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Table of Contents

Preface
Foreword
Acknowledgments
The Guidance Tradition	p. 3
Pioneers of the Guidance Tradition	p. 4
Mid-Century Influences: The Developmental and Self Psychologists	p. 9
The Eighties: Guidance or Punishment?	p. 12
The Transition from Discipline to Guidance	p. 15
Parents and the Guidance Tradition	p. 19
Mi... MOREstaken Behavior	p. 30
The Concept of Mistaken Behavior	p. 31
Relational Patterns: A Paradigm for Social Development	p. 33
Three Levels of Mistaken Behavior	p. 37
Mistaken Behavior and Intentionality	p. 46
Communicating with Parents about Mistaken Behavior	p. 49
Guidance Discipline: The Bottom Line	p. 58
A Guidance Approach Depends on Positive Teacher-Child Relations	p. 59
Guidance Discipline Reduces the Need for Mistaken Behavior	p. 67
Guidance Discipline Takes a Solution-Orientation	p. 72
Guidance Discipline Means Teamwork with Other Adults on Behalf of the Child	p. 77
Guidance Discipline Means Partnerships with Parents	p. 83
Creating the Climate for a Guidance Approach	p. 92
A Professional, Not a Technician	p. 94
The Learning Dynamic	p. 94
Developmentally Appropriate Practice and Teacher-Child Relationships	p. 104
Liberation Teaching	p. 110
A Climate for Partnership with Parents	p. 111
Managing the Classroom	p. 123
Using Learning Centers to Organize the Classroom	p. 124
Centers in the Preprimary Classroom	p. 124
Centers at the Primary Level	p. 129
The Place of Routines in Effective Classroom Management: A Teacher's Perspective	p. 135
Encouraging Parents to Volunteer in the Classroom	p. 139
Managing the Daily Program	p. 150
The Daily Program	p. 150
Mixing Active and Quiet Times	p. 155
The Place of Large Groups	p. 159
Managing Transitions	p. 167
Parents and Other Classroom Volunteers	p. 172
Communicating to Prevent Problems	p. 183
A Supportive Atmosphere	p. 184
Guidelines, not Rules	p. 186
Communication Skills	p. 192
The Class Meeting	p. 205
Communicating with Parents to Prevent Problems	p. 208
Finding Solutions for Mistaken Behavior	p. 223
Mistaken Behavior: Applying the Concept	p. 223
The Decision to Intervene	p. 227
Quick Intervention Strategies	p. 234
Behaviors Reported by Other Children	p. 240
Intervention when Follow-up is Needed	p. 242
Why Take the Time?	p. 248
Assistance From Parents	p. 249
Guidance in the Tough Times	p. 260
Conditions that Make Intervention Necessary	p. 261
Crisis Management Techniques	p. 264
When Teachers feel Anger	p. 270
Strategies for Working with Strong Needs Mistaken Behavior	p. 275
When Teachers and Parents Disagree	p. 285
Liberation Teaching	p. 295
Liberation Teaching: What It Is	p. 296
Liberation Teaching and Anti-Bias Curriculum	p. 301
The Importance of Liberation Teaching for Guidance Discipline	p. 303
Liberation Teaching and Parent Participation	p. 305
App. A Sample Greeting Letters and Surveys to Children and Their Families	p. 314
App. B Sample Brochure: The Education Program in Our Class	p. 322
App. B Sample Flyer: Suggestions for Parent Involvement	p. 322
App. C Developmentally Appropriate Guidance of Young Children (Position Statement of the Minnesota Association for the Education of Young Children. Printed with permission of the Minnesota Association for the Education of Young Children)	p. 329
App. D Individual Guidance Plan Worksheet	p. 338
Index	p. 341
Table of Contents provided by Blackwell. All Rights Reserved.

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