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Constructive Guidance and Discipline : Preschool and Primary Education,9780130910639

Constructive Guidance and Discipline : Preschool and Primary Education

by ;
Edition:
3rd
ISBN13:

9780130910639

ISBN10:
0130910635
Format:
Paperback
Pub. Date:
1/1/2002
Publisher(s):
Prentice Hall
List Price: $52.00
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Summary

For courses in Classroom Management for Young Children, Guiding Young Children, and Managing Behaviors of Young Children. As one of the most respected texts in the field, this book provides information about helping children become happy, responsible, and productive people. Using the recommendations and research of Jean Piaget, Alfred Adler, and Carl Rogers, the authors share their personal convictions about what is best for young children, rather than merely presenting an impartial overview of various approaches. The book provides a clear understanding of childhood development and developmentally appropriate practices as they relate to the causes of children's behavior.

Table of Contents

PART ONE Discipline Foundations 2(66)
Thinking About Guidance and Discipline
4(18)
Defining Discipline
5(1)
High Stakes
6(1)
The Goals of Discipline
7(2)
Long-Term Goals
7(1)
Positive Self-Concept
8(1)
Self-Discipline
8(1)
Moral Autonomy
8(1)
Long-Term versus Quick-Fix Solutions
9(2)
Discipline Models Compared
11(3)
Discipline Theory Terms
11(1)
Discipline Goals Compared
12(1)
Differences in Discipline Forms
13(1)
Differences in Results
13(1)
Teaching for Moral Autonomy: The Constructivist Approach
14(6)
Mutual Respect
14(1)
Helping Children Understand
15(2)
Guiding Choices
17(1)
Treating the Cause Rather than the Symptom
17(3)
Conclusion
20(1)
For Further Thought
20(1)
Recommended Readings
21(1)
Physical and Emotional Development Affect Child Behavior
22(22)
Sample Physical Development Issues
23(3)
Need to Move Around
23(2)
Small-Muscle Coordination Takes Time
25(1)
Needs for Food and Rest
26(1)
Emotional Development and Guidance
26(16)
Temperament
27(1)
Developmental Stages
28(10)
Emotion Regulation
38(2)
Human Needs
40(1)
Motives of Misbehavior
41(1)
Conclusion
41(1)
For Further Thought
42(1)
Recommended Readings
42(2)
Intellectual and Social Development Affect Discipline
44(24)
Intellectual Development Issues
45(6)
Young Children's Thinking Is Different
46(1)
Breaking Rules
46(2)
Being Selfish
48(1)
Telling Lies
49(1)
Schoolwork Problems
50(1)
Social Skills and Guidance
51(15)
Constructing Knowledge for Social Skills
52(1)
How Children Develop Social Competence
53(8)
The Teacher as Coach
61(1)
Discipline Approaches
61(1)
Teaching Leads Development
62(1)
Accommodating Individual Differences
62(3)
Conclusion
65(1)
For Further Thought
66(1)
Recommended Readings
66(2)
PART TWO Discipline Approaches 68(154)
Creating Environments That Prevent Discipline Problems
70(26)
The Emotional Environment
71(16)
Positive Teacher Expectations
71(2)
Clear Guidelines
73(2)
Mutual Respect
75(2)
Children's Emotional Needs
77(9)
Formal Lessons
86(1)
The Physical Environment
87(6)
Analyzing for Consistency
88(3)
Studying Traffic Patterns
91(1)
Allowing for Movement
91(1)
Providing for Privacy
92(1)
Conclusion
93(1)
For Further Thought
93(1)
Recommended Readings
94(2)
Planning Programs That Prevent Discipline Problems
96(26)
Making Learning Meaningful
97(12)
Relevance and Interest
98(1)
Integrated Curriculum
99(3)
Real Experiences and Real Materials
102(2)
Active Learning
104(2)
The Role of Play
106(1)
Using Time Wisely
106(2)
Three Kinds of Knowledge
108(1)
Organizational Strategies
109(10)
Routines
110(1)
Making Transitions
111(3)
Group Time
114(2)
Waiting Time
116(1)
Parent-Helpers
117(1)
Conclusion
118(1)
For Further Thought
119(1)
Recommended Readings
119(3)
Teaching Desirable Behavior Through Example
122(22)
Interaction Style
123(1)
Expressing Feelings
124(2)
Letting It Show
124(2)
Apologizing
126(1)
Children's Literature
126(1)
Accepting Feelings
126(3)
Use Your Words
127(1)
Denying Feelings
127(1)
Cultural Differences
128(1)
Caring for Others
129(3)
Modeling Acceptance
129(1)
Modeling Kindness
130(2)
Taking Risks
132(2)
Why Bother?
132(1)
How to Do It?
133(1)
Relation to Academics
133(1)
Taking Responsibility
134(3)
Helping with Clean-Up
134(1)
Keeping Your Promises
135(1)
Independent Use of Materials
136(1)
Following the Rules
137(1)
Keeping Safe
137(1)
Effective Role Models
138(2)
Someone Similar
138(1)
Someone to Be Like
138(1)
Models of Violence
139(1)
Curriculum Programs That Provide Examples
140(1)
Conclusion
141(1)
For Further Thought
141(1)
Recommended Readings
142(2)
Effective Discipline Through Effective Communication
144(22)
Why Children Don't Listen
146(2)
Criticizing and Lecturing
146(1)
Giving Orders
147(1)
Inauthentic Communication
148(1)
Talking to Children Respectfully
148(3)
Relationships
150(1)
Misconceptions
150(1)
Effectiveness
150(1)
Teaching Children to Use ``I Messages''
151(1)
Being a Good Listener
151(6)
Not Listening
152(1)
Talking Instead of Listening
153(1)
Passive Listening
153(1)
Reflective Listening
154(1)
Cautions About Reflective Listening
155(2)
Helping Children Resolve Conflicts
157(6)
Consistency in Schools
157(1)
Everyone Wins
158(1)
Identifying the Problem
159(1)
Brainstorming Solutions
159(1)
Evaluating Solutions and Making a Choice
160(1)
Implementing the Plan
160(1)
Evaluating the Plan
160(1)
Saving Time
161(1)
Independent Problem Solvers
161(2)
Conclusion
163(1)
For Further Thought
163(1)
Recommended Readings
164(2)
Helping Children Understand and Accept Limits
166(18)
Natural Consequences
169(1)
Avoiding Overprotection
169(1)
The Inevitable Does Happen
170(1)
Related Consequences
170(3)
Reciprocity
171(1)
Exclusion
171(1)
Deprivation
172(1)
Restitution
172(1)
Combining with Other Teaching
172(1)
Consequences or Punishment?
173(3)
Use Consequences with Caution
174(1)
Plan Ahead
175(1)
Watch Your Attitude
175(1)
Selecting Reasonable Consequences
176(4)
Clear Teaching Goals
177(1)
Careful Thought
177(2)
Clear Relationships
179(1)
Applying Consequences
180(2)
Allowing Consequences to Happen
180(1)
Helping Children Make Connections
181(1)
Combining Approaches
181(1)
Conclusion
182(1)
For Further Thought
182(1)
Recommended Readings
183(1)
Controlling Behavior Externally
184(24)
Behavior Modification
185(3)
Protecting Children and Adults
185(3)
Reinforcement Theory
188(2)
Rewards
188(1)
Punishment
188(1)
Reinforcement Schedules
189(1)
Is Behavior Modification the Approach for You?
190(6)
Does It Teach Autonomy?
190(2)
Does It Encourage Self-Discipline?
192(1)
How Does It Affect Intrinsic Motivation?
192(3)
Does It Work on the Cause of Problems?
195(1)
How Does It Affect Relationships?
195(1)
Necessary Motivation
196(1)
Common Forms of Behavior Modification
197(8)
Rewards and Punishment
197(1)
Time-Out
198(2)
Assertive Discipline
200(2)
Praise or Encouragement?
202(1)
Giving Encouragement
203(2)
Conclusion
205(1)
For Further Thought
205(1)
Recommended Readings
206(2)
Punishment versus Discipline
208(14)
Results of Punishment
209(7)
Anger and Aggression
210(1)
Damaged Relationships
211(1)
Damage to Self-Esteem
212(1)
Fear
213(1)
Missed Opportunity for Learning
214(1)
Lack of Critical Thinking
214(1)
Lack of Inner Controls
215(1)
Deceitfulness
215(1)
Why Punishment Is Used
216(5)
Adult Stress
217(1)
Misconceptions
218(1)
Lack of Discipline Skills
218(1)
Social Norms
219(2)
Conclusion
221(1)
For Further Thought
221(1)
Recommended Readings
221(1)
PART THREE Matching Discipline Causes to Discipline Approaches 222(107)
Immaturity
224(20)
Immature Coordination
225(2)
Other Physical Limitations
227(1)
Inability to Sit Still
228(2)
Undeveloped Communication Ability
230(1)
Undeveloped Emotion Regulation
231(2)
Undeveloped Social Skills
233(3)
Egocentrism
236(3)
Other Immature Perceptions
239(4)
Lying
240(1)
Stealing
240(1)
Cheating
241(1)
Conclusion
242(1)
For Further Thought
243(1)
Recommended Readings
243(1)
Unmet Needs
244(18)
Privacy Needs
246(1)
Power Needs
247(1)
Ownership Needs
248(1)
Attention Needs
249(3)
Needs for Success and Challenge
252(2)
Need for Security
254(2)
Needs for Love and Acceptance
256(3)
Peer Acceptance
256(1)
Teacher Acceptance
257(2)
Conclusion
259(1)
For Further Thought
259(1)
Recommended Readings
260(2)
Children Experiencing Disabilities
262(26)
Eileen Hughes
The Social Environment
266(10)
Perspective-Taking
268(3)
Recognition and Seeing Strengths
271(3)
Encouraging Friendship
274(2)
The Physical Environment
276(5)
Considerations for Seat Arrangement
276(3)
Organization, Activity Areas, and Material Selection
279(2)
Organizational Strategies
281(1)
Routines
281(1)
Transitions
281(1)
Rules and Limits
282(3)
Classroom Instructions
282(1)
Related Consequences
283(1)
Communication and Resolving Conflict
283(2)
Teacher Collaboration
285(1)
Conclusion
286(1)
For Further Thought
286(1)
Recommended Readings
287(1)
Special Emotional Needs
288(24)
Lory Britain
Sierra Freeman
Risk Factors
290(1)
The Effect of Experience on the Developing Brain
290(1)
Behaviors
291(1)
Observations
291(2)
A Therapeutic Approach: Strategies and Techniques
293(14)
The Culture of The Classroom
294(1)
The Physical Environment
294(3)
The Classroom Routines
297(1)
Positive, Nurturing Relationships
298(3)
Support and Validate Children's Feelings
301(2)
Activities and Materials
303(3)
Relevant Issues
306(1)
Expanding the Teacher Role
307(3)
Referrals and Teaming with Specialists
307(1)
Reporting
308(1)
Professional Development
309(1)
Supervision, Professional Support, and Self Care
309(1)
Conclusion
309(1)
For Further Thought
310(1)
Recommended Readings
310(2)
Analyzing Discipline Problems
312(17)
Keeping Goals in Mind
313(1)
Finding the Cause of the Problem
314(5)
Age-Typical Behavior
314(1)
Inappropriate Adult Expectations
314(2)
Missing Skills
316(1)
Lack of Understanding
317(1)
Mislearning
318(1)
Unmet Emotional Needs
318(1)
Serious Problems
319(1)
Matching Discipline to the Cause
319(2)
An Example
319(2)
Evaluating Guidance Programs
321(1)
Safety First
321(1)
Whose Problem Is It?
321(3)
Your Problem
321(1)
Solutions to Your Problem
322(1)
The Child's Problem
323(1)
Mutual Problems
324(1)
Taking Time for Discipline
324(2)
Time for Children to Learn
325(1)
Time for Cool-Downs
325(1)
Time for Adults to Plan
325(1)
The Role of Respect
326(1)
Conclusion
327(1)
For Further Thought
327(1)
Recommended Readings
328(1)
Appendices 329(28)
References 357(10)
Name Index 367(3)
Subject Index 370


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