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In the Sixth Edition of this highly respected text, the authors provide information about helping children become confident, caring, responsible, and productive people in a strong and thoughtful way. This edition now includes content and examples on infants and toddlers, making the book relevant to teachers of children from birth through age eight. All of the authors’ recommendations about guidance approaches are based on the sound research of Jean Piaget, Alfred Adler and Carl Roger. These insightful recommendations, for novice and seasoned educators alike, further acknowledge the uniqueness of each child, including how individual temperaments and experiences affect behavior. The authors encourage their readers to treat the root cause of behavior problems rather than just the symptoms in order to obtain lasting results. In doing so, they continually present a clear discussion of child development and developmentally appropriate practices as they relate to the causes of children’s behavior. Unique in providing a unified theory base for analyzing guidance and discipline, the text offers a consistent view of external versus internal motivation, explaining why rewards are as damaging as punishment, and why evaluative praise undermines children’s learning as well as their self-confidence.
Keenly focused on developmental theory and constructivism, this celebrated resource explains underlying causes for child behavior, weaves numerous infant/toddler, preschool and primary classroom examples throughout, includes two full chapters devoted to challenges stemming from children with special physical or emotional needs, learning disabilities, or risk factors due to poverty, violence, or loss, and many summary boxes and graphic aids to prepare students in becoming experts in guiding young children. The Enhanced Pearson eText features embedded videos.
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Marjorie Fields Dr. Marjorie Fields has recently retired after teaching in the field of
early childhood education for more than 30 years. She first taught kindergarten, then
first grade, and then began teaching teachers. Thanks to her own children, she also
had experience in cooperative preschools and various types of childcare.
Marjorie has a Doctorate in Early Childhood Education with Research in Parent
Involvement. She has been active in early childhood professional organizations at
the national and local levels; she recently served as president of the National Association
of Early Childhood Teacher Educators (NAECTE) and has also served as
vice president of that association. She has served on the national governing board
for the National Association for the Education of Young Children (NAEYC). She has
published extensively in the field of emergent literacy, including the textbook Let’s
Begin Reading Right (Merrill/Prentice Hall), as well as in the field of child guidance.
This book is the result of more than 30 years of reading and thinking in conjunction
with developing and teaching early childhood discipline courses. Dr. Fields
credits her two sons with initially helping her learn what is most important about
child guidance and discipline. She now continues to learn from her grandchildren.
Patty Meritt Patty currently serves as a Professor of Early Childhood Education for
the University of Alaska in Fairbanks. The newest author, Patty used this book for
several years in classes for both teachers and parents. She teaches Child Guidance
in several formats, including workshops, on the web and as an intensive and compressed
course, and says the book is the backbone of every presentation. In addition
to teaching at the university, Patty has worked as a classroom teacher, owner and
administrator in childcare, private preschool, and a parent coop. Patty’s academic
degrees began with an AA in Nursery School and include a BA in Child Development
and a Masters in Teaching. Her research has been primarily in the field of gender
differences in early childhood. First as a parent and continuing as a grandparent, she
delights in continually learning, sharing, and improving her respectful responses to
Deborah M. Fields Debby is a Licensed Mental Health Counselor and the Director of
Social Services for Agape Adoptions, an international adoption agency. She assesses
and helps prepare families who wish to adopt children in normal health and with special
needs from a variety of cultural backgrounds. Debby also provides post-adoption
support services, assisting parents with the process of adjustment, attachment, and
developing sensitive discipline practices. Debby is particularly interested in the role of
primary relationships and is continually impressed by the powerful effect that loving
and sensitive caregivers have on children’s behavior and emotional development.
Debby is also the mother of two preteen daughters and continues to learn a great deal
about emotional development in her family life. Her children attend a cooperative
public school, where Debby enjoys working regularly in their classrooms.
Debby has a Master’s degree in Marriage, Family, and Child Counseling. She
presented her Master’s thesis on Multicultural Counseling at a national convention
for the American Psychological Association. In addition to her training in attachment
issues, she has focused on developing culturally sensitive practices in her work with
children and families. She has also worked with teen parents and in an elementary
school counseling center.
CHAPTER 1Thinking About Guidance and Discipline
CHAPTER 2 Physical and Emotional Development Affect Child Behavior
CHAPTER 3 Intellectual and Social Development Affect Discipline
PART 2 Discipline Approaches
CHAPTER 4 Creating Environments That Prevent Discipline Problems
CHAPTER 5 Planning Programs That Prevent Discipline Problems
CHAPTER 6 Teaching Desirable Behavior Through Example
CHAPTER 7 Effective Discipline Through Effective Communication
CHAPTER 8 Helping Children Understand and Accept Limits
CHAPTER 9 Beyond Behaviorism
CHAPTER 10 Punishment versus Discipline
PART 3 Matching Discipline Causes to Discipline Approaches
CHAPTER 11 Childlike Behaviors
CHAPTER 12 Unmet Needs
CHAPTER 13 Meeting Diverse Needs: Academic, Social, Cultural, & Linguistic
CHAPTER 14 Stress and Vulnerabilities
CHAPTER 15 Analyzing Discipline Problems