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Guiding Behaviour
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EDECE3022 - Guiding Behaviour
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20250200
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Course
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2.2
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2026-09-10
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2026-09-10
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Education
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Institute of Education, Arts & Community
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Education
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Undergraduate
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15
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.125
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070303
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Education Studies
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070303 - Education Studies
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<a href="http://www.federation.edu.au/locate/unit/edece3022">View unit fees</a>
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Graded (e.g. HD, D, C, etc)
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<p>This unit is designed to engage Pre-Service Teachers (PSTs) with current research and practices in guiding the behaviour of children from birth to eight years of age. PSTs will revisit the core principles of early childhood education to understand the importance of responsive and sensitive education and care for young children. A range of influences including developmental, social, cultural and environmental conditions that impact upon the child will be explored. This unit will draw upon a range of theories with a particular emphasis on children's social and emotional development. PSTs will examine guidance principles and practices to develop a range of strategies to manage behaviour and support children’s developing self-regulation. Responses to common challenges and diverse learners will be explored. PSTs will investigate strategies that foster ethical and professional relationships with children, families and professionals in a collaborative approach to behaviour guidance.</p>
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<p>Topics may include:<br>
1. Principles of early years education<br>
2. Principles of behaviour guidance approaches<br>
3. Social and emotional development<br>
4. Understanding emotions<br>
5. Building positive relationships through verbal and non-verbal communication<br>
6. Rethinking space, materials, timing and transitions <br>
7. Building resilience in children<br>
8. Meeting the needs of children for safety, wellbeing, self-esteem, sense of belonging and autonomy<br>
9. Influences on behaviour<br>
10. Guidance strategies and practices, including those are responsive to diverse learner needs and backgrounds that meet legislative requirements<br>
11. Planning using differentiation to cater for a range of diverse learners<br>
12. Making ethical judgement and decisions.<br>
13. Collaboration with children, families and colleagues</p>
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<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
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2027
Current Year
2026
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EDECE3022 - Guiding Behaviour
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EDECE3022 - Guiding Behaviour
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Year
2027
2026
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Overview
Key information
Requisites
Learning outcomes
Assessment
FedTASK
Parent Region
Overview
Unit description
<p>This unit is designed to engage Pre-Service Teachers (PSTs) with current research and practices in guiding the behaviour of children from birth to eight years of age. PSTs will revisit the core principles of early childhood education to understand the importance of responsive and sensitive education and care for young children. A range of influences including developmental, social, cultural and environmental conditions that impact upon the child will be explored. This unit will draw upon a range of theories with a particular emphasis on children's social and emotional development. PSTs will examine guidance principles and practices to develop a range of strategies to manage behaviour and support children’s developing self-regulation. Responses to common challenges and diverse learners will be explored. PSTs will investigate strategies that foster ethical and professional relationships with children, families and professionals in a collaborative approach to behaviour guidance.</p>
Unit content
<p>Topics may include:<br> 1. Principles of early years education<br> 2. Principles of behaviour guidance approaches<br> 3. Social and emotional development<br> 4. Understanding emotions<br> 5. Building positive relationships through verbal and non-verbal communication<br> 6. Rethinking space, materials, timing and transitions <br> 7. Building resilience in children<br> 8. Meeting the needs of children for safety, wellbeing, self-esteem, sense of belonging and autonomy<br> 9. Influences on behaviour<br> 10. Guidance strategies and practices, including those are responsive to diverse learner needs and backgrounds that meet legislative requirements<br> 11. Planning using differentiation to cater for a range of diverse learners<br> 12. Making ethical judgement and decisions.<br> 13. Collaboration with children, families and colleagues</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
070303 - Education Studies
Offering:
<p><strong>Semester 1</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Berwick (On Campus)</p><p>Gippsland - Churchill (On Campus)</p><p>On-line Learning</p></p> <p><strong>Teaching Period 1</strong><p>Federation University Online</p></p> <p><strong>Teaching Period 3</strong><p>Federation University Online</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edece3022">View unit fees</a>
Requisites
Prerequisite
None
Corequisite
None
Exclusion
None
Learning outcomes
Learning outcomes
<p>On successful completion of this unit, students are expected to gain the following [K]nowledge, [S]kills and [A]pplication of knowledge & skills</p>
Learning Outcomes
Ref
Outcome
K1
<p>Identify principles of early years education and behaviour guidance approaches.</p>
K2
<p>Describe social emotional development and consider how this may impact on young children's behaviour.</p>
K3
<p>Examine a range of influences on children's behaviour, including culture, environments, relationships and guidance approaches.</p>
K4
<p>Identify guidance approaches to support positive self-esteem, sense of belonging and autonomy for diverse children.</p>
K5
<p>Identify ethical strategies to collaborate with parents/carers and children, maintaining dignity and confidentiality.</p>
S1
<p>Integrate child development theory, particularly around social and emotional development, into teaching practice.</p>
S2
<p>Select a range of strategies and approaches that are responsive to a diverse range of strengths and needs in culturally sensitive ways.</p>
S3
<p>Identify theoretical perspectives, ethical strategies and practices in policy that will drive quality service provision for all children and families.</p>
S4
<p>Clearly communicate guidance approaches and strategies and identify professional learning needs.</p>
A1
<p>Apply strategies that support children's self-esteem, sense of belonging and autonomy.</p>
A2
<p>Develop socially inclusive strategies to guide children's behaviour and assist in the development of skills that enable self-regulation.</p>
A3
<p>Integrate relevant research and inclusive strategies to improve and apply service level policy that aligns with current frameworks and legislative requirements.</p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p>Behavior Guidance Presentation Explain a guidance approach and how guidance rather than controlling practices can support diverse children in the context of early childhood education. Discuss social and emotional development making links to relevant theories and professional documents.</p>
<p>Presentation</p>
<p>40-60%</p>
K1, K2, K3, S1, S4, A1
2
<p>Behaviour Guidance Plan Using the learner profiles, policy and educational context provided devise a behaviour guidance plan, including clear goals, for the children profiled. Revise the policy, schedule and curriculum plan. Identify relevant professional learning and resources and develop strategies to provide a personalised behaviour guidance plan that would support the child in context.</p>
<p>Behaviour Plan</p>
<p>40-60%</p>
K3, K4, K5, S1, S2, S3, S4, A1, A2, A3
Supplementary assessment available:
Yes
Supplementary assessment information:
<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
FedTASK
FedTASK
Description of FedTASK outcome
Level
FedTASK 1: Interpersonal
The ability to effectively communicate, interact and work with others both individually and in groups.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 2: Leadership
The ability to apply professional skills and behaviours in leading others.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 3: Critical Thinking and Creativity
The ability to work in complexity and ambiguity using imagination to create new ideas.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 4: Digital Literacy
The ability to work fluently across a range of tools and applications to achieve a range of skills.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 5: Sustainable and Ethical Mindset
The ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK
<p>Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FedTASKs (<strong>T</strong>ransferable <strong>A</strong>ttributes <strong>S</strong>kills and <strong>K</strong>nowledge) provide a targeted focus on five key, transferable Attributes, Skills, and Knowledge that are embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and co-operative learning opportunities.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
070303 - Education Studies
Offering:
<p><strong>Semester 1</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Berwick (On Campus)</p><p>Gippsland - Churchill (On Campus)</p><p>On-line Learning</p></p> <p><strong>Teaching Period 1</strong><p>Federation University Online</p></p> <p><strong>Teaching Period 3</strong><p>Federation University Online</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edece3022">View unit fees</a>
Additional information
Add Info Static Text
Internal reference: EDECE3022 - U2.2