Guidance of Young Children

Cover
Title Page
Copyright Page
Dedication
Preface
Acknowledgments
Brief Contents
Contents
Inside Front Cover
PART I GUIDING YOUNG CHILDREN: THREE ESSENTIAL ELEMENTS
	Chapter 1 A Teacher's Role in Guiding Children
		Learning Outcomes
		Introduction
		Beginning the Circle: Our Hope for Children
			Developing Good Relationships with Children
		Major Dimensions of Caregiving Styles
			Responsiveness
			Demandingness
		Styles of Caregiving
			The Authoritative Style
			High Demandingness, High Responsiveness
			Positive and Powerful Effect on Young Children's Development
			The Authoritarian Style
			High Demandingness, Low Responsiveness
			Negative Effect on Young Children's Development
			The Permissive Style
			Low Demandingness
			Indulgent: Low Demandingness Plus High Responsiveness
			Uninvolved: Low Demandingness Plus Low Responsiveness
			How Permissiveness Affects Young Children
		Basic Processes Adults Use to Influence Children
			Modeling
			Instruction and Practice
			Feedback
			Physical Environment
			Expectations
			Change
		Analyze a Vignette
		Summary
		Apply Your Knowledge
		Websites
	Chapter 2 Theoretical Foundations of Child Guidance
		Learning Outcomes
		Introduction
		Theories Focusing on the Systems in Which Children Develop
			Urie Bronfenbrenner
			Family Systems Theory
			Implications of Theories Focusing on Systems for Guiding Children
		Theories Focusing on How Children Construct Knowledge
			John Dewey
			Jean Piaget
			Stages of Cognitive Development
			Lev Vygotsky
			Implications of Theories Focusing on How Children Construct Knowledge for Guiding Children
		Theories Focusing on Psychological, Emotional, and Social Learning Needs
			Erik Erikson
			Abraham Maslow
			Alfred Adler
			Carl Rogers
			Social Learning Theory
			Implications of Theories Focusing on Psychological, Emotional, and Social Needs for Guiding Children
		Analyze a Vignette
		Summary
		Apply Your Knowledge
		Websites
	Chapter 3 Understand Child Development: A Key to Guiding Children Effectively
		Learning Outcomes
		Introduction
		Social Emotional Development: What to Expect
		Perception and Memory
			Perception: What to Expect
			Memory: What to Expect
		Social Cognition: How Children Think About Others
			Preoperational Thinkers: Ages 2 to 6 Years Old
			Concrete Operational Thinkers: Ages 6 to 11 or 12 Years Old
		Self-Control and Prosocial Behavior
			Self-Control: What to Expect
			Prosocial Behavior: What to Expect
		Analyze a Vignette
		Summary
		Apply Your Knowledge
		Websites
PART II "DIRECT" AND "INDIRECT" CHILD GUIDANCE
	Chapter 4 Supportive Physical Environments: Indirect Guidance
		Learning Outcomes
		Introduction
		Theoretical Foundations for Early Childhood Classroom Design
			Theories Focusing on the Systems in Which Children Develop
			Theories Focusing on How Children Construct Knowledge
			Theories Focusing on Psychological and Emotional Needs
		Physical Environments and Sensory Stimulation for Infants and Toddlers
			Child Development Theory Supports Effective Teaching and Room Design
			Sensory Stimulation: A Powerful Avenue for Infant-Toddler Development
		Developmentally Appropriate Physical Environments for 3- to 8-Year-Olds: Indirect Guidance
			Room Design Based on Theory
			Benefits of Well-Designed Spaces for Children
		Guidelines: Developmentally Appropriate Room Design for 3- to 8-Year-Old Children
			Organize the Classroom into Activity Areas
			Develop Enough Activity Areas
			Arrange Activity Areas Logically
			Create Attractive, Sensory-Rich Activity Areas
		Time Schedule, Curriculum, Activities, and Materials: Sources of Indirect Guidance for 3- to 8-Year-Olds
			Schedule
			Curriculum
			Activities and the Project Approach
			Criteria for Developmentally Appropriate Activities
			Materials: Choosing and Managing
		Analyze a Vignette
		Summary
		Apply Your Knowledge
		Websites
	Chapter 5 Positive Guidance and Discipline Strategies: Direct Guidance
		Learning Outcomes
		Introduction
		The Concept of Guidance and Discipline
			Culture and Socialization
			Discipline, Guidance, Punishment
		Guiding Infants and Toddlers
			Guidance for Infants
			Guidance for Toddlers
		Guiding 3- Through 8-Year-Olds
			Guidance for 3- Through 8-Year-Olds
			Guidance and Discipline Encounters: 3- Through 8-Year-Olds
			Guidance Strategies
		Positive Guidance Strategies: Description and Explanation
			Use Limits Effectively
			Teach Helpful or Appropriate Behavior
			Set Up Practice Sessions and Give "On-the-Spot" Guidance
			Give Signals or Cues for Appropriate Behavior
			Encourage Children's Efforts to Accept Limits
			Change Something about a Context or Setting
			Ignore Behavior (Only When It Is Appropriate to Do So)
			Redirect Children's Behavior-Divert and Distract the Youngest Children
			Redirect Children's Behavior-Make Substitutions with Older Children
			Listen Actively
			Deliver I-Messages
			Teach Conflict Resolution (Problem Solving)
			Prevent Overstimulation and Teach Calming Techniques
			Help Children Save Face and Preserve Their Dignity
		Beliefs about Discipline Influence Choices about Discipline Strategies
			Beliefs and Practices
			An Opportunity to Examine Your Beliefs about Discipline
		Analyze a Vignette
		Summary
		Apply Your Knowledge
		Websites
	Chapter 6 Using Observation in Guiding Children
		Learning Outcomes
		Introduction
		Assessment in Early Childhood Education
		Reasons for Observing Children's Behavior
			Children Communicate with Behavior
			Discover and Build on Children's Strengths
			Observe Individual Needs for Possible Further Screening
		Achieving Objectivity and Avoiding Subjectivity in Observing
			Teachers Are Responsible for Recording Observations Objectively
			Practical Suggestions for Achieving Objectivity in Observing
		Practical and Effective Methods for Observing Children's Development and Behavior
			Anecdotal Records
			Running Record
			Checklists
			Rating Scales
			Event Sampling
			Time Sampling
		Portfolios in Observing and Guiding Children
			What Is a Portfolio?
			Benefits of Portfolios for Children, Teachers, and Families
			Efficient Use of Portfolios
		Analyze a Vignette
		Summary
		Apply Your Knowledge
		Websites
PART III SPECIAL TOPICS IN CHILD GUIDANCE
	Chapter 7 Self-Esteem and the Moral Self
		Learning Outcomes
		Introduction
		Parts of the Self
			Self-Awareness
			Self-Concept
			Self-Control
			Self-Esteem
		Building Blocks of Self-Esteem
			Competence
			Control
			Worth
		Self-Esteem Develops in a Social Context
			Adults Influence a Child's Self-Esteem: Garbage In, Garbage Out (GIGO)
			Bullying and Self-Esteem
		The Moral Self
			What Is Moral Identity?
			When and How Does Moral Identity Develop?
			Theoretical Perspectives on Moral Identity
		Practices That Help Children Develop Authentic Self-Esteem
			Believe in and Adopt an Authoritative, Caregiving Style
			Plan Appropriate Activities That Are Deserving of Children's Time
			Express Genuine Interest in Children and Their Activities
			Give Meaningful Feedback to Children
			Use Encouragement and Appreciation and Avoid Empty Praise
			Acknowledge Both Pleasant and Unpleasant Feelings
			Demonstrate Respect for All Family Groups and Cultures; Avoid Sexism and Judging Physical Attributes
			Teach Specific Social Skills
		Practices Contributing to Unhealthy Self-Esteem
			Lack of Warmth and Genuine Acceptance Toward a Child
			Child Abuse or Harsh Discipline
			Failure to Emphasize Self-Responsibility
			Unhelpful, Overly Critical, Negative Style of Communication
			Denying Unpleasant Feelings
			Ignoring Children or Spending Time with Them Grudgingly
			Acting in a Judgmental or Sexist Way, or Showing Contempt for Some Families or Cultural Groups
		Analyze a Vignette
		Summary
		Apply Your Knowledge
		Websites
	Chapter 8 Feelings and Friends: Emotional and Social Competence
		Learning Outcomes
		Introduction
		Emotional Competence
			Perceiving Emotions
			Expressing Emotions
			Regulating Emotions
			Children's Development Affects How They Understand Feelings
		Social Competence
			Socially Competent Children Tune in to Their Surroundings
			Socially Competent Children Relate Well to Other Children
			Socially Competent Children Have Good Social Skills
		Social Emotional Learning: Setting the Stage
			Supportive Interpersonal Environments
			Supportive Physical Environments
		Essential Topics in Social Emotional Learning
			Emotions as Normal and Having a Purpose
			Limits on Expressing Emotions
			Alternative Responses to Emotions
			Strong Emotions Vocabulary
			How to Talk About Emotions: How to Use Your Words
			Friendship Skills
		Social Emotional Learning Opportunities: During Large Group and Focused on Throughout the Day
			Helping Children Handle Disappointment
			Helping Children Deal with Anger
			Helping Children Learn Friendship Skills
		Analyze a Vignette
		Summary
		Apply Your Knowledge
		Websites
	Chapter 9 Resilience and Stress in Childhood
		Learning Outcomes
		Introduction
		Resilience in Young Children
			Resilience Grows in Families, Schools, and Communities
			Protective Factors That Foster Resilience
		Types of Stressors
			Physical Stressors
			Psychological Stressors
			Combination of Physical and Psychological Stressors
		Acute and Chronic Stress
			Acute Stress
			Chronic Stress
		Sources of Stress
			Internal Sources of Stress
			External Sources of Stress
		How Stress Affects Children
			Physical Effects of Stress
			Behavioral and Psychological Effects of Stress
		Stages in Responding to Stress
			Alarm
			Appraisal
			Searching for a Coping Strategy
		Coping Effectively with Stress
			What Is Coping?
			Different Ways of Coping with Stress
			Can Young Children Cope Effectively with Stressors?
		General Guidelines for Helping Children Cope with Stress
			Model Good Stress Management
			Manage Your Classroom to Be a Low-Stress Environment
			Acknowledge and Learn about the Variety of Stressors in Children's Lives
			Act as a Barrier between a Child and a Stressor
			Teach Children How to Relax and to Calm Themselves
			Learn and Teach Good Coping Skills
			Work with Families
		Suggestions for Helping Children Who Face the Stress of Moving
			Why Moving Is Stressful for Many Young Children
			Act as a Buffer between a Child and the Stress of Moving
		Analyze a Vignette
		Summary
		Apply Your Knowledge
		Websites
	Chapter 10 Aggression and Bullying in Young Children
		Learning Outcomes
		Introduction
		Aggression
			Forms of Aggression
			Gender Differences in Aggression
		Purposes of Aggression
			Instrumental Aggression
			Hostile Aggression
			What about Accidental Aggression?
		Bullying Is Aggression in Action
			Forms of Bullying
			Participants in Bullying
			Intervening In and Preventing Bullying
		How Children Learn to Be Aggressive
			Scripts for Aggression
			Scripts from Aggression-Teaching Families: Writing, Rehearsing with, and Activating the Scripts
			Unresponsive Parenting Fosters Aggression
			Peers: Children Get Scripts from Other Children
			Media: Children Get Scripts from Watching Violence
			Neutralize Media's Aggressive Message: Help Children Take Charge of What They Watch in the Media
			Neutralize Media's Aggressive Message: Watch Television with Children and Comment on Aggressive Content
		Analyze a Vignette
		Summary
		Apply Your Knowledge
		Websites
	Chapter 11 Minimizing Challenging Behavior
		Learning Outcomes
		Introduction
		The Nature of Challenging Behavior
			Challenging Behavior Is "in the Eye of the Beholder"
			Challenging Behaviors Are the Hot Spots in a Classroom
		Roots of Challenging Behavior
			Developmental Characteristics
			Unmet Needs
			Lack of Skills
			Factors in the Classroom (Contextual Issues)
		Functional Behavioral Assessment and Supporting Positive Behavior
			Functional Behavioral Assessment
			Supporting Positive Behavior
			Reflect
		Specific Challenging Behaviors: Apply Your Knowledge of Functional Behavioral Assessment
			Biting
			Teasing
			Aggressive Behavior (Hitting, Damaging or Destroying Things, Temper Tantrums)
			Whining and Pestering
			Tattling
		Supporting Infants and Toddlers with Challenging Behaviors
		Summary
		Apply Your Knowledge
		Websites
PART IV APPLY YOUR KNOWLEDGE OF CHILD GUIDANCE
	Chapter 12 Apply Your Knowledge: Guiding Children during Routines and Transitions
		Learning Outcomes
		Introduction
		Visual Supports
		Arrival and Departure
			What Children Need during Arrival and Departure
			Indirect Guidance
			Direct Guidance
		Large Group
			What Children Need during Large Group
			Indirect Guidance
			Direct Guidance
		Small Group
			What Children Need during Small Group
			Indirect Guidance
			Direct Guidance
		Transitions
			What Children Need during Transitions
			Examples of Transitions
			Indirect Guidance
			Direct Guidance
		Analyze a Vignette
		Summary
		Apply Your Knowledge
		Websites
	Chapter 13 Apply Your Knowledge: Use the Decision-Making Model of Child Guidance
		Learning Outcomes
		Introduction
		Decision-Making Model of Child Guidance
			Knowledge, Skills, and Respect: The Basis of the Decision-Making Model
			Eclectic-One Strategy Does Not Fit All
			Different Children, Different Families Call for an Eclectic Approach
		Steps in the Decision-Making Model
		Using the Decision-Making Model in Everyday Discipline Encounters
			Outdoor Cleanup Time
		Using the Decision-Making Model with Challenging Behavior
			Smashing Pumpkins in a Primary Classroom
		Using the Decision-Making Model to Make Contextual Changes
			A Preschool Classroom: Keep the Sand in the Pan, Please
		Using the Decision-Making Model to Change an Adult's Practices
			Liam and the Math Workbook
		Using the Decision-Making Model to Change the Context and Change the Teacher's Own Practices
			A Third-Grade Classroom: Joseph and Chloe Will Not "Sit Still" During the Last Large-Group Lesson
		Develop Guidance Plans
		Deciding about Referring a Child and Family for Outside Help
		Coming Full Circle: Authoritative Caregiving and the Decision-Making Model Benefits Children's Development
		Analyze a Vignette
		Summary
		Apply Your Knowledge
		Websites
Appendix: Review: Major Positive Discipline Strategies
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References
Author Index
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Subject Index
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Inside Back Cover