Constructive Guidance and Discipline: Preschool and Primary Education

by Fields, Marjorie V.; Fields, Debby M.

• ISBN13: 9780131512566
• ISBN10: 0131512560
• Edition: 4th
• Format: Paperback
• Copyright: 2006-01-01
• Publisher: Pearson College Div

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 author's 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 1 Discipline Foundations	3	(68)
Thinking About Guidance and Discipline	4	(18)
Defining Discipline	5	(2)
High Stakes	6	(1)
The Goals of Discipline	7	(3)
Long-Term Goals	7	(1)
Self-Concept and Self-Esteem	7	(1)
Self-Discipline	7	(1)
Moral Autonomy	8	(1)
Long-Term versus Quick-Fix Solutions	9	(1)
Discipline Models Compared	10	(10)
Discipline Theory Terms	10	(2)
Discipline Goals Compared	12	(1)
Differences in Discipline Forms	12	(1)
Differences in Results	13	(1)
Family Concern: Shouldn't They Learn to Obey?	13	(1)
Teaching for Moral Autonomy: The Constructivist Approach	13	(1)
Mutual Respect	14	(1)
Helping Children Understand	14	(2)
Guiding Choices	16	(1)
Treating the Cause Rather than the Symptom	17	(1)
Observing to Discover the Cause	17	(3)
Conclusion	20	(1)
For Further Thought	21	(1)
Recommended Readings	21	(1)
Physical and Emotional Development Affect Child Behavior	22	(24)
Related Physical Development Issues	23	(3)
Need to Move Around	23	(1)
Small-Muscle Coordination Takes Time	24	(1)
Needs for Food and Rest	25	(1)
Emotional Development and Guidance	26	(17)
Temperament	27	(2)
Developmental Stages	29	(8)
Trust versus Mistrust
Autonomy versus Shame
Initiative versus Guilt
Industry versus Inferiority
Families and Attachment	37	(1)
Teachers and Attachment	38	(1)
Human Needs	38	(2)
Power
Attention
Acceptance
Motives of Misbehavior	40	(1)
Emotion Regulation	41	(1)
Behavior Problems
Helping Children Develop Emotional Competence	42	(1)
Conclusion	43	(1)
For Further Thought	44	(1)
Recommended Readings	45	(1)
Intellectual and Social Development Affect Discipline	46	(25)
Intellectual Development and Behavior	47	(7)
Young Children's Thinking Is Different	48	(1)
Breaking Rules	48	(2)
Being Selfish	50	(1)
Lying and Stealing	51	(1)
Schoolwork Problems	52	(2)
Social Skills and Guidance	54	(11)
Constructing Knowledge for Social Skills	55	(1)
How Children Develop Social Competence	56	(1)
Learning How to Enter Play	57	(3)
Encouraging Friendships	60	(1)
Learning Perspective-Taking	60	(2)
Learning Conflict Resolution	62	(1)
The Teacher as Coach	63	(1)
Issues to Discuss with Families	64	(1)
Accommodating Individual Differences	65	(3)
Cultural Differences	65	(2)
Socioeconomic Differences	67	(1)
Gender and Brain Development	67	(1)
Conclusion	68	(1)
For Further Thought	69	(1)
Recommended Readings	69	(2)
PART 2 Discipline Approaches	71	(148)
Creating Environments That Prevent Discipline Problems	72	(26)
The Emotional Environment	73	(17)
Relationships	73	(3)
Teacher-Child Relationships
Children's Relationships with Peers
Family-School Relationships
Mutual Respect	76	(2)
Respectful Communication
Respecting Children's Needs
Respecting Differences	78	(3)
Including Children with Special Needs
Children's Emotional Needs	81	(6)
Friendship
Recognition
Success
Choice
Positive Teacher Expectations	87	(1)
Clear Guidelines	88	(2)
Class Meetings
The Physical Environment	90	(6)
Analyzing for Consistency	91	(2)
Studying Traffic Patterns	93	(1)
Allowing for Movement	93	(2)
Providing for Privacy	95	(1)
Conclusion	96	(1)
For Further Thought	96	(1)
Recommended Readings	97	(1)
Planning Programs That Prevent Discipline Problems	98	(24)
Making Learning Meaningful	99	(12)
Relevance and Interest	99	(2)
Integrated Curriculum	101	(3)
Real Experiences and Real Materials	104	(2)
Active Learning	106	(1)
The Role of Play	107	(1)
Using Time Wisely	108	(1)
Three Kinds of Knowledge	109	(2)
Organizational Strategies	111	(8)
Routines	111	(1)
Making Transitions	112	(3)
Group Time	115	(2)
Waiting a Turn	117	(1)
Family Involvement	118	(1)
Conclusion	119	(1)
For Further Thought	119	(1)
Recommended Readings	120	(2)
Teaching Desirable Behavior Through Example	122	(22)
Interaction Style	123	(1)
Expressing Feelings	124	(2)
Letting It Show	124	(1)
Apologizing	125	(1)
Children's Literature	126	(1)
Accepting Feelings	126	(4)
Use Your Words	127	(1)
Acknowledging and Listening	128	(1)
Gender and Emotions	129	(1)
Cultural Differences	129	(1)
Caring for Others	130	(3)
Modeling Acceptance	130	(1)
Modeling Kindness	131	(2)
Taking Risks	133	(2)
Why Bother?	133	(1)
How to Do It?	133	(1)
Relation to Academics	134	(1)
Taking Responsibility	135	(3)
Helping with Clean-up	135	(1)
Keeping Your Promises	136	(1)
Independent Use of Materials	137	(1)
Following the Rules	138	(1)
Keeping Safe	138	(1)
Effective Role Models	139	(1)
Someone Similar	139	(1)
Someone to Be Like	139	(1)
Models of Violence	140	(2)
Working with Families to Combat Media Violence	141	(1)
Curriculum Programs That Provide Examples	142	(1)
Conclusion	142	(1)
For Further Thought	143	(1)
Recommended Readings	143	(1)
Effective Discipline Through Effective Communication	144	(22)
Why Children Don't Listen	145	(3)
Criticizing and Lecturing	146	(1)
Giving Orders	146	(1)
Inauthentic Communication	147	(1)
Talking to Children Respectfully	148	(3)
Relationships	149	(1)
Misconceptions	150	(1)
Effectiveness	150	(1)
Teaching Children to Use ``I Messages''	151	(1)
Being a Good Listener	151	(12)
Not Listening	152	(1)
Talking Instead of Listening	152	(1)
Passive Listening	153	(1)
Reflective Listening	153	(1)
Cautions about Reflective Listening	154	(2)
Feeling Awkward or Phony
Children's Communication
Helping Children Resolve Conflicts	156	(1)
Consistency in Schools	157	(1)
Everyone Wins	157	(1)
Conflict Resolution Programs	158	(1)
Identifying the Problem	158	(1)
Brainstorming Solutions	159	(1)
Evaluating Solutions and Making a Choice	160	(1)
Implementing the Plan	160	(1)
Evaluating the Plan	161	(1)
Saving Time	161	(1)
Independent Problem Solvers	161	(2)
Family and Community	163	(1)
Conclusion	164	(1)
For Further Thought	164	(1)
Recommended Readings	165	(1)
Helping Children Understand and Accept Limits	166	(18)
Natural Consequences	168	(2)
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	173	(1)
Consequences or Punishment?	173	(2)
Use Consequences with Caution	174	(1)
Plan Ahead	174	(1)
Watch Your Attitude	175	(1)
Selecting Reasonable Consequences	175	(3)
Clear Teaching Goals	176	(1)
Careful Thought	177	(1)
Clear Relationships	178	(1)
Using Consequences	178	(4)
Family Situations as a Model	180	(1)
Allowing Consequences to Happen	180	(1)
Helping Children Make Connections	181	(1)
Combining Approaches	182	(1)
Conclusion	182	(1)
For Further Thought	183	(1)
Recommended Readings	183	(1)
Controlling Behavior Externally	184	(20)
Behavior Modification	185	(4)
Don't Let It Backfire	185	(2)
Reinforcement Theory	187	(2)
Rewards
Punishment
Reinforcement Schedules
Is Behavior Modification the Approach for You?	189	(4)
Autonomy Destroyed	189	(1)
Self-Discipline Limited	190	(1)
Performance Decreased	190	(1)
Ignores Cause of Problems	191	(1)
Relationships Damaged	192	(1)
Intrinsic Motivation Destroyed	192	(1)
Necessary Motivation	193	(1)
Common Forms of Behavior Modification	194	(7)
Rewards and Punishment	194	(1)
Time-Out	195	(2)
Assertive Discipline	197	(1)
Praise: A Verbal Reward	198	(2)
Giving Encouragement Instead	200	(1)
Encouragement as Effective Communication	201	(1)
Conclusion	201	(1)
For Further Thought	202	(1)
Recommended Readings	202	(2)
Punishment Versus Discipline	204	(15)
Results of Punishment	205	(7)
Anger and Aggression	205	(2)
Damaged Relationships	207	(1)
Damage to Self-Esteem	207	(2)
Fear	209	(1)
Missed Opportunity for Learning	209	(1)
Lack of Critical Thinking	210	(1)
Lack of Inner Controls	211	(1)
Deceitfulness	211	(1)
Why Punishment Is Used	212	(1)
Adult Stress	212	(4)
Misconceptions	213	(1)
Lack of Discipline Skills	214	(1)
Family and Societal Norms	215	(1)
Conclusion	216	(1)
For Further Thought	216	(1)
Recommended Readings	217	(2)
PART 3 Matching Discipline Causes to Discipline Approaches	219	(111)
Immaturity	220	(22)
Physical Immaturity	221	(6)
Inability to Sit Still	221	(2)
Immature Coordination	223	(2)
Other Physical Limitations	225	(2)
Undeveloped Communication Ability	227	(1)
Undeveloped Emotion Regulation	228	(3)
Coaching Emotion Regulation	228	(2)
Emotion Regulation Curriculum	230	(1)
Undeveloped Social Skills	231	(3)
Egocentrism	234	(3)
Other Immature Perceptions	237	(2)
Lying	237	(1)
Stealing	238	(1)
Cheating	238	(1)
Family Involvement	239	(1)
Conclusion	239	(1)
For Further Thought	240	(1)
Recommended Readings	240	(2)
Unmet Needs	242	(18)
Differing Needs	243	(1)
Privacy Needs	244	(1)
Power Needs	245	(2)
Ownership Needs	247	(1)
Attention Needs	247	(3)
Needs for Success and Challenge	250	(1)
Need for Security	251	(3)
Predictability	251	(3)
Starting School
Predictable Limits
Teacher Continuity
Need for Love and Acceptance	254	(4)
Family Histories	254	(1)
Teacher Attachment	254	(1)
Reasonable Expectations	255	(2)
Changing Attitudes
Peer Acceptance	257	(1)
Conclusion	258	(1)
For Further Thought	258	(1)
Recommended Readings	259	(1)
Children Experiencing Disabilities	260	(28)
Eileen Hughes
Philosophy and Values	262	(2)
The Social Environment	264	(15)
Peer Interaction	264	(1)
Perspective-Taking	265	(3)
Recognition and Strengths	268	(2)
Friendship	270	(3)
Attention-Deficit Hyperactivity Disorder	273	(1)
Resistant Behaviors	273	(1)
The Physical Setting	274	(1)
Seating Arrangements	275	(2)
Organization, Activity Areas, and Material Selection	277	(2)
Organizational Strategies	279	(1)
Routines	279	(1)
Transitions	279	(1)
Rules and Limits	280	(2)
Classroom Instructions	280	(2)
Teacher Collaboration	282	(2)
Relationships with Families	284	(1)
Conclusion	285	(1)
For Further Thought	285	(1)
Recommended Readings	286	(2)
Special Emotional Needs	288	(24)
Lory Britain
Sierra Freeman
Risk Factors	290	(1)
The Effect of Experience on the Developing Brain	290	(1)
Behaviors	290	(1)
Observations	291	(2)
Therapeutic Approach: Strategies and Techniques	293	(1)
Classroom Culture	293	(13)
Principle One	294	(3)
Principle Two	297	(1)
Principle Three	298	(3)
Principle Four	301	(2)
Principle Five	303	(3)
Principle Six	306	(1)
Expanding the Teacher Role	306	(3)
Referrals and Teaming with Specialists	307	(1)
Reporting	308	(1)
Supervision, Professional Support and Development, and Self-Care	308	(1)
Conclusion	309	(1)
For Further Thought	309	(1)
Recommended Readings	310	(2)
Analyzing Discipline Problems	312	(18)
Keeping Goals in Mind	313	(1)
Finding the Cause of the Problem	313	(8)
Age-Typical Behavior	315	(1)
Inappropriate Adult Expectations	315	(1)
Missing Skills	316	(1)
Lack of Understanding	317	(1)
Mislearning	317	(1)
Unmet Emotional Needs	318	(1)
Serious Problems	319	(1)
Family Communication and Complexity of Causes	319	(2)
Matching Discipline Approaches to the Cause	321	(1)
An Example	321	(1)
Safety First	322	(1)
Evaluating Guidance Programs	322	(1)
Whose Problem Is It?	323	(3)
Your Problem	324	(1)
Solutions to Your Problem	324	(1)
The Child's Problem	325	(1)
Mutual Problems	326	(1)
Taking Time For Discipline	326	(2)
Time for Children to Learn	326	(1)
Time for Cool-Downs	327	(1)
Time for Adults to Plan	327	(1)
Families and Respect for Children	328	(1)
Conclusion	329	(1)
For Further Thought	329	(1)
Recommended Readings	329	(1)
Appendix A Action Guide for Media Violence and Children	330	(5)
Appendix B Curriculum Guidelines from the National Association for the Education of Young Children	335	(5)
Appendix C NAEYC Code of Ethical Conduct and Statement of Commitment	340	(5)
Appendix D Three Subtypes of ADHD	345	(2)
References	347	(13)
Author Index	360	(3)
Subject Index	363