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Guidance of Young Children

ISBN: 9780139011665 | 0139011668
Edition: 5th
Format: Paperback
Publisher: Prentice Hall
Pub. Date: 10/1/1998

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SummaryTable of Contents
This text, appropriate for guidance courses, provides practical child guidance strategies based on a solid foundation of child development research and family studies. Using a three-part approach, the author provides excellent coverage of the issues that are influencing child guidance today. Part I discusses three styles of caregiving, positive discipline strategies and how to manage a child's environment, and child development. Part II applies practical, constructive child guidance strategies designed to help children deal with stress, self-esteem, anger management, aggression, and prosocial behavior. Part III describes a variety of theories of child guidance and advocates an eclectic decision-making model to choosing positive discipline strategies and encourages problem solving using real-life examples. As the most established child guidance text, the latest updates and revisions make it even more valuable to those who work with children.
PART ONE: DEVELOPMENTALLY APPROPRIATE CHILD GUIDANCE: ESSENTIAL ELEMENTS1(132)
Chapter 1: Understanding Child Development: The Foundation for Developmentally Appropriate Child Guidance
4(36)
Case Stu... MORE
6(1)
The Concept of Developmentally Appropriate Child Guidance
7(1)
Piaget: Cognitive Development
8(9)
Sensorimotor Stage
8(1)
Preoperational Stage
9(3)
Special Focus: Q & A: Why Are Social Perspective-Taking Skills Important?
12(4)
Concrete Operational Stage
16(1)
Perception
17(2)
Perception During Early Childhood
17(1)
How Perception Changes as Children Get Older
18(1)
Memory
19(4)
Definitions
19(2)
The Development of Memory in Childhood
21(1)
How Can We Explain the Changes in Memory?
21(1)
Special Focus: Teachers Can Set the Stage for Memory Development
22(1)
Temperament
23(3)
Definition
23(1)
Three Basic Temperamental Styles
24(1)
Parent Talk. Creating a "Good Fit" Between Temperament and Child Guidance
25(1)
Social Cognition
26(4)
How Children Describe Other People and Their Behavior
26(2)
How Children Understand Intentional/Accidental Behavior
28(1)
How Children View Friendship
28(2)
Resolving Conflict
30(1)
Self-Control
30(3)
What Is Self-Control?
30(1)
How Children Demonstrate Self-Control
31(1)
How Does Self-Control Evolve?
32(1)
Stages in the Development of Self-Control
32(1)
Case Study Analysis: Child Guidance Based on Child Development
33(1)
Reflecting on Key Concepts
34(1)
Apply Your Knowledge
35(1)
References
36(4)
Chapter 2: Guiding with Positive Discipline and an Authoritative Caregiving Style
40(28)
Case Studies: Styles of Caregiving
42(1)
Some Questions About Discipline
43(3)
What Part Does Discipline Have in Socialization?
43(1)
What Is a Discipline Encounter?
43(1)
What Are Discipline Strategies?
44(1)
What Influences the Discipline Strategies That Adults Use?
44(1)
Is Discipline Positive or Negative?
45(1)
Two Major Caregiving Dimensions: Responsiveness and Demandingness
46(4)
Responsiveness
46(3)
Demandingness
49(1)
Styles of Caregiving: Authoritative, Authoritarian, and Permissive
50(10)
The Authoritative Style
51(3)
The Authoritarian Style
54(4)
The Permissive Style
58(2)
Case Study Analysis: Styles of Caregiving
60(1)
Parent Talk. Helping Parents Feel Competent and Confident About Dealing With Discipline Encounters
60(1)
Basic Processes Adults Use to Influence Children
60(4)
Modeling
61(1)
Direct Instruction and Coaching
62(1)
Using Reinforcement and Feedback
63(1)
Managing the Child's Environment
63(1)
Stating Expectations of Desired Behaviors
63(1)
Encouraging Children to Modify Attitudes and Understanding
63(1)
Reflecting on Key Concepts
64(1)
Apply Your Knowledge
65(1)
References
66(2)
Chapter 3: Positive Discipline Strategies: Direct Guidance
68(32)
Case Studies: Positive Discipline Strategies
70(1)
Positive Discipline Strategies
71(4)
Develop Appropriate Limits
71(3)
Help Children Accept Limits
74(1)
State Limits Effectively
75(17)
Teach More Appropriate Behavior and Give Signals or Cues for Appropriate Behavior
78(1)
Support Children in Using More Appropriate Behavior
78(1)
Change Something About a Situation
79(2)
Ignore Behavior When It Is Appropriate to Do So
81(2)
Redirect Children's Behavior--Divert and Distract the Youngest Children
83(1)
Redirect Children's Behavior--Make Substitutions When Dealing with Older Children
83(2)
Listen Actively
85(1)
Deliver I-Messages
86(1)
Use Natural and Logical Consequences
86(2)
Teach Conflict Resolution and Problem-Solving
88(1)
Parent Talk. "But, What About Spanking?"
89(1)
Understand and Manage Strong Emotions
90(1)
Withdraw from Situations (Not Time-out)
90(2)
Save Face and Preserve Dignity
92(1)
Choosing an Effective Positive Discipline Strategy
92(1)
Case Study Analysis: Positive Solutions for Jenny's Mother
93(1)
Reflecting on Key Concepts
94(1)
Apply Your Knowledge
95(2)
References
97(3)
Chapter 4: Developmentally Appropriate Practices and Early Childhood Classroom Management
100(33)
Case Studies: Classrooms Based on Developmentally Appropriate Practice
102(2)
Classroom Spaces Based on DAP
104(2)
Principles of Designing DAP Early Childhood Classrooms
105(1)
The Effects of DAP Classrooms
105(1)
Setting up the Physical Environment: DAP Classrooms for Preschool, Kindergarten, and the Primary Grades
106(15)
Organize the Classroom into Activity Areas
109(5)
Develop Enough Activity Areas
114(2)
Arrange Activity Areas Logically
116(2)
Create Attractive, Sensory-Rich Activity Areas
118(3)
Curriculum, Activities, and Materials in a DAP Early Childhood Classroom
121(1)
DAP Classrooms for Infants and Toddlers
122(6)
Brief Summary of Infant/Toddler Development
122(2)
Supportive Physical Environments for Infants/Toddlers
124(1)
Designing Physical Environments for Infants/Toddlers
125(2)
Supportive Caregiving Environments for Infants/Toddlers
127(1)
Parent Talk. "Babies Often Cry When They Are..."
128(1)
Case Study Analysis: Discovering DAP in Activities
128(1)
Reflecting on Key Concepts
129(1)
Apply Your Knowledge
130(1)
References
131(2)
PART TWO: SPECIAL TOPICS IN CHILD GUIDANCE133(120)
Chapter 5: Guiding Children in Times of Stress
136(24)
Case Study: Joseph's New School
138(1)
Resilience and Stress in Young Children
139(3)
Resilience in Young Children
139(1)
Definition of Stress
139(2)
Sources of Stress for Children
141(1)
How Stress Can Affect Children
142(1)
Stages in Responding to Stress
142(3)
Alarm
143(1)
Appraisal
143(1)
Searching for a Coping Strategy
143(2)
Coping Effectively with Stressors
145(4)
What Is Coping?
145(2)
Children's Developmental Level Affects Their Ability to Understand and Effectively Cope with Stressors
147(2)
Guiding Children as They Experience Stress
149(5)
General Guidelines
149(2)
Guidelines for Helping Children Who Face the Specific Stressor of Moving
151(3)
Parent Talk. Moving to a New Home? How to Help Your Child Cope with the Move
154(1)
Case Study Analysis: Buffering Joseph's Move to His New School
155(1)
Reflecting on Key Concepts
156(1)
Apply Your Knowledge
156(2)
References
158(2)
Chapter 6: Guiding Children Toward a Healthy Sense of Self and Self-Esteem
160(22)
Case Study: Self-Esteem
162(1)
The Nature and Development of Self-Esteem
163(2)
Parts of the "Self-System"
163(2)
Ideas About Self-Esteem to Remember
165(1)
The Building Blocks of Self-Esteem: Competence, Control, and Worth
165(2)
How Does Self-Esteem Develop?
167(3)
Self-Esteem Develops in a Social Context
167(2)
How Adults Influence a Child's Self-Esteem
169(1)
Guiding Children Toward Healthy Self-Esteem
170(5)
Practices That Guide Children Toward Healthy and Balanced Self-Esteem
170(3)
Practices Likely to Contribute to Unhealthy Self-Esteem
173(2)
Children Need a Strong Moral Compass
175(1)
Case Study Analysis: Self-Esteem
175(1)
Parent Talk. Parents, Infants, and Toddlers--Architects of Self-Esteem
176(1)
Reflecting on Key Concepts
177(1)
Apply Your Knowledge
177(1)
Resources for Specific Activities
178(1)
References
179(3)
Chapter 7: Guiding Young Children's Understanding and Management of Anger
182(20)
Case Study: Anger in an Early Childhood Classroom
184(1)
Three Components of Anger: State, Expression, and Understanding
185(6)
Anger as an Emotional State
185(1)
Expression of Anger
186(2)
Understanding of Anger
188(3)
Implications for Guiding Children's Expressions of Anger
191(6)
Create a Safe Emotional Climate
191(1)
Model Responsible Anger Management
192(1)
Help Children Develop Self-Regulatory Skills
193(1)
Teach Children to Use Words to Describe Angry Feelings
193(1)
Help Children Expand Their Feelings Vocabulary
194(1)
Use Active Listening When Children Are Having an Anger Conflict
194(1)
Plan Discussions About Anger
195(1)
Use Appropriate Books and Stories About Anger Management
195(1)
Teach Children How to Deal with the Stress of Anger
196(1)
Work with Other Professionals
197(1)
Parent Talk. Building Anger Management Skills and Emotional Intelligence in Children
197(1)
Resources for Parents on Emotional Intelligence
197(1)
Resources for Teachers on Emotional Intelligence
198(1)
Case Study Analysis: Anger in an Early Childhood Classroom
198(1)
Reflecting on Key Concepts
198(1)
Apply Your Knowledge
198(2)
References
200(2)
Chapter 8: Understanding and Guiding Aggressive Children
202(26)
Case Study: Aggression in Mrs. Spencer's School
204(1)
Understanding Aggression
205(4)
Aggression Is...
205(1)
Forms of Aggression
205(3)
Gender Differences in Aggression
208(1)
How Children Become Aggressive: A Systems/Ecological Approach
209(8)
Aggressive Families Teach Aggression to Children
210(3)
Aggressive Peers Teach Aggression
213(2)
Television Affects the Development of Aggression
215(2)
Strategies For Guiding Aggressive Children
217(4)
Work with Individual Children
217(3)
Use Early Childhood Family Education to Teach Families About Aggression
220(1)
Focus on the "Larger Picture" of Aggression at the Community Level
220(1)
Parent Talk. Recommendations for Parents from the National Television Violence Study
221(1)
Case Study Analysis: Aggression in Mrs. Spencer's School
222(1)
Reflecting on Key Concepts
223(1)
Apply Your Knowledge
223(1)
References
224(4)
Chapter 9: Prosocial Behavior: Guiding Its Development
228(25)
Case Studies: Prosocial Behavior
230(1)
Understanding Prosocial Behavior
231(8)
What Is Prosocial Behavior?
231(1)
Forms of Prosocial Behavior
232(3)
What Motivates People to Act Prosocially?
235(1)
Focus on Development to Understand Prosocial Behavior
235(4)
Implications: Guide Children's Prosocial Behavior by Using Developmentally Appropriate Strategies
239(6)
Model Prosocial Behavior
239(1)
Encourage Children to Develop Helpful Emotional Scripts
240(1)
State Expectations for Prosocial Behavior and Accept Children's Help When Offered
241(1)
Use Positive Discipline Strategies
241(1)
Verbally Label and Discuss Prosocial Behavior
242(1)
Practice Prosocial Behavior
243(1)
Recognize and Encourage Prosocial Behavior
244(1)
What Are the Benefits of Encouraging Prosocial Behavior?
245(1)
Parent Talk. Raising a Prosocial Child: Tips for Parents
246(1)
Case Study Analysis: Prosocial Behavior
247(1)
Reflecting on Key Concepts
247(1)
Apply Your Knowledge
248(1)
Resources for Specific Activities
249(1)
References
250(3)
PART THREE: DEVELOPING AN "ECLECTIC" APPROACH TO CHILD GUIDANCE253(45)
Chapter 10: Child-Guidance Theories and Their Strategies
256(28)
Case Studies: Theories and Child Guidance
258(1)
Child-Guidance Strategies Must Be Developmentally Appropriate for Adults, Too
259(1)
Rogerian Theory and Child Guidance
259(6)
Rogerian Concepts
259(1)
Applying Rogerian Concepts to Child Guidance
260(1)
Guidance Strategies Used in a Rogerian-Based Program
261(4)
Case Study Analysis: Child Guidance Based on Rogerian Theory
265(1)
Adlerian Theory and Child Guidance
266(5)
Adlerian Concepts
266(2)
Goals of Misbehavior: Attention, Power, Revenge, and Inadequacy
268(3)
Case Study Analysis: Child Guidance Based on Adlerian Theory
271(1)
Social Learning Theory and Child Guidance
271(7)
Social Learning Principles Applied to Child Guidance
272(2)
Types of Positive Reinforcement: Effective Praise and Token Systems
274(2)
Pitfalls to Avoid: Ineffective Praise
276(1)
Withdrawing a Reinforcer: Extinction
277(1)
Parent Talk. Tips for Dealing with Bedtime Hassles
278(2)
Teaching and Strengthening More Appropriate Behavior
279(1)
Social Learning Theory's View of Punishment
279(1)
Case Study Analysis: Child Guidance Based on Social Learning Theory
280(1)
Reflecting on Key Concepts
281(1)
Apply Your Knowledge
281(2)
References
283(1)
Chapter 11: The Decision-Making Model of Child Guidance: An "Eclectic" Approach
284(14)
Case Study: What Should We Do About the Cursing?
286(1)
Some Questions About the Decision-Making Model of Child Guidance
287(3)
What Is the Decision-Making Model of Child Guidance?
287(1)
Do You Think That Everybody Can Use This Model?
287(1)
It Seems as if an Adult Is "Active" and Has to "Be on His Toes" in Such a Model. Is That True?
288(1)
What Does "Eclectic" Mean?
289(1)
I Don't Quite Understand Why I Have to Understand Child and Family Development to Deal with Discipline Encounters. Is It Really All That Necessary?
289(1)
Using the Decision-Making Model
290(5)
Steps in the Decision-Making Model
290(1)
Case Study Analysis: The Decision-Making Model in Action
290(1)
Practicing the Decision-Making Model
291(3)
What the Decision-Making Model Means for Children
294(1)
Reflecting on Key Concepts
295(1)
Apply Your Knowledge
296(1)
Reference
296(2)
Appendix: Review: Major Positive Discipline Strategies298(10)
Author Index308(6)
Subject Index314

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