family and community characteristics		3 a,c,f	x
2b: Supporting and empowering families and communities through respectful, reciprocal relationships		3a,b,c, 7m,o	x
2c: Involving families and communities in their children’s development and learning		1 k, 2 k, 3f, 10 d, q,	x
	Observing, Documenting and Assessing to Support Young Children and Families
3a: Understanding the goals, benefits and uses of assessment
3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.
3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.
3d: Knowing about assessment partnerships with families and other professional colleagues to build effective learning environments.
	Teaching and Learning
4a: Understanding positive relationships and supportive interactions as the foundation of work with children		3 a,i,o, 4d	x
4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches		3m, 4d,f,g,i	x
4d: Reflecting on own practice to promote positive outcomes for each child
	Using Content Knowledge to Build Meaningful Curriculum
5a: Understanding content knowledge in early education
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child		5 i,j,m,o,s, 6u	x
	Becoming a Professional
6a: Identifying and involving oneself with the early childhood field
6b: Knowing about and upholding ethical standards and other professional guidelines		3 p,q,r, 9 d,e,f,g,i,j	x
6c: Engaging in continuous, collaborative learning to inform practice
6d: Integrating knowledgeable, critical and reflective perspectives on early education		6 r,s,t	x
6e: Engaging in informed advocacy for children and the profession
	Field Experiences
7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth - age 3, 3-5, 5-8)
7b: Opportunities to observe and practice in at least two of the three main types of early education settings (early school grades, child care centers and homes, Head Start programs)

GRADING POLICY
Scores from the quizzes, tests, and final must average a minimum of a D or higher to successfully complete this class.

Grading Scale

100 - 93%	A
92 - 85%	B
85 - 75%	C
74 - 71%	D
70 - 0%	F

Course Addendum - Syllabus (Click to expand)

Costs

Payments

ECED 130 - Developmentally Appropriate Guidance in a Cultural Context