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Guiding Children's Social and Emotional Development A Reflective Approach



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This is the 1st edition with a publication date of 1/11/2013.

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Guiding Children's Social and Emotional Development: A Reflective Approach is a unique and versatile resource, one that promotes self-reflection and provides the means to do so by all thekey concepts and pedagogical features that support an intentional, self-reflective approach to guiding children's social and emotional development.Author Janice Englander Katz envisions that her guidebook can be used as a textbook for a college course in social-emotional development of young children, guidance courses in early childhood education, or for continuing professional education. The format of the book is in distinct modules, lending itself to ongoing learning communities, staff workshops, or professional development seminars for those already in the field. Every chapter introduces information onchildren's developing emotions and behavior and offers ample opportunity for readers to self-reflect on personal feelings, thoughts, and experiences in relation to their own social-emotional development. The content involves thorough yet applicable overviews of the key theories and research on social and emotionaldevelopment; clear examples of children and teachers in early childhood settingsusing effective and not-so-effective guidance strategies; and the tools necessary for understanding andresponding effectively to challenging behaviors. Janice Englander Katz is the founder and president of the Child Care Consortium, Inc.,which operates Imagination Station Child Development Center, an NAEYC-accredited, licensed, educational child care center in Michigan City, Indiana. She is also a practicing clinical child psychologist, an early childhood professor, and tireless worker for the children of our nation. Empowered by the stories and experiences her work allows, she has infused her unique sensibilities and experiences into writing this captivating manual for the early childhood professional and anyone working with families and children in some capacity. Whether an early intervention therapist, a behavior consultant, a home visitor, or early childhood professional, this resource was written for you.

Author Biography

Janice Englander Katz, PhD, is a clinical psychologist with 28 years of experience working to improve the lives of children, families, and adults. Dr. Katz is the founder and president of The Child Care Consortium that operates Imagination Station Child Development Center, an NAEYC-accredited, licensed, educational child care center in Michigan City, Indiana. She provides mental health consulting for many early childhood programs throughout Northwest Indiana and has taught child psychology at Purdue University North Central.


Dr. Katz is an inexhaustible community organizer committed to finding systematic solutions to societal challenges. Concerned about our nation’s high preschool expulsion rate and the dire ramifications of untreated early behavior problems, Dr. Katz is working to create an early childhood mental health consultation system for the state of Indiana. She is an active member of the Indiana Association for Infant and Toddler Mental Health, Infant Toddler Specialists of Indiana Steering Committee, and Indiana’s Early Childhood Comprehensive Systems initiative. Dr. Katz also serves as Chair of the Public Policy Committee for Indiana Association for the Education of Young Children. She has served on many nonprofit boards, is a frequent presenter at local, state, and regional conferences, and provides workshops for physicians, educators, and parents.


She earned her doctorate and master’s degrees in psychology at Washington University in St. Louis and her bachelor degree in psychology and child development at University of Minnesota. Dr. Katz and her husband have two sons, ages 23 and 19.

Table of Contents

Chapter 1: Social-Emotional Development and the Reflective Process

Chapter 2: Teacher Self-Reflection

Chapter 3: Relationship-Based Guidance

Chapter 4: Individualized and Developmentally Appropriate Guidance

Chapter 5: Contextually Informed and Culturally Appropriate Guidance

Chapter 6: Supporting Self-Regulation Skills

Chapter 7: Fostering Autonomy: Wonder, Confidence, and Motivation

Chapter 8: Promoting Empathy and a Sense of Community

Chapter 9: Synchronizing Communication: What Links People to People

Chapter 10: Bringing Reflective Guidance to Your Classroom

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