BECD306 G C and Life Skills JANUARY 2013 EDITED

Topics: Jean Piaget, Child development, Developmental psychology Pages: 185 (48539 words) Published: June 6, 2015




Authors: Ncube Alfred C. (Dr)
Doctor of Education (UNISA)
Master of Education (Newcastle Upon Tyne)
Bachelor of Arts Honours (UNISA)
Bachelor of Arts (UNISA)
Diploma in Special Education (University of Birmingham)
Diploma in Personnel Management (IPMZ)
T2 in Special Education (Malawi)
T3 (UCE)
M and O Certificate (Birmingham)
Certificate in Gender and Women Empowerment (Swaziland)

Chikutuma Tendai (Sr)
Master of Education (MSU)
Bachelor of Education in Early Childhood Development:
Foundation Phase (UNISA)
Diploma in Early Childhood Education and Care (St
Gabriel’s Nursery Training College)

Content Reviewer:
Mawere, Virginia H. (Ms)
MEd (Curriculum Studies) UZ BEd (Teacher Education) UZ
T3 (Infant) UCE
Certificate in Guidance and Counseling and Communication Skills. (Kenya)
Certificate in Science Teaching in Early Childhood Education (Israel)

Editor Dr Kaputa Thomas Musankuleni:

Table of Contents
Unit One: Early Childhood Guidance and Counselling: An Overview 1.0 Introduction
1.1 Objectives
1.2 Definition of Key Terms
1.2.1 Early Childhood (EC)
1.2.2 Early Childhood Development (ECD)
1.2.3 Child guidance
1.2.4 Child counselling
Activity 1.1

1.3 Child Guidance and Counselling in Some Traditional African Societies 1.4 The Unique Purpose, Scope and Values of Child Guidance and Counselling 1.4.1 Broad aim of child guidance and counselling

1.4.2 Scope of child guidance and counselling
1.4.3 General values of child guidance and counselling
Activity 1.2

1.5 Conceptualising Early Childhood Guidance and Counselling Activity 1.3

1.6 Some Benefits of Early Childhood Guidance and Counselling 1.6.1 Improved nutrition and health
1.6.2 Improved cognitive development and school achievement
Activity 1.4

1.7 The Developmental Components of the ECD Child
1.7.1 Cognitive development in early childhood
1.7.1a Schemas
1.7.1b Stages of Cognitive Development
1.7.2 Language Development in early Childhood
1.7.2a The nativist theory
1.7.2b The empiricist theory
Activity 1.6

1.7.3 Physical development in early childhood
1.7.3a Motor skill development
1.7.3b Physical growth
1.7.4 Psycho-social development in early childhood
1.7.4a Psychosocial Stage1: Trust versus Mistrust
1.7.4b Psychosocial Stage2: Autonomy versus Shame and Doubt
1.7.5 Emotional development in early childhood
Activity 1.7

1.9 Summary

Unit Two: Different Understandings of Counselling
2.0 Introduction
2.1 Objectives
2.2.Main Categories of Counselling Approaches
2.2.1 Behavioural Counselling
2.2.2 Psychoanalytical and Psychodynamic Counselling
2.2.3 Humanistic Counselling
Activity 2.1

2.3 Specific Models Available for Use in Early Childhood Counselling 2.3.1 Psychodynamic Counselling

2.3.1a The model
2.3.1b Implications of the Psychodynamic Model for the ECD Counsellor Activity 2.2

2.3.2 Person-Centred Counselling
2.3.2a The model
2.3.2b Implications of the Person-centred Model for the ECD Counsellor Activity 2.3

2.3.3 Gestalt Counselling
2.3.3a The model
2.3.3b Implications of the Gestalt Model for the ECD Counsellor Activity 2.4

2.3.4 Rational-Emotive Counselling
3.3.4a The model
2.3.4b Implications of the Rational-Emotive Model for the ECD Counsellor Activity 2.5

2.3.5 Behavioural Counselling
2.3.5a The model
2.3.5b Implications of the model for ECD counselors
Activity 2.6

2.3.6 Integrative Counselling
2.3.6a The model
2.3.6b Implications of the model for ECD Counsellors...

References: Shonkoff, J. P., & Phillips, D. A. (Eds.) (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
Bullock, J. R. (1998). Loneliness in young children. Champaign, IL: University of Illinois.
ERIC, Clearinghouse on Elementary and Early Childhood Education. (ERIC Digest.
Turnbull, A. P., Pereira, L., & Blue-Banning, M. J. (2000). Teachers as friendship facilitators. Teaching Exceptional Children, 32(5), 66-70.
McWilliam, R. A. (2000). Recommended practices in interdisciplinary models (p. 48). In S. Sandall, M. E. McLean, & B. J. Smith (Eds.), DEC recommended practices in early
intervention/early childhood special education (pp. 47-54). Longmont, CO: Sopris West.
Guralnick, M. J. (2000). An agenda for change in early childhood inclusion (p.221). Journal of Early Intervention, 23(4), 213-222.
Odom, S. L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20(1), 20-27.
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