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Understanding Behaviour and Learning Human Need, Learning And Development (Bundle)

SACE CPD Points

Completion of this course carrries 5 SACE CPD points.

SACE is the South African Council for Educators and aims to enhance the status of the teaching profession through appropriate professional development.

This e-learning bundle is comprised of two course modules:

  • Understanding behaviour and
  • Human need, learning and development

Understanding behaviour

There are no simple solutions or answers for working with children, young people and parents to manage and change challenging behaviour. There are, however, a range of approaches that practitioners may consider using. This course is intended for all children’s workforce practitioners, i.e. all staff who work with children, young people and their families. Although this course forms part of an induction programme for new starters, it is also intended for all practitioners who want to improve their knowledge and continue their professional development.

The course contains additional resource materials, useful links and a refresher guide. It will enable you to:

  • Outline the benefits of studying the behaviour of the child or young person
  • Examine the words used to describe behaviour
  • Consider both observable and hidden aspects of behaviour
  • Explore what is meant by acceptable behaviour
  • Look at examples of how to manage the challenging behaviour of various age groups

Content

Here are some of the topics covered in this course:

Who's responsible? | Parental responsibility | Best practice | A range of approaches | Storyboarding | Car trouble | The miracle question | What has changed? | Exploring the consequences | Cost-benefit analysis | Facing the facts | Self-monitoring profiles | Taking full ownership | Self-monitoring leads to change | Modelling | Following through | Support initiatives | Acceptable behaviour | Different strokes | Not all bad | Key indicator | Mismatch | Hidden and observable aspects of behaviour | What don't they know? | Starting position | Correct position | Observable behaviours | Externalising behaviours | Aggression | Types of Aggression | Delinquency | Hyperactivity | Biological risk factors | Internalising behaviours | Older children | Internal - external? | Root causes | Emotional Problems | Conduct disorder | Relevant factors | Other factors | Context | Adults and the negative context

Human need, learning and development

The aim of this course is to give learners an awareness of child development and the opportunity to begin to think about how an understanding of how children and young people develop impacts on practice. This course is intended for all children’s workforce practitioners, i.e. all staff who work with children, young people and their families.  Although this course forms part of an induction programme for new starters, it is also intended for all practitioners who want to improve their knowledge and continue their professional development.

The course contains additional resource materials, useful links and a refresher guide. It will enable you to: 

  • Outline the benefits of studying the development of the child or young person
  • Explore the key questions in child development
  • Acquire a basic understanding of how babies and children form attachments
  • Understand how attachments can affect boundary formation and the social, emotional and behavioural development of children and young people
  • Understand Maslow’s hierarchy of human need
  • Understand Levin’s theory of child development
  • Understand Piaget’s cognitive development theory
  • Understand Vygotsky’s social learning theory
  • Understand Erikson’s theory of psycho-social development

Content

Here are some of the topics covered in this course:

Why understanding development theory is important | The big questions | Consider your point of view | How to decide | Adopted children | Gene research | Political issues | Little people? | Maslow’s hierarchy of human needs | Growing needs | Highly developed needs | Limitations of the theory | Levin's theory: Cycles of development | Levin's theory: Stage 1: Being (Tasks) | Levin's theory: Stage 1: Being (Affirmations) | Levin's theory: Stage 2: Doing (Tasks) | Levin's theory: Stage 2: Doing (Affirmations) | Levin's theory: Stages 3: Thinking (Tasks) | Levin's theory: Stages 3: Thinking (Affirmations) | Levin's theory: Stage 4 - Identity & power | Levin's theory: Stage 5 - Skills & structure (Tasks) | Levin's theory: Stage 5 - Skills & structure (Affirmations) | Levin's theory: Stage 6 – Integration (Tasks) | Levin's theory: Stage 6 – Integration (Affirmation) | It’s the stage not the age that counts | Cognitive development theory | Children are not little adults | Piaget: Stage 1 (0-2) | Piaget: Stage 2 (2-7) | Tumblers | Piaget: Stage 3 (7-12) | Piaget: Stage 4 | Sharing the cake | Vygotsky’s social learning theory | Scaffolding | Erikson’s theory of psycho-social development | Five stages of childhood