Guidance of Young Children

by Marion, Marian

Edition:

5th

ISBN13:

9780139011665

ISBN10:

0139011668

Format:

Paperback

Pub. Date:

10/1/1998

Publisher(s):

Prentice Hall

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What version or edition is this?

This is the 5th edition with a publication date of 10/1/1998.

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Summary

This text, appropriate for guidance courses, provides practical child guidance strategies based on a solid foundation of child development research and family studies. Using a three-part approach, the author provides excellent coverage of the issues that are influencing child guidance today. Part I discusses three styles of caregiving, positive discipline strategies and how to manage a child's environment, and child development. Part II applies practical, constructive child guidance strategies designed to help children deal with stress, self-esteem, anger management, aggression, and prosocial behavior. Part III describes a variety of theories of child guidance and advocates an eclectic decision-making model to choosing positive discipline strategies and encourages problem solving using real-life examples. As the most established child guidance text, the latest updates and revisions make it even more valuable to those who work with children.

PART ONE: DEVELOPMENTALLY APPROPRIATE CHILD GUIDANCE: ESSENTIAL ELEMENTS

(132)

Chapter 1: Understanding Child Development: The Foundation for Developmentally Appropriate Child Guidance

(36)

Case Studies: Child Guidance Based on Child Development

(1)

The Concept of Developmentally Appropriate Child Guidance

(1)

Piaget: Cognitive Development

(9)

Sensorimotor Stage

(1)

Preoperational Stage

(3)

Special Focus: Q & A: Why Are Social Perspective-Taking Skills Important?

(4)

Concrete Operational Stage

(1)

Perception

(2)

Perception During Early Childhood

(1)

How Perception Changes as Children Get Older

(1)

Memory

(4)

Definitions

(2)

The Development of Memory in Childhood

(1)

How Can We Explain the Changes in Memory?

(1)

Special Focus: Teachers Can Set the Stage for Memory Development

(1)

Temperament

(3)

Definition

(1)

Three Basic Temperamental Styles

(1)

Parent Talk. Creating a "Good Fit" Between Temperament and Child Guidance

(1)

Social Cognition

(4)

How Children Describe Other People and Their Behavior

(2)

How Children Understand Intentional/Accidental Behavior

(1)

How Children View Friendship

(2)

Resolving Conflict

(1)

Self-Control

(3)

What Is Self-Control?

(1)

How Children Demonstrate Self-Control

(1)

How Does Self-Control Evolve?

(1)

Stages in the Development of Self-Control

(1)

Case Study Analysis: Child Guidance Based on Child Development

(1)

Reflecting on Key Concepts

(1)

Apply Your Knowledge

(1)

References

(4)

Chapter 2: Guiding with Positive Discipline and an Authoritative Caregiving Style

(28)

Case Studies: Styles of Caregiving

(1)

Some Questions About Discipline

(3)

What Part Does Discipline Have in Socialization?

(1)

What Is a Discipline Encounter?

(1)

What Are Discipline Strategies?

(1)

What Influences the Discipline Strategies That Adults Use?

(1)

Is Discipline Positive or Negative?

(1)

Two Major Caregiving Dimensions: Responsiveness and Demandingness

(4)

Responsiveness

(3)

Demandingness

(1)

Styles of Caregiving: Authoritative, Authoritarian, and Permissive

(10)

The Authoritative Style

(3)

The Authoritarian Style

(4)

The Permissive Style

(2)

Case Study Analysis: Styles of Caregiving

(1)

Parent Talk. Helping Parents Feel Competent and Confident About Dealing With Discipline Encounters

(1)

Basic Processes Adults Use to Influence Children

(4)

Modeling

(1)

Direct Instruction and Coaching

(1)

Using Reinforcement and Feedback

(1)

Managing the Child's Environment

(1)

Stating Expectations of Desired Behaviors

(1)

Encouraging Children to Modify Attitudes and Understanding

(1)

Reflecting on Key Concepts

(1)

Apply Your Knowledge

(1)

References

(2)

Chapter 3: Positive Discipline Strategies: Direct Guidance

(32)

Case Studies: Positive Discipline Strategies

(1)

Positive Discipline Strategies

(4)

Develop Appropriate Limits

(3)

Help Children Accept Limits

(1)

State Limits Effectively

(17)

Teach More Appropriate Behavior and Give Signals or Cues for Appropriate Behavior

(1)

Support Children in Using More Appropriate Behavior

(1)

Change Something About a Situation

(2)

Ignore Behavior When It Is Appropriate to Do So

(2)

Redirect Children's Behavior--Divert and Distract the Youngest Children

(1)

Redirect Children's Behavior--Make Substitutions When Dealing with Older Children

(2)

Listen Actively

(1)

Deliver I-Messages

(1)

Use Natural and Logical Consequences

(2)

Teach Conflict Resolution and Problem-Solving

(1)

Parent Talk. "But, What About Spanking?"

(1)

Understand and Manage Strong Emotions

(1)

Withdraw from Situations (Not Time-out)

(2)

Save Face and Preserve Dignity

(1)

Choosing an Effective Positive Discipline Strategy

(1)

Case Study Analysis: Positive Solutions for Jenny's Mother

(1)

Reflecting on Key Concepts

(1)

Apply Your Knowledge

(2)

References

(3)

Chapter 4: Developmentally Appropriate Practices and Early Childhood Classroom Management

100

(33)

Case Studies: Classrooms Based on Developmentally Appropriate Practice

102

(2)

Classroom Spaces Based on DAP

104

(2)

Principles of Designing DAP Early Childhood Classrooms

105

(1)

The Effects of DAP Classrooms

105

(1)

Setting up the Physical Environment: DAP Classrooms for Preschool, Kindergarten, and the Primary Grades

106

(15)

Organize the Classroom into Activity Areas

109

(5)

Develop Enough Activity Areas

114

(2)

Arrange Activity Areas Logically

116

(2)

Create Attractive, Sensory-Rich Activity Areas

118

(3)

Curriculum, Activities, and Materials in a DAP Early Childhood Classroom

121

(1)

DAP Classrooms for Infants and Toddlers

122

(6)

Brief Summary of Infant/Toddler Development

122

(2)

Supportive Physical Environments for Infants/Toddlers

124

(1)

Designing Physical Environments for Infants/Toddlers

125

(2)

Supportive Caregiving Environments for Infants/Toddlers

127

(1)

Parent Talk. "Babies Often Cry When They Are..."

128

(1)

Case Study Analysis: Discovering DAP in Activities

128

(1)

Reflecting on Key Concepts

129

(1)

Apply Your Knowledge

130

(1)

References

131

(2)

PART TWO: SPECIAL TOPICS IN CHILD GUIDANCE

133

(120)

Chapter 5: Guiding Children in Times of Stress

136

(24)

Case Study: Joseph's New School

138

(1)

Resilience and Stress in Young Children

139

(3)

Resilience in Young Children

139

(1)

Definition of Stress

139

(2)

Sources of Stress for Children

141

(1)

How Stress Can Affect Children

142

(1)

Stages in Responding to Stress

142

(3)

Alarm

143

(1)

Appraisal

143

(1)

Searching for a Coping Strategy

143

(2)

Coping Effectively with Stressors

145

(4)

What Is Coping?

145

(2)

Children's Developmental Level Affects Their Ability to Understand and Effectively Cope with Stressors

147

(2)

Guiding Children as They Experience Stress

149

(5)

General Guidelines

149

(2)

Guidelines for Helping Children Who Face the Specific Stressor of Moving

151

(3)

Parent Talk. Moving to a New Home? How to Help Your Child Cope with the Move

154

(1)

Case Study Analysis: Buffering Joseph's Move to His New School

155

(1)

Reflecting on Key Concepts

156

(1)

Apply Your Knowledge

156

(2)

References

158

(2)

Chapter 6: Guiding Children Toward a Healthy Sense of Self and Self-Esteem

160

(22)

Case Study: Self-Esteem

162

(1)

The Nature and Development of Self-Esteem

163

(2)

Parts of the "Self-System"

163

(2)

Ideas About Self-Esteem to Remember

165

(1)

The Building Blocks of Self-Esteem: Competence, Control, and Worth

165

(2)

How Does Self-Esteem Develop?

167

(3)

Self-Esteem Develops in a Social Context

167

(2)

How Adults Influence a Child's Self-Esteem

169

(1)

Guiding Children Toward Healthy Self-Esteem

170

(5)

Practices That Guide Children Toward Healthy and Balanced Self-Esteem

170

(3)

Practices Likely to Contribute to Unhealthy Self-Esteem

173

(2)

Children Need a Strong Moral Compass

175

(1)

Case Study Analysis: Self-Esteem

175

(1)

Parent Talk. Parents, Infants, and Toddlers--Architects of Self-Esteem

176

(1)

Reflecting on Key Concepts

177

(1)

Apply Your Knowledge

177

(1)

Resources for Specific Activities

178

(1)

References

179

(3)

Chapter 7: Guiding Young Children's Understanding and Management of Anger

182

(20)

Case Study: Anger in an Early Childhood Classroom

184

(1)

Three Components of Anger: State, Expression, and Understanding

185

(6)

Anger as an Emotional State

185

(1)

Expression of Anger

186

(2)

Understanding of Anger

188

(3)

Implications for Guiding Children's Expressions of Anger

191

(6)

Create a Safe Emotional Climate

191

(1)

Model Responsible Anger Management

192

(1)

Help Children Develop Self-Regulatory Skills

193

(1)

Teach Children to Use Words to Describe Angry Feelings

193

(1)

Help Children Expand Their Feelings Vocabulary

194

(1)

Use Active Listening When Children Are Having an Anger Conflict

194

(1)

Plan Discussions About Anger

195

(1)

Use Appropriate Books and Stories About Anger Management

195

(1)

Teach Children How to Deal with the Stress of Anger

196

(1)

Work with Other Professionals

197

(1)

Parent Talk. Building Anger Management Skills and Emotional Intelligence in Children

197

(1)

Resources for Parents on Emotional Intelligence

197

(1)

Resources for Teachers on Emotional Intelligence

198

(1)

Case Study Analysis: Anger in an Early Childhood Classroom

198

(1)

Reflecting on Key Concepts

198

(1)

Apply Your Knowledge

198

(2)

References

200

(2)

Chapter 8: Understanding and Guiding Aggressive Children

202

(26)

Case Study: Aggression in Mrs. Spencer's School

204

(1)

Understanding Aggression

205

(4)

Aggression Is...

205

(1)

Forms of Aggression

205

(3)

Gender Differences in Aggression

208

(1)

How Children Become Aggressive: A Systems/Ecological Approach

209

(8)

Aggressive Families Teach Aggression to Children

210

(3)

Aggressive Peers Teach Aggression

213

(2)

Television Affects the Development of Aggression

215

(2)

Strategies For Guiding Aggressive Children

217

(4)

Work with Individual Children

217

(3)

Use Early Childhood Family Education to Teach Families About Aggression

220

(1)

Focus on the "Larger Picture" of Aggression at the Community Level

220

(1)

Parent Talk. Recommendations for Parents from the National Television Violence Study

221

(1)

Case Study Analysis: Aggression in Mrs. Spencer's School

222

(1)

Reflecting on Key Concepts

223

(1)

Apply Your Knowledge

223

(1)

References

224

(4)

Chapter 9: Prosocial Behavior: Guiding Its Development

228

(25)

Case Studies: Prosocial Behavior

230

(1)

Understanding Prosocial Behavior

231

(8)

What Is Prosocial Behavior?

231

(1)

Forms of Prosocial Behavior

232

(3)

What Motivates People to Act Prosocially?

235

(1)

Focus on Development to Understand Prosocial Behavior

235

(4)

Implications: Guide Children's Prosocial Behavior by Using Developmentally Appropriate Strategies

239

(6)

Model Prosocial Behavior

239

(1)

Encourage Children to Develop Helpful Emotional Scripts

240

(1)

State Expectations for Prosocial Behavior and Accept Children's Help When Offered

241

(1)

Use Positive Discipline Strategies

241

(1)

Verbally Label and Discuss Prosocial Behavior

242

(1)

Practice Prosocial Behavior

243

(1)

Recognize and Encourage Prosocial Behavior

244

(1)

What Are the Benefits of Encouraging Prosocial Behavior?

245

(1)

Parent Talk. Raising a Prosocial Child: Tips for Parents

246

(1)

Case Study Analysis: Prosocial Behavior

247

(1)

Reflecting on Key Concepts

247

(1)

Apply Your Knowledge

248

(1)

Resources for Specific Activities

249

(1)

References

250

(3)

PART THREE: DEVELOPING AN "ECLECTIC" APPROACH TO CHILD GUIDANCE

253

(45)

Chapter 10: Child-Guidance Theories and Their Strategies

256

(28)

Case Studies: Theories and Child Guidance

258

(1)

Child-Guidance Strategies Must Be Developmentally Appropriate for Adults, Too

259

(1)

Rogerian Theory and Child Guidance

259

(6)

Rogerian Concepts

259

(1)

Applying Rogerian Concepts to Child Guidance

260

(1)

Guidance Strategies Used in a Rogerian-Based Program

261

(4)

Case Study Analysis: Child Guidance Based on Rogerian Theory

265

(1)

Adlerian Theory and Child Guidance

266

(5)

Adlerian Concepts

266

(2)

Goals of Misbehavior: Attention, Power, Revenge, and Inadequacy

268

(3)

Case Study Analysis: Child Guidance Based on Adlerian Theory

271

(1)

Social Learning Theory and Child Guidance

271

(7)

Social Learning Principles Applied to Child Guidance

272

(2)

Types of Positive Reinforcement: Effective Praise and Token Systems

274

(2)

Pitfalls to Avoid: Ineffective Praise

276

(1)

Withdrawing a Reinforcer: Extinction

277

(1)

Parent Talk. Tips for Dealing with Bedtime Hassles

278

(2)

Teaching and Strengthening More Appropriate Behavior

279

(1)

Social Learning Theory's View of Punishment

279

(1)

Case Study Analysis: Child Guidance Based on Social Learning Theory

280

(1)

Reflecting on Key Concepts

281

(1)

Apply Your Knowledge

281

(2)

References

283

(1)

Chapter 11: The Decision-Making Model of Child Guidance: An "Eclectic" Approach

284

(14)

Case Study: What Should We Do About the Cursing?

286

(1)

Some Questions About the Decision-Making Model of Child Guidance

287

(3)

What Is the Decision-Making Model of Child Guidance?

287

(1)

Do You Think That Everybody Can Use This Model?

287

(1)

It Seems as if an Adult Is "Active" and Has to "Be on His Toes" in Such a Model. Is That True?

288

(1)

What Does "Eclectic" Mean?

289

(1)

I Don't Quite Understand Why I Have to Understand Child and Family Development to Deal with Discipline Encounters. Is It Really All That Necessary?

289

(1)

Using the Decision-Making Model

290

(5)

Steps in the Decision-Making Model

290

(1)

Case Study Analysis: The Decision-Making Model in Action

290

(1)

Practicing the Decision-Making Model

291

(3)

What the Decision-Making Model Means for Children

294

(1)

Reflecting on Key Concepts

295

(1)

Apply Your Knowledge

296

(1)

Reference

296

(2)

Appendix: Review: Major Positive Discipline Strategies

298

(10)

Author Index

308

(6)

Subject Index

314

Guidance of Young Children

9780139011665

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