Shows how children can learn personal responsibility and judge right and wrong for themselves.#xA0; #xA0; With a strong emphasis on developmental theory and constructivism, Constructive Guidance and Discipline: Preschool and Primary Educationexplains underlying causes for child behavior, weaves numerous preschool and primary classroom examples throughout, and includes three chapters on guiding children with special needs.#xA0; This book more clearly links guidance techniques to the causes of behavior than any other on the market and provides a clear discussion of childhood development and developmentally appropriate practices.#xA0; #xA0; Features#xA0;#xA0; Addresses common childhood behavior problems and links each cause to a specific guidance approach that is explained and described. Uses vignettes and examples of guidance and discipline issues throughout the book and helps students understand the research and theory base behind them. Concludes each chapter with For Further Thought activities and Recommended readings that provide useful classroom activities and appropriate problem solving practices for students.#xA0; New to this Edition #xA0; MyEducationLabhas assignable online video-based exercises and refers students to the site via margin notes Completely revised chapter on Vulnerable Children (Chapter 14) deals with how poverty, violence, loss, and other risk factors affect children#x19;s social emotional development. Provides a new section on the use of early learning guidelines to promote social emotional development (Chapter 15.) Offers an expanded section on design of the physical environment (Chapter 4.) Expands the discussion of observation for discovering the cause of behavior problems and helps students apply the principle of focusing on the causes of behavior problems.#xA0;#xA0; New for the Instructor #xA0; Expanded Instructor#x19;s Manual offers overviews of each chapter, suggestions for in-class activities to increase students#x19; understanding of concepts, as well as test banks and course management with a variety of#xA0;assessment types. PowerPoint slides highlight important concepts in each chapter.

Marjorie Fields

Dr. Marjorie Fields is retired from teaching after over 30 years teaching in  the field of early childhood education. She first taught kindergarten, then first grade, then began teaching teachers. Thanks to her own children, she also had experience in cooperative preschools and with various types of child care.

 

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 and is currently president of the National Association of Early Childhood Teacher Educators, she has also served as a vice-president of that organization. In addition, Marjorie  served on the national governing board of the National Association for the Education of Young Children. She has published extensively in the field of emergent literacy as well as child guidance.

 

This book is the outgrowth of over 30 years’ reading and thinking in conjunction with developing and teaching early childhood discipline courses. Dr. Fields credits her two sons with helping her learn what is most important about child guidance and discipline initially; now she continues to learn from her grandchildren.

 

Debby Fields Debby Fields is a temporarily retired mental health counselor and stay-at-home mom of two daughters.  Debby has worked as an elementary school counselor and as a teen-parent counselor.  Through her work and life, she has learned a great deal about child development.  Early intervention and attachment were the focus of her work with teen parents.  This work allowed her a window into the lives of young adults and with attachment problems and the obstacles they face in raising their own children.

 

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 and has a degree in anthropology.  Debby currently works in cooperative preschools with both her children.

 

Contributing Authors

Eileen Hughes Dr. Eileen Hughes is a faculty member in the early childhood program at the University of Alaska Anchorage.

 

Lory Britain Dr. Lory Britain has 30 years of experience developing curriculum materials and teaching children, parents, student teachers, and professionals in a variety of settings, including the university, community college, and private sector.

 

Sierra Freeman Sierra Freeman is a special education inclusion teacher in Portland, Oregon, and works with elementary school children.