EDU 215 - Adult-Child Interaction

Description
This course examines interaction skills and environmental structures that foster social and emotional growth in children birth to eight years. Areas of emphasis include the positive development of a child’s self-esteem, implementing equitable, culturally responsive, and inclusive anti-bias approaches, and trauma-informed practices through which teachers can optimally support relationships that value children and families. Foundational theories and evidence based approaches for appropriate guidance practices, problem solving, and challenging behavior in classrooms are explored, including positive behavior management strategies that support the development of children’s democratic life skills.

Credit Hours: 3
Contact Hours: 3

School: School of Liberal Arts
Department: Education
Discipline: EDU

Major Course Revisions: N/A
Last Revision Date Effective: 20240227T11:09:04
Course Review & Revision Year: 2028-2029

Course Type:
Program Requirement- Offering designed to meet the learning needs of students in a specific GRCC program.
Course Format:
Lecture - 1:1

General Education Requirement: None
General Education Learner Outcomes (GELO):
NA

Course Learning Outcomes:

Develop effective techniques for guiding children’s behavior and solving problems in adult-child relationships that support the development of children’s democratic life skills.
Understand and reflect on culturally responsive and reflective anti-bias interactions
Apply theoretical approaches to guidance
Understand the impact of trauma on a child’s development and explore trauma-informed practices in education
Develop an understanding of the foundational approaches to guidance (Patience vs. Understanding and Misbehavior vs. Mistaken Behavior)
Develop effective strategies for organizing and managing the encouraging classroom
Applying research and resources supportive of various family circumstances that promote positive parent/teacher communication and relationships

Approved for Online Delivery?: Yes

Course Outline:
I. Inclusive Culturally Responsive and Reflective Anti-Bias Interactions

A. Social Justice Standards explored

II. Theoretical Approaches to Guidance

A. Overview of Major Theories (Piaget, Erikson, Gardner, Vygotsky)

III. Trauma-Informed: Brain and Attachment

A. Explore Supportive Early Relationships

B. Maslow Hierarchy

IV. Patience or Understanding

V. Mistaken or Misbehavior

VI. Guidance or Discipline

VII. Organizing the Classroom to eliminate mistaken behavior

VIII. Managing the Classroom

A. Nurturing children’s need for consistent, supportive routines and transitions

B. Creating safe spaces

IX. Positive Communication Strategies
A. Encouragement vs. Praise
B. Communication with Families

C. Individual Children

D. Whole group

X. Solving Problems in the Encouraging Classroom
A. Conflict Management

B. Problem-Solving

C. Guidance through Intervention

XI. Challenging Classroom Behavior Strategies
A. Teaching Conflict Resolution
B. Using self-regulation tools in the Classroom

XII. Guidance Response to Violence
A. Mandated Reporter Training
B. Supporting Children with Adverse Childhood Experiences: Toolkits for students and teachers

XIII. Working with Parents

A. Communication strategies

B. Family structures challenges; behavior, disabilities

Mandatory CLO Competency Assessment Measures:
Abstract Assignments

Family Engagement Topic Paper/Presentation

Encouraging Classroom Ebook

Weekly Journal Reflections

Name of Industry Recognize Credentials: None

Instructional Strategies:
Lecture: 20-30%

Discussion: 20-30%

Video scenarios: 15-20%

Videos and resource materials: 10-20%

Small group work: 20-30%

Role-playing: 5-10%

Speakers: 5-10%

Mandatory Course Components:
Five Abstract assignments and rubric = 375 points

Encouraging Classroom Ebook and rubric = 250 points

Family Engagement Topic Paper/Presentation and rubric= 200 points

Weekly Journal Reflections = 210 points

Attendance/Participation = 120 points

Topic Paper Check-ins = 45 points

Academic Program Prerequisite: None
Prerequisites/Other Requirements: None
English Prerequisite(s): None
Math Prerequisite(s): None
Course Corerequisite(s): None
Course-Specific Placement Test:
Course Aligned with IRW: IRW 99
Consent to Enroll in Course: No Department Consent Required

Total Lecture Hours Per Week: 3
Faculty Credential Requirements:
Master’s Degree (GRCC general requirement), 18 graduate credit hours in discipline being taught (HLC Requirement), Professionally qualified through work experience in field (Perkins Act or Other) (list below)
Faculty Credential Requirement Details: An instructor must possess an MA or MS degree in Early Childhood Education or Family and Child Studies and two years work experience in a classroom.

General Room Request: 309 RJF

Maximum Course Enrollment:
Dual Enrollment Allowed?: Yes
AP Min. Score:
Number of Times Course can be taken for credit: 1
Programs Where This Courses is a Requirement:
Child Development, A.A.A.S., Child Development (MTA Eligible), A.A.A.S., Child Development, A.A.A.S. (Western Michigan University - Family Science and Human Development), Paraprofessional Education, A.A.A.S., Pre-Birth to Kindergarten, A.A. (Grand Valley State University), Pre-Early Childhood Education, A.A. (Ferris State University), Pre-Pedagogical Content Knowledge for Elementary Teaching + Educational Studies, A.A. (Grand Valley State Univ)
1st Catalog Year: 2022-2023
Course Fees: $5.00
People Soft Course ID Number: 100842
Course CIP Code: 19.9999