Module Details
Module Code: |
EDUC N7016 |
Full Title:
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Teaching Self- Regulation
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Valid From:: |
Semester 1 - 2019/20 ( June 2019 ) |
Language of Instruction: | English |
Module Owner:: |
Philomena Smyth
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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.
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Module Learning Outcome |
On successful completion of this module the learner will be able to: |
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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).
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No recommendations listed |
Module Indicative Content |
Regulation 19
Content and implications for policy and practice
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Self-regulation
The development and dimensions of self-regulation including theoretical perspectives and models of self-regulation.
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Early Identification of Emotional Problems and Disorders
Assessing Temperament;
Introversion; Extroversion and Mood Disorder
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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
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Early Identification of Behavioural Problems and Disorders
Oppositional Defiant Disorder;Conduct Disorder;
Disruptive Behaviour Disorder Not Otherwise Specified;
Comorbidity (esp with ADHD).
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Resilience
The mediating effect of self regulation; teaching social and emotional skills.
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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.
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Module Assessment
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Assessment Breakdown | % |
Course Work | 100.00% |
Module Special Regulation |
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AssessmentsPart Time On Campus
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.
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DKIT reserves the right to alter the nature and timings of assessment
Module Workload
This module has no Full Time On Campus workload. |
Workload: Part Time On Campus |
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
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Recommended Book Resources |
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Bronson, M.. (2001), Self-regulation in Early Childhood: Nature and Nurture, Guildford, [ISBN: 9781572307520].
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Glenn, A. & Collins, J. & Helps, A.. (2011), Behaviour in the Early years, 2nd. Routledge, [ISBN: 0415584353].
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Linden, J.. (2012), Understanding Children's Behaviour 0-11: Linking theory to Practice, Hodder Arnold, [ISBN: 10:144417097X].
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Kaiser, B. & Raminsky, E.. (2011), Challenging Behavior in Young Children: Understanding, Preventing & Responding Effectively, 3rd. Pearson, [ISBN: 10: 0132159120].
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Allen, K. & Cowdery, G.. (2011), The Exceptional Child: Inclusion in Early Childhood Education, 3rd. Wadsworth Publishing, [ISBN: 10:1111342105].
| Supplementary Book Resources |
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Mackenzie, H.. (2015), Self-regulation in Everyday Life: A how to guide for parents, Wired Fox Publications, [ISBN: 9780968446683].
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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 |
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Other Resources |
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Website, Aistear,
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website, http://www.self-regulation.ca/.
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Link, Library Catalogue,
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Website, National Childhood Network: Healthy
Ireland Smart Start – Emotional
Wellbeing.
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Website, Zero to Three.
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Website, Center on the Social and Emotional
Foundations for Early Learning.
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Website, Technical Assistance Center for Social
Emotional Intervention for Young
Children.
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