Full Title:Teaching Self- Regulation
Language of Instruction:English
Module Code:EDUC N7016
 
Credits: 7.5
Valid From:Semester 1 - 2019/20 ( June 2019 )
Module Delivered in 1 programme(s)
Module Description:This module aims to facilitate students understanding of the causes of mild, moderate and severe behavioural problems in young children. It will also equip students with the skills to design, implement and evaluate an evidence based individualized intervention plan for children and their families.
Learning Outcomes:
On successful completion of this module the learner should be able to
  1. Understand Self-regulation in the context of the developing child, individual traits and emerging competencies and discuss how the development of these competencies or lack thereof impacts the young child.
  2. Identify the temperamental vulnerabilities underlying the main externalising and internalising disorders
  3. Interpret young children’s behaviour using the main theoretical perspectives that inform the the emergence of psychological wellbeing and child psychopathology namely: Behavioural Model; Cognitive Model; Attachment Model; Family Systems Model and the Biophysical Model.
  4. Draft an evidence based individualized intervention plan for a young child within your setting that is compliant with Regulation 19 in relation to behavior management within the ECCE setting, and evaluate the effectiveness of this intervention using both objective data and reflective practice
 

Module Content & Assessment

Indicative Content
Regulation 19
Content and implications for policy and practice
Self-regulation
The development and dimensions of self-regulation including theoretical perspectives and models of self-regulation.
Early Identification of Emotional Problems and Disorders
Assessing Temperament; Introversion; Extroversion and Mood Disorder
Early Identification of Social Problems and Disorders
Shyness & Selective Mutism;Fear; Phobia; Anxiety and Anxiety Disorders (including PTSD). Attachment and Attachment Disorders; Eating and Eating Disorders
Early Identification of Behavioural Problems and Disorders
Oppositional Defiant Disorder;Conduct Disorder; Disruptive Behaviour Disorder Not Otherwise Specified; Comorbidity (esp with ADHD).
Resilience
The mediating effect of self regulation; teaching social and emotional skills.
Behaviour Management Guidance
How to engage and include families; Environment; Shaping Positive Self Concept through Documentation; Establish Synchrony through Play; Rules; Collaborating with families; Behavioural Frequency Chart; Functional Assessment of Behaviour; Modifying Antecedents; Modifying Consequences; Teaching and Reinforcing Replacement Skills; Using Successive Approximation; Evaluating Effectiveness (self-esteem; self-regulation; social connection; disposition to engage in play) using Objective Data; Assessing whether additional intervention is required.
Assessment Breakdown%
Course Work100.00%

Part Time

Course Work
Assessment Type Assessment Description Outcome addressed % of total Marks Out Of Pass Marks Assessment Date Duration
Essay n/a 1,2,3 60.00 100 0 n/a 0
Project
Assessment Type Assessment Description Outcome addressed % of total Marks Out Of Pass Marks Assessment Date Duration
Project Students will conduct a functional assessment to use to draft an individualized evidence based intervention plan for a young child in their setting. The project will include data collection and reflective practice. 3,4 40.00 100 0 n/a 0
No Practical
No End of Module Formal Examination
Reassessment Requirement
No repeat examination
Reassessment of this module will be offered solely on the basis of coursework and a repeat examination will not be offered.

DKIT reserves the right to alter the nature and timings of assessment

 

Module Workload & Resources

This course has no Full Time workload.
Workload: Part Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture Alternating f2f lectures and webinars 1.50 Every Week 1.50
Practical Workshop 4.00 Once per semester 0.27
Directed Reading No Description 3.80 Every Week 3.80
Independent Study No Description 7.60 Every Week 7.60
Total Weekly Learner Workload 13.17
Total Weekly Contact Hours 1.77
Resources
Recommended Book Resources
  • Bronson, M. 2001, Self-regulation in Early Childhood: Nature and Nurture, Guildford [ISBN: 9781572307520]
  • Glenn, A. & Collins, J. & Helps, A. 2011, Behaviour in the Early years, 2nd Ed., Routledge [ISBN: 0415584353]
  • Linden, J. 2012, Understanding Children's Behaviour 0-11: Linking theory to Practice, Hodder Arnold [ISBN: 10:144417097X]
  • Kaiser, B. & Raminsky, E. 2011, Challenging Behavior in Young Children: Understanding, Preventing & Responding Effectively, 3rd Ed., Pearson [ISBN: 10: 0132159120]
  • Allen, K. & Cowdery, G. 2011, The Exceptional Child: Inclusion in Early Childhood Education, 3rd Ed., Wadsworth Publishing [ISBN: 10:1111342105]
Supplementary Book Resources
  • Mackenzie, H. 2015, Self-regulation in Everyday Life: A how to guide for parents, Wired Fox Publications [ISBN: 9780968446683]
  • McClelland, M.M, & Tominey, S.L. 2016, Stop, Think, Act: Integrating self-regulation in the early childhood classroom, Routledge [ISBN: ISBN 9780415]
This module does not have any article/paper resources
Other Resources

Module Delivered in

Programme Code Programme Semester Delivery
DK_NNAEC_7 Bachelor of Arts in Applied Early Childhood Studies 6 Mandatory