Guidance of Young Children

Description

Written in a conversational style, yet solidly grounded in child development theory and research, Guidance of Young Children, 9/e focuses on positive and developmentally appropriate child guidance, while encouraging reflection, opportunities for applying knowledge, and the ability to make intentional and wise child guidance decisions. Based on the author’s belief that adults need to have realistic expectations of children, the book emphasizes understanding young children’s development, using a developmentally appropriate approach to guidance, and thinking critically in making wise guidance decisions 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 Glossary A B C D E F G H I L M N O P R S T U V W Z References Author Index A B C D E F G H I J K L M N O P R S T U V W X Y Z Subject Index A B C D E F G H I K L M N O P R S T U V W Z Inside Back Cover