MCCCD Program Description

Guidance, Effective Interactions and the Environment

Course: EED212

First Term: 2024 Fall

Lecture 3.0 Credit(s) 3.0 Period(s) 3.0 Load
Subject Type: Academic
Load Formula: S - Standard Load

Description: Principles for guiding young children in early care and education environments. Exploration of guidance, effective interactions, and how the environment impacts the lives of young children. Includes observation of children, birth to age eight.

MCCCD Official Course Competencies
1. Describe how developmental characteristics of children, birth to age eight influence behavior. (I) 2. Describe how behavior may be affected by the various environments where children birth to age eight spend time. (II) 3. Evaluate varied perspectives regarding how the arrangement of environments can impact issues of child guidance. (II) 4. Identify factors which affect behavior. (II) 5. Describe the degree to which adults may support children`s behavior. (II) 6. Design indoor and outdoor environments to meet the daily developmental needs of young children, birth to age eight. (II) 7. Define social-emotional competence. (III) 8. Demonstrate effective styles of communication with peers, families and young children, birth to age eight. (IV) 9. Identify personal beliefs and contemporary trends of guidance and effective interactions. (V) 10. Analyze the impact of family and cultural beliefs, expectations and practices related to guidance and effective interactions. (VI) 11. Identify the signs and professional responses to neglect and physical, emotional, and sexual abuse. (VII) 12. Identify differences between individual and group guidance techniques, for young children, birth to age eight. (VIII) 13. Describe special individual needs that may influence the behavior of children, birth to age eight. (VIII) 14. Identify significant characteristics of the individual adult/teacher that impact guidance perspectives. (IX)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. Introduction A. Discipline defined B. Guidance defined C. Developmental characteristics D. Developmental expectations II. Environments A. Home and family spaces B. Group and out of home settings C. Public places D. Adult/child ratios and group size E. Physical aspects of environment F. Social expectations within the environment G. Organization of materials, space and equipment 1. Indoor 2. Outdoor III. Social-emotional competence A. Self-regulation of emotions B. Temperament C. Goodness of Fit D. Empathy E. Social skills F. Mental health IV. Communication A. Expression of emotions B. Influence of culture on communication C. Turn-taking, cooperation and collaboration D. Sense of humor E. Responsive, reciprocal relationships with and among young children V. Beliefs and trends A. Personal beliefs 1. About children 2. Role in supporting children B. Trends 1. Guidance 2. Environments 3. Reciprocal relationships with families VI. Family and culture A. Beliefs B. Practices C. Expectations VII. Abuse and neglect A. Identification B. Response and referral C. Professional responsibility D. Legal liability VIII. Guidance techniques A. Individual B. Group C. Typical versus atypical children D. Autonomy E. Interdependence F. Self-regulation G. Prosocial skills H. Problem-solving I. Executive functioning IX. Adult/teacher characteristics A. Personality and style of relating to others B. Reflection on personal history/childhood experiences C. Reflection into expectations of children`s behaviors

MCCCD Governing Board Approval Date: November 28, 2023

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.