Module Details

Module Code: EDUC N7016
Full Title Teaching Self- Regulation
Valid From: Semester 1 - 2019/20 ( June 2019 )
Language of Instruction:English
Duration: 1 Semester
Credits: 7.5
Module Owner: Philomena Smyth
Departments: Unknown
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.
 
Module Learning Outcome
On successful completion of this module the learner will be able to:
# Module Learning Outcome Description
MLO1 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.
MLO2 Identify the temperamental vulnerabilities underlying the main externalising and internalising disorders
MLO3 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.
MLO4 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
Pre-requisite learning
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named DkIT module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
 
Module 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.
Module Assessment
Assessment Breakdown%
Course Work100.00%
Module Special Regulation
 

Assessments

Part Time

Course Work
Assessment Type Essay % of Total Mark 60
Marks Out Of 100 Pass Mark 0
Timing n/a Learning Outcome 1,2,3
Duration in minutes 0
Assessment Description
n/a
Project
Assessment Type Project % of Total Mark 40
Marks Out Of 100 Pass Mark 0
Timing n/a Learning Outcome 3,4
Duration in minutes 0
Assessment Description
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.
No Practical
No Final 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

This module has no Full Time workload.
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Alternating f2f lectures and webinars Every Week 1.50 1.5
Practical Contact Workshop Once per semester 0.27 4
Directed Reading Non Contact No Description Every Week 3.80 3.7999999523162842
Independent Study Non Contact No Description Every Week 7.60 7.5999999046325684
Total Weekly Learner Workload 13.17
Total Weekly Contact Hours 1.77
 
Module 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. 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. Pearson, [ISBN: 10: 0132159120].
  • Allen, K. & Cowdery, G.. (2011), The Exceptional Child: Inclusion in Early Childhood Education, 3rd. 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
 
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