ECE 218 - Positive Guidance and Environmental Planning

1. Document a theoretical framework based on developmental principles for the purpose of defining an encouraging approach to children learning self-control, positive self-esteem and successful growth of social skills. [REASON]
2. Demonstrate the ability to create a classroom environment that reflects built-in elements of guidance that provide reasonable limits while encouraging children’s independence and self-regulation through the teacher’s role in supporting child-directed experiences and learning centers. [REASON]
3. Articulate strategies for problem-solving complex behavior concerns through understanding the child, the environment and teaching behaviors. [ACT]
4. Provide documentation of how being a child development specialist influences teaching expectations, selected guidance strategies and environmental planning in effecting children’s behavior. [REASON]
5. Define the teacher’s role and strategies that encourage children’s active engagement in transitions, individual interactions, small group and large group experiences. [COMMUNICATE]
6. Document skills in communication with parents concerning challenging behaviors that provide the support of the teacher and parent in strengthening the children’s learning of successful social skills. [EXPLORE]
7. Demonstrate the use of positive communication in building relationships and guidance with skills of: active listening, descriptive statements and specific encouragement. [COMMUNICATE]
8. Demonstrate guidance strategies that support children’s learning of positive social skills through providing: choices, redirection, encouraging cooperation, and logical consequences. [COMMUNICATE]