| Acknowledgments |
|
vii | |
| Preface |
|
ix | |
| Introduction |
|
1 | (6) |
| I. The Setting |
|
7 | (26) |
|
|
|
8 | (3) |
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Sample program objectives |
|
|
8 | (1) |
|
When objectives are in conflict |
|
|
9 | (2) |
|
Personal Values Clarification |
|
|
11 | (4) |
|
Setting Up the Physical Environment |
|
|
15 | (12) |
|
Goals for the environment |
|
|
15 | (1) |
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Thinking about play areas |
|
|
16 | (1) |
|
|
|
16 | (1) |
|
|
|
17 | (4) |
|
|
|
21 | (1) |
|
|
|
22 | (3) |
|
|
|
25 | (1) |
|
|
|
25 | (2) |
|
|
|
27 | (6) |
|
|
|
27 | (6) |
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Constraining the imagination |
|
|
28 | (1) |
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|
|
28 | (5) |
| II. Interacting with Children |
|
33 | (26) |
|
Alternative Adventure Play |
|
|
35 | (4) |
|
|
|
39 | (4) |
|
Developing Empathy and an Understanding of Consequence |
|
|
43 | (6) |
|
Clear Communication Skills |
|
|
49 | (4) |
|
Expressive communication skills |
|
|
49 | (2) |
|
Having the other person's attention |
|
|
49 | (1) |
|
|
|
49 | (1) |
|
Stating the problem clearly |
|
|
50 | (1) |
|
Receptive communication skills |
|
|
51 | (2) |
|
Giving attention to the person who is communicating |
|
|
51 | (1) |
|
|
|
51 | (1) |
|
Reading body language and facial expression |
|
|
51 | (2) |
|
|
|
53 | (6) |
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Promotional interventions |
|
|
53 | (6) |
|
Level I: High adult intervention |
|
|
54 | (2) |
|
Level II: Minimal adult role |
|
|
56 | (1) |
|
Level III: Children taking charge |
|
|
57 | (2) |
| III. Activities |
|
59 | (34) |
| IV. Appendix |
|
93 | (1) |
| Bibliography |
|
94 | (4) |
| Other Resources and Groups |
|
98 | |
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