ech321 | undergraduate

Developmentally-effective Learning Environments

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This course examines developmentally-effective strategies used in implementing and managing a positive and active early childhood learning environment within the framework of a diverse early childhood population. Topics include models of classroom management, establishing expectations and procedures, motivating children, family communication, managing off-task behaviors, technology integration, and materials management and record keeping. Students will develop an individual classroom management plan for an early childhood setting, birth through age 8 or Grade 3.

This undergraduate-level course is 5 This course is available to take individually or To enroll, speak with an Enrollment Representative.

Course details:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 5

topic title goes here

    Early Learning Environments Building Student Rapport in the Early Childhood Setting

    • Identify research-based theories related to effective management practices in an early childhood setting.
    • Recall instructional strategies that promote developmentally-appropriate management practices within the early childhood setting.
    • Analyze core values of a management plan within the early childhood setting.
    • Identify appropriate behavior, mutual respect, and safety for all young children.
    • Recall early childhood learning environments that promote play.
    • Analyze and explain effective methods for an early childhood setting and outdoor instruction.

    Enhancing Student Motivation to Learn in Early Childhood Working With Family

    • Identify types of motivation including intrinsic and extrinsic that support engaging students in learning.
    • Differentiate between play environments that provide access to authentic opportunities for all young children, birth through age 8 or through Grade 3.
    • Describe strategies for providing awareness and parent engagement in setting developmentally-appropriate rules and consequences.

    Effective Instructional Planning and Assessment in the Early Childhood Setting Early Childhood Setting Management Plans

    • Demonstrate an appreciation for diversity to include modification of instructional planning to meet the individual needs of young children.
    • Demonstrate reflective and critical-thinking processes and problem-solving and decision-making skills within and across disciplines in fieldwork prepracticum placement.
    • Evaluate the environment to gather information on its effectiveness in meeting learning goals and objectives, as well as creating an environment that is conducive to learning.
    • Describe or demonstrate appropriate use of adaptive or assistive technology to support young children’s full access to the school community that is conducive for learning (such as materials, media, or technology).

    Establishing Expectations and Procedures in the Early Childhood Learning Environment Models of Discipline in the Early Childhood Setting

    • Recognize individualized behavior plans to support children birth through age 8 or through Grade 3, in developing self-regulation skills.
    • Identify the benefits of understanding cultural diversity when creating developmentally-appropriate rules and consequences within the early childhood setting.
    • Describe management theories and various strategies for dealing with young children’s behavior, crisis prevention, and intervention within the early childhood setting.
    • Differentiate between early childhood learning environments that support developmentally-appropriate behaviors.
    • Analyze methods for creating effective learning environments.
    • Distinguish between developmentally-appropriate rules and consequences in the early childhood environment.

    Minimizing Off-Task Behavior in the Early Childhood Population

    • Examine early childhood setting designs that minimize negative behaviors.
    • Identify effective transition practices between activities that minimize off-task behaviors.
    • Discuss disruptive and nondisruptive behaviors of children from birth through age 8 or through Grade 3.
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