| Effective Term: | 2025/04 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Guiding Behaviour |
| Unit ID: | EDECE3022 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070303 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to engage Pre-Service Teachers (PSTs) with current research and practices in guiding the behaviour of children from birth to eight years of age. PSTs will revisit the core principles of early childhood education to understand the importance of responsive and sensitive education and care for young children. A range of influences including developmental, social, cultural and environmental conditions that impact upon the child will be explored. This unit will draw upon a range of theories with a particular emphasis on children's social and emotional development. PSTs will examine guidance principles and practices to develop a range of strategies to manage behaviour and support children’s developing self-regulation. Responses to common challenges and diverse learners will be explored. PSTs will investigate strategies that foster ethical and professional relationships with children, families and professionals in a collaborative approach to behaviour guidance. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Identify principles of early years education and behaviour guidance approaches. |
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| K2. | Describe social emotional development and consider how this may impact on young children's behaviour. |
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| K3. | Examine a range of influences on children's behaviour, including culture, environments, relationships and guidance approaches. |
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| K4. | Identify guidance approaches to support positive self-esteem, sense of belonging and autonomy for diverse children. |
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| K5. | Identify ethical strategies to collaborate with parents/carers and children, maintaining dignity and confidentiality. |
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| Skills: |
| S1. | Integrate child development theory, particularly around social and emotional development, into teaching practice. |
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| S2. | Select a range of strategies and approaches that are responsive to a diverse range of strengths and needs in culturally sensitive ways. |
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| S3. | Identify theoretical perspectives, ethical strategies and practices in policy that will drive quality service provision for all children and families. |
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| S4. | Clearly communicate guidance approaches and strategies and identify professional learning needs. |
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| Application of knowledge and skills: |
| A1. | Apply strategies that support children's self-esteem, sense of belonging and autonomy. |
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| A2. | Develop socially inclusive strategies to guide children's behaviour and assist in the development of skills that enable self-regulation. |
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| A3. | Integrate relevant research and inclusive strategies to improve and apply service level policy that aligns with current frameworks and legislative requirements. |
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| Unit Content: |
Topics may include:
1. Principles of early years education
2. Principles of behaviour guidance approaches
3. Social and emotional development
4. Understanding emotions
5. Building positive relationships through verbal and non-verbal communication
6. Rethinking space, materials, timing and transitions
7. Building resilience in children
8. Meeting the needs of children for safety, wellbeing, self-esteem, sense of belonging and autonomy
9. Influences on behaviour
10. Guidance strategies and practices, including those are responsive to diverse learner needs and backgrounds that meet legislative requirements
11. Planning using differentiation to cater for a range of diverse learners
12. Making ethical judgement and decisions.
13. Collaboration with children, families and colleagues |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, S1, S4, A1 | Behavior Guidance Presentation Explain a guidance approach and how guidance rather than controlling practices can support diverse children in the context of early childhood education. Discuss social and emotional development making links to relevant theories and professional documents. | Presentation | 40-60% | | 2. | K3, K4, K5, S1, S2, S3, S4, A1, A2, A3 | Behaviour Guidance Plan Using the learner profiles, policy and educational context provided devise a behaviour guidance plan, including clear goals, for the children profiled. Revise the policy, schedule and curriculum plan. Identify relevant professional learning and resources and develop strategies to provide a personalised behaviour guidance plan that would support the child in context. | Behaviour Plan | 40-60% |
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