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Positive Child Guidance
ISBN: 9780827358782 | 0827358784
Edition: 2ndFormat: Paperback
Publisher: Delmar Publishers Inc.
Pub. Date: 8/1/1995
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This practical guide focuses on identifying typical developmental characteristics and needs of children. Teachers, parents, and child care workers are provided with suggestions to understand, solve and prevent everyday behavior problems of children by using positive communication. Real life examples apply effective strategies in dealing with day-to-day behaviors as well as severe or chronic behavioral problems.
| Preface | p. xii |
| Introduction | p. 1 |
| New Roles and Responsibilities in Child Rearing | p. 2 |
| Short-Term Objectives for Child Guidance | p. 7 |
| Respecting the Rights of Others | |
| Avoiding Danger | |
| Caring for the Environment | |
| Long-Term Goals for Child Guidance | p. 12 |
| The Nurturing Environment and Long-Term Development | |
| Practi... MORE | p. 17 |
| Questions for Discussion | p. 17 |
| Points to Remember | p. 18 |
| Related Readings | p. 18 |
| Planning the Prosocial Environment | p. 25 |
| Prosocial Behavior | p. 26 |
| Setting the Stage for Appropriate Behavior | p. 26 |
| The Physical Environment | |
| Scheduling | |
| The Nurturing Social Environment | p. 31 |
| A Relaxed, Playful Atmosphere | |
| A Cooperative Rather than Competitive Setting | |
| Developmentally Appropriate Activities, Materials, and Routines | |
| Consistency and Predictability | |
| The Nurturing Adult | p. 37 |
| Modeling Appropriate Behavior | |
| Showing Attentiveness to Individual Needs | |
| Providing Affirmation, Affection, and Acceptance | |
| Providing Recognition and Encouragement | |
| Being Willing to Enforce Appropriate Rules | |
| Being Willing to Protect Individual Rights | |
| Practical Application/Discussion: William and the Nature Walk | p. 46 |
| Questions for Discussion | p. 47 |
| Points to Remember | p. 48 |
| Related Readings | p. 49 |
| Positive Communication | p. 53 |
| Building a Foundation for Positive Communication | p. 54 |
| Effective Listening | p. 57 |
| Responding to Requests for Actions or Information | |
| Responding to Requests for Understanding and Attention | |
| Responding to Requests for Dependency or Inappropriate Interaction | |
| Addressing Underlying Feelings | p. 69 |
| Expression of Adult's Feelings | |
| Reflection of Child's Feelings | |
| Respectful Confrontation Through Questioning | |
| Positive Instructions Versus Negative Commands | p. 74 |
| Characteristics of Assertive Communication | p. 75 |
| Characteristics of Nonproductive Communication | p. 79 |
| Managing the Positive Confrontation | p. 81 |
| Practical Application/Discussion: "I'll Leave You Here Forever!" | p. 84 |
| Questions for Discussion | p. 85 |
| Points to Remember | p. 85 |
| Related Readings | p. 86 |
| Positive Action | p. 89 |
| Nonverbal Cues, Body Language | p. 90 |
| Significance of Nonverbal Cues for Young Children | |
| Consistency of Nonverbal Cues with Verbal Communication | |
| Focused Attention at the Child's Eye Level | |
| Helping Children Resolve Problems Independently | p. 92 |
| Facilitating Child-to-Child Communication | |
| Encouraging Voluntary Apologies | |
| Encouraging Voluntary Sharing | |
| Recognizing and Encouraging Internal Control | |
| Logical and Natural Consequences | p. 96 |
| Objective Cause-and-Effect Sequence | |
| Punishment Versus Guidance | |
| Separating the Deed from the Doer | |
| Overindulgence, Overprotection, and Spoiling | |
| Making Choices Within Limits | |
| External Reinforcement | p. 104 |
| Supportive External Conditions for Appropriate Behavior, Unconscious Conditioning | |
| Appropriate Use of Behavior Modification | |
| Behaviorism Oversimplified--Ignoring the Negative and Rewarding the Positive | |
| Practical Application/Discussion: The Big Boys and the Very Muddy Day | p. 107 |
| Questions for Discussion | p. 110 |
| Points to Remember | p. 110 |
| Related Readings | p. 112 |
| Guidelines for Effective Guidance | p. 115 |
| Ignore Mildly Annoying Behavior That Is Neither Harmful nor Unfair | p. 116 |
| Focus Attention Elsewhere | |
| Discretely Redirect Slightly Inappropriate Behavior to More Positive Substitute Behavior | |
| Assist the Child in Recognizing the General Effects of Positive Behaviors | |
| Immediately Interrupt Behavior That Is Harmful or Unfair | p. 118 |
| Intervene as Firmly as Necessary but as Gently as Possible | |
| Maintain Objectivity | |
| Remove the Child from a Problem Situation | |
| Assertively Shape Positive Behavior | p. 121 |
| Teach Ground Rules | |
| Clarity Expectations | |
| Maintain Consistency | |
| Adapt Objects, Events, and Attitudes to Remove Possible Causes of Problem Behavior | |
| Offer Assistance and Encouragement | |
| Give Undivided Attention | |
| Redirect Inappropriate Behavior Firmly and Respectfully | |
| Clearly Express Appropriate Feelings | |
| Explain the Potential Consequences of Unacceptable Behavior | |
| Provide Persistent Follow-up | |
| Emphasize Unconditional Caring and Affection | |
| Maintain and Express Confidence | |
| Protect the Child's Dignity and Privacy | |
| Be Willing to Start Over--To Forgive and Forget | |
| Practical Application/Discussion: Will and the Cream-Cheese Won Ton | p. 134 |
| Questions for Discussion | p. 135 |
| Points to Remember | p. 135 |
| Related Readings | p. 137 |
| Understanding Children's Behavior | p. 139 |
| Typical Ages and Stages | p. 140 |
| Infants (Brith--12 Months) | p. 142 |
| Reacting to Sensations | |
| Reflex Responses/Conditioning | |
| Development of Trust | |
| Learned Helplessness | |
| Flexibility Versus Predictable Routines | |
| Secure Attachment to Caregivers | |
| Separation and Stranger Anxieties | |
| Shared Identity with Caregivers | |
| Toddlers (12 Months--3 Years) | p. 156 |
| Reacting to Feelings and Needs | |
| Awareness of Cause and Effect | |
| Exploration Needs | |
| Safety Concerns | |
| Nonverbal Communication | |
| Verbal Communication | |
| Stranger Anxiety | |
| Egocentrism, Possessiveness | |
| Insecurity | |
| Quest for Independence | |
| Dawning Self-Awareness | |
| Preschoolers (3-5 Years) | p. 168 |
| Beginnings of Consciousness | |
| Expanding Verbal Skills | |
| Using Words to Express Feelings | |
| Learning How to Be a Friend | |
| Accepting Responsibility | |
| Following Rules | |
| Developing a Clear Self-Concept | |
| Early School-Agers (5-8 Years) | p. 176 |
| Developing Critical Thinking | |
| Affirming Self-Worth | |
| Expressing Anger | |
| Testing Authority Figures | |
| Coping with Limits | |
| Emerging Sense of Fairness | |
| Establishing Self-Identity | |
| Becoming Productive | |
| Maintaining Self-Esteem | |
| Older School-Agers (9-12 Years) | p. 181 |
| Striving for Independence | |
| Changing Roles and Relationships | |
| Identifying with Peers | |
| Working Toward Long-Term Goals | |
| Guarding Self-Esteem | |
| Practical Application/Discussion: "I'm Never Gonna 'Vite You to My Birth'ay!" | p. 185 |
| Questions for Discussion | p. 186 |
| Points to Remember | p. 187 |
| Related Readings | p. 188 |
| Understanding the Reasons for Problem Behavior | p. 193 |
| Defining Problem Behavior | p. 194 |
| Functional and Dysfunctional Behaviors | |
| Adult-Centered Definition of Misbehavior | |
| Child-Centered Definition of Misbehavior | |
| Stages of Moral Development in Young Children | p. 198 |
| How Do Young Children Learn Right from Wrong? | p. 200 |
| Underlying Causes of Problem Behavior | p. 203 |
| Inappropriate Expectations | |
| Misunderstanding Expectations | |
| Immature Self-Control | |
| Gleeful Abandon, Group Contagion | |
| Boredom | |
| Fatigue, Discomfort | |
| Desire for Recognition | |
| Discouragement | |
| Frustration | |
| Rebellion | |
| Practical Application/Discussion: Is a "Really Good Spanking" Really Good? | p. 216 |
| Questions for Discussion | p. 216 |
| Points to Remember | p. 216 |
| Related Readings | p. 217 |
| Managing Persistent Misbehavior | p. 221 |
| Reacting to Needs--Maslow's Hierarchy | p. 222 |
| The Role of Self-Esteem | |
| Developing Self-Esteem | |
| The No-Lose Method of Conflict Resolution | p. 225 |
| Dreikurs's Mistaken Goals | p. 226 |
| Attention-Seeking Behavior | p. 227 |
| Clinging, Feigning Ineptness | |
| Artificial Charm, Competitiveness | |
| Clowning, Acting Out, Silliness | |
| Laziness, Compulsiveness, Obnoxiousness | |
| Controlling Behavior | p. 230 |
| Manipulativeness, Vengefulness | |
| Pouting, Stubbornness | |
| Bullying, Rebelling | |
| Disruptive Behavior | p. 232 |
| Destructiveness, Aggressiveness | |
| Contempt, Mistrust | |
| Fits of Anger, Tantrums, Defiance | |
| Withdrawn, Passive Behavior | p. 235 |
| Cyclical Self-Stimulation | |
| Rejection of Social Interchange | |
| Internalization of Stress | |
| Display of Ineptness and Hopelessness | |
| Screening for Developmental "Red Flags" | p. 236 |
| Indications of Abuse or Neglect | |
| Locating Community Resources | p. 240 |
| Meeting Adult Needs | p. 241 |
| Practical Application/Discussion: "Thank Heavens for Sarah" | p. 242 |
| Questions for Discussion | p. 244 |
| Points to Remember | p. 245 |
| Related Readings | p. 246 |
| Taking a New Look at Children | p. 251 |
| Identifying Personal Biases | p. 252 |
| The Observation Sequence | p. 254 |
| Observing | |
| Interpreting | |
| Planning | |
| Taking Action | |
| Evaluating | |
| Observation Strategies | p. 257 |
| Anecdotal Record | |
| Running Account | |
| Time Sampling | |
| Event Sampling | |
| Checklists Versus Narrative Accounts | |
| Practical Application/Discussion: The Mysterious Case of the Spinning Peg | p. 262 |
| Questions for Discussion | p. 263 |
| Points to Remember | p. 263 |
| Related Readings | p. 263 |
| Culturally Sensitive Guidance | p. 267 |
| Historical Perspectives | p. 268 |
| The Child in Society | p. 271 |
| Preparation for Participation in a Democracy | p. 273 |
| The Strain of Changing Disciplinary Traditions | p. 274 |
| Cultural Influences on Child Rearing | p. 275 |
| Preparing Children for the Realities of an Adult World | p. 278 |
| Parent Expectations Related to Social and Economic Settings | p. 283 |
| Understanding Cultural Differences | p. 285 |
| Philosophies of Guidance | p. 287 |
| The Nature Versus Nurture Controversy | |
| The Behaviorist Approach | |
| The Maturationist Approach | |
| The Developmental Interactionist Approach | |
| Practical Application/Discussion: Bringing Home a Baby Bumblebee | p. 296 |
| Questions for Discussion | p. 296 |
| Points to Remember | p. 297 |
| Related Readings | p. 297 |
| Appendices | |
| Resources for Helping Contemporary Families Deal with Stress | p. 301 |
| Resources for Creating a Prosocial Environment | p. 304 |
| Resources for Keeping Toddlers Safe | p. 306 |
| Resources for Responding to Special Needs and Interests | p. 307 |
| Resources for Understanding and Dealing with Child Abuse | p. 313 |
| Parent Training and Information Projects | p. 324 |
| National Disability Organizations and Agencies | p. 334 |
| Bilingual Children's Books Affirming Cultural Differences | p. 337 |
| Internet Starting Points for Parents and Caregivers | p. 340 |
| Glossary | p. 341 |
| References | p. 345 |
| Index | p. 357 |
| Table of Contents provided by Syndetics. All Rights Reserved. |
