This course examines developmentally-effective strategies used in implementing and managing a positive and active early childhood learning environment within the framework of a diverse early childhood population. Topics include models of classroom management, establishing expectations and procedures, motivating children, family communication, managing off-task behaviors, technology integration, and materials management and record keeping. Students will develop an individual classroom management plan for an early childhood setting, birth through age 8 or Grade 3.
This undergraduate course is 5 weeks.
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.
This course is not available for enrollment to residents of Arkansas, California, Connecticut, Iowa, Idaho, Kentucky, Massachusetts, Michigan, Minnesota, Missouri, Nebraska, New York, Texas, Wisconsin, Wyoming and individuals who reside outside the United States.
- Analyze and explain effective methods for an early childhood setting and outdoor instruction.
- Identify research-based theories related to effective management practices in an early childhood setting.
- Recall instructional strategies that promote developmentally-appropriate management practices within the early childhood setting.
- Analyze core values of a management plan within the early childhood setting.
- Identify appropriate behavior, mutual respect, and safety for all young children.
- Recall early childhood learning environments that promote play.
- Differentiate between early childhood learning environments that support developmentally-appropriate behaviors.
- Analyze methods for creating effective learning environments.
- Distinguish between developmentally-appropriate rules and consequences in the early childhood environment.
- Describe management theories and various strategies for dealing with young children’s behavior, crisis prevention, and intervention within the early childhood setting.
- Recognize individualized behavior plans to support children birth through age 8 or through Grade 3, in developing self-regulation skills.
- Identify the benefits of understanding cultural diversity when creating developmentally-appropriate rules and consequences within the early childhood setting.
- Identify types of motivation including intrinsic and extrinsic that support engaging students in learning.
- Differentiate between play environments that provide access to authentic opportunities for all young children, birth through age 8 or through Grade 3.
- Describe strategies for providing awareness and parent engagement in setting developmentally-appropriate rules and consequences.
- Identify effective transition practices between activities that minimize off-task behaviors.
- Discuss disruptive and nondisruptive behaviors of children from birth through age 8 or through Grade 3.
- Examine early childhood setting designs that minimize negative behaviors.
- Demonstrate reflective and critical-thinking processes and problem-solving and decision-making skills within and across disciplines in fieldwork prepracticum placement.
- Evaluate the environment to gather information on its effectiveness in meeting learning goals and objectives, as well as creating an environment that is conducive to learning.
- Demonstrate an appreciation for diversity to include modification of instructional planning to meet the individual needs of young children.
- Describe or demonstrate appropriate use of adaptive or assistive technology to support young children’s full access to the school community that is conducive for learning (such as materials, media, or technology).
The University of Phoenix reserves the right to modify courses.
Although our continuing education for teacher’s courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing education for teachers’ courses is not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether credits earned at University of Phoenix will be accepted by another institution of the student’s choice.
While widely available, not all programs are available in all locations or in both online and on-campus formats. More information about eligibility requirements, policies, and procedures can be found in the catalog or please check with a University Enrollment Representative.