Positive Child Guidance

by Miller, Darla Ferris

• ISBN13: 9781418030926
• ISBN10: 1418030929
• Edition: 5th
• Format: Paperback
• Copyright: 2006-08-17
• Publisher: Wadsworth Publishing

Summary

Positive Child Guidance 5E includes numerous revisions to make this practical, readable text even more developmentally appropriate, culturally sensitive, and academically sound than its predecessor. Intended to equip adults with information for guiding, managing, and coping with children’s behavior, Positive Child Guidance 5E also helps to make sense of children’s efforts to understand their own emerging needs and feelings while handling adult expectations. Open-ended solutions are presented to encourage students to engage in higher levels of thinking, analyzing, and synthesizing. The text addresses the rightful positioning of both behavior modification and maturation within an overall effective guidance strategy. Positive Child Guidance 5E outlines workable methods for preventing or redirecting inappropriate behaviors and helping children grow up to be useful citizens in a democratic social structure. Innovative strategies include detailed information on using American Sign Language as a tool to empower young children in expressing themselves to support guidance. Inclusion of children with special needs is addressed in terms of guidance issues. In addition, this revised text addresses how the cultural differences of children, parents, and early childhood educators affect day-to-day guidance. Because no single guidance strategy is appropriate for all children at all ages, this book addresses typical characteristics and needs of children as they proceed through chronological and developmental stages. It provides a range of practical, effective, and flexible guidance strategies based on principles of straightforward communication and assertiveness. This book outlines practical, workable steps for creating a cooperative, respectful community of children and adults with special emphasis on sensitivity to cultural and gender-based needs and differences.

Table of Contents

Preface	xxi
Acknowledgments	xxx
Introduction	1	(30)
Overview	1	(4)
Child-Rearing in Today's World	5	(5)
Why Is Parent and Professional Training in Child Guidance Important?	7	(2)
Who Should Be Responsible for the Well-Being and Guidance of Children?	9	(1)
Short-Term Objectives for Child Guidance	10	(7)
What Are the Rights of Children?	13	(2)
How Do We Tell the Difference between Enforcing Reasonable Safety Rules and Being Overprotective?	15	(1)
Why Should Children Be Involved in Maintaining and Protecting Their Environment?	16	(1)
Long-Term Goals for Child Guidance	17	(4)
The Nurturing Environment and Long-Term Development	19	(2)
Children---Our Investment in the Future	21	(2)
Key Terms	23	(1)
Points to Remember	23	(1)
Practical Application	23	(1)
The Spoiled Child---Myth or Reality?	23	(1)
Discussion Questions	24	(1)
Related Readings	24	(5)
Helpful Web Sites	29	(2)
Understanding Children's Behavior	31	(66)
Typical Ages and Stages	31	(5)
Infants (Birth to Twelve Months)	36	(16)
Do Infants Intentionally Respond By Crying?	36	(1)
Can Babies Misbehave On Purpose?	37	(1)
Infant Brain Development	37	(2)
What Are Reflex Responses, and What Is Unconscious Conditioning?	39	(1)
What Is Classical Conditioning?	39	(1)
What Is Operant Conditioning?	40	(1)
What Is Metacognition?	40	(1)
How Do Babies Develop Control of Their Actions?	41	(1)
Why Do Babies Cry?	41	(1)
How Does Trauma and Chronic Stress Affect an Infant's Brain Development?	42	(1)
How Do Babies Develop Trust?	43	(1)
What Is Learned Helplessness?	43	(1)
How Do I Answer Parents' Sleep Questions?	44	(1)
Which Is Best: Flexible Spontaneity or Predictable Routines?	45	(1)
What Are Interaction Styles?	46	(2)
What Do We Mean by Secure Attachment to Caregivers?	48	(1)
Why Do Babies Cling?	49	(1)
Separation and Stranger Anxieties	50	(1)
How Do Babies Perceive Themselves and Their Surroundings?	51	(1)
Toddlers (Twelve Months to Three Years)	52	(15)
Can Toddlers Control Their Feelings and Actions?	52	(1)
How Does Awareness of Cause and Effect Develop?	53	(1)
Toddlers Need to Explore Their Surroundings	54	(1)
Safety Is a Major Issue in Toddler Care	54	(2)
Learning Environments for Toddlers	56	(1)
Can Toddlers Read Body Language?	57	(1)
How Does Verbal Communication Begin?	58	(1)
What Kind of Language Experiences Are Good for Toddlers?	59	(1)
Stranger Anxiety	60	(1)
Separation Anxiety	60	(1)
How Can I Make Friends with a Shy Toddler?	60	(2)
Why Are Toddlers so Possessive?	62	(1)
Why Do Some Toddlers Become so Attached to Security Blankets, Pacifiers, and so Forth?	63	(1)
Why Are Toddlers Stubborn One Minute, Then Clingy the Next?	64	(1)
Are Toddlers Aware of Themselves?	65	(1)
Why Do Toddlers Get so Excited and Happy When They Imitate Each Other?	66	(1)
Preschoolers (Three to Five Years)	67	(11)
Can Preschoolers Make Plans and Decisions?	67	(1)
Meeting Preschoolers' Needs for Communication	68	(1)
Communicating Successfully with Preschoolers	69	(1)
Teaching Preschoolers to Use Words to Express Their Feelings	69	(1)
Does Stress Strain Your Patience with Children?	70	(2)
Friendships Are Important to Preschoolers	72	(2)
How Do Preschoolers Learn to Accept Responsibility?	74	(1)
Allow Preschoolers to Do Things That Are Difficult	74	(1)
Helping Preschoolers Follow Rules	74	(2)
How Do Preschoolers Develop a Positive Sense of Self?	76	(1)
Should Children Be Encouraged to Compete?	77	(1)
Early School-Agers (Five to Eight Years)	78	(7)
Why Do Early School-Agers Ask so Many Questions?	78	(1)
Why Do They Get so Angry If They Do Not Always Win?	79	(1)
How Can I Earn the Respect of School-Agers?	80	(1)
Why Do Early School-Agers Resist Going to Child Care?	81	(1)
Why Do Early School-Agers Get so Upset about Fairness?	82	(1)
Why Do They Insist on Picking Their Own Clothes?	82	(1)
How Can We Help Early School-Agers Become Productive?	83	(1)
How Can We Support Their Self-Esteem?	84	(1)
Older School-Agers (Nine to Twelve Years)	85	(5)
Why Do Older School-Aged Children Argue so Much?	85	(1)
How Can I Get Older School-Agers to Trust and Respect Me?	86	(1)
Why Do Older School-Agers Try so Hard to Be ``Popular''?	86	(1)
Why Do Older School-Aged Children Love Pranks and Jokes?	87	(1)
How Can We Support Older School-Agers' Self-Esteem?	87	(3)
Key Terms	90	(1)
Points to Remember	90	(1)
Practical Application	91	(1)
``I'm Never Gonna `Vite You to My Birth'ay!''	91	(1)
Discussion Questions	91	(1)
Related Readings	91	(5)
Helpful Web Sites	96	(1)
Serving Culturally Diverse Children and Families	97	(74)
Understanding the Dynamic Nature of Culture	97	(3)
What Is Ordinary Culture?	98	(1)
Does Everyone Have Culture?	99	(1)
Understanding Children and Families in the Context of Their Communities	100	(5)
How Did Bronfenbrenner Suggest Visualizing a Person's Inner Self?	101	(1)
What Is Unconditional Acceptance?	102	(1)
What Is Ethical Responsibility?	103	(2)
Prejudice, Racism, and Discrimination	105	(5)
Where Did Prejudice Come From?	105	(1)
When Does Discrimination Begin in Children?	106	(1)
What Are Other Early Signs of Prejudice in Young Children?	107	(1)
What Is Multicultural Education?	108	(1)
How Can We Teach Young Children to Resist Bias?	108	(2)
How Can I Spot Bias, Stereotypes, and Myths About Underrepresented Groups in Books and Other Media?	110	(2)
What Things Should I Know So I Can be More Considerate to People from Other Cultures?	112	(8)
Are There Some Things I Can Easily Do to Help Parents from Other Cultures Feel More Comfortable?	113	(2)
Will These Tips Keep Me from Ever Culturally Offending Anyone?	115	(2)
Are There Some Things I Can Easily Do to Help Children from Other Cultures Feel More Comfortable?	117	(3)
How Can I Learn to be More Culturally Sensitive?	120	(2)
Cultural Differences	122	(7)
How Does Culture Affect Adults' Styles of Interaction?	122	(1)
How Does Culture Affect a Person's Learning Approach?	122	(1)
How Does Culture Affect Social Role Expectations?	123	(2)
How Does Culture Shape Our Use of Language?	125	(1)
How Does Culture Shape Our Intellectual Approach?	126	(3)
How Can We Expand Children's Emotional-Social Intelligence?	129	(1)
Key Terms	129	(1)
Points to Remember	130	(1)
Practical Application	130	(2)
Baba Rebear and Salty Green Paper	130	(2)
Discussion Questions	132	(1)
Related Readings	132	(38)
Helpful Web Sites	170	(1)
Understanding the Reasons for Problem Behavior	171	(43)
Defining Problem Behavior	171	(5)
What Do We Mean by Functional and Dysfunctional Behaviors?	174	(1)
The Adult-Centered Definition of Misbehavior	174	(1)
The Child-Centered Definition of Misbehavior	175	(1)
Stages of Moral Development in Young Children	176	(2)
Components of Moral Development	178	(5)
Empathy	178	(1)
Conscience	178	(1)
Altruism	179	(1)
Moral Reasoning	179	(1)
How Do Young Children Learn Right from Wrong?	180	(3)
Methods to Support Children's Moral Development	183	(2)
Provide Nurturing and Support	183	(1)
Set Limits	184	(1)
Model Appropriate Behavior	184	(1)
Teach Democratic Decision-Making and Discussion	185	(1)
Temperament	185	(8)
What Is Temperament?	185	(2)
How Do Infants Show Differences in Temperament?	187	(1)
What Has Jerome Kagan's Research Taught Us about Temperament?	188	(1)
How Can We Support the Spirited Child?	189	(4)
Underlying Causes of Problem Behavior	193	(14)
Inappropriate Expectations	194	(1)
Misunderstanding Expectations	195	(1)
Immature Self-Control	195	(2)
Gleeful Abandon, Group Contagion	197	(1)
Boredom	198	(1)
Fatigue and Discomfort	199	(2)
Desire for Recognition	201	(1)
Discouragement	202	(1)
Frustration	203	(2)
Rebellion	205	(2)
Key Terms	207	(1)
Points to Remember	207	(1)
Practical Application	207	(1)
Is a ``Really Good Spanking'' Really Good?	207	(1)
Discussion Questions	208	(1)
Related Readings	208	(4)
Helpful Web Sites	212	(2)
Guidelines for Effective Guidance	214	(29)
Ignore Mildly Annoying Behavior That is Neither Harmful Nor Unfair	214	(2)
Focus Attention Elsewhere	215	(1)
Discreetly Redirect Slightly Inappropriate Behavior to More Positive Substitute Behavior	215	(1)
Assist the Child In Recognizing the General Effects of Positive Behaviors	216	(1)
Immediately Interrupt Behavior That is Harmful or Unfair	216	(1)
What Do I Do About Biting?	217	(6)
Intervene as Firmly as Necessary but as Gently as Possible	219	(2)
Maintain Objectivity	221	(1)
Remove the Child from a Problem Situation	222	(1)
Questions About Sex-Related Issues	223	(2)
Assertively Shape Positive Behavior	225	(14)
Teach Ground Rules	226	(1)
Clarify Expectations	227	(1)
Maintain Consistency	228	(2)
Adapt Objects, Events, and Attitudes to Remove Possible Causes of Problem Behavior	230	(1)
Offer Assistance and Encouragement	231	(1)
Give Undivided Attention	231	(2)
Redirect Inappropriate Behavior Firmly and Respectfully	233	(1)
Clearly Express Appropriate Feelings	234	(1)
Explain the Potential Consequences of Unacceptable Behavior	235	(1)
Provide Persistent Follow-Up and Enforce Logical Consequences Firmly and Respectfully	236	(1)
Emphasize Unconditional Caring and Affection	236	(1)
Maintain and Express Confidence that a Problem Will Be Resolved	237	(1)
Protect Children's Dignity and Privacy	237	(1)
Be Willing to Start Over to Forgive and Forget	237	(2)
Key Terms	239	(1)
Points to Remember	239	(1)
Practical Application	239	(1)
Will and the Cream Cheese Won Ton	239	(1)
Discussion Questions	240	(1)
Related Readings	240	(2)
Helpful Web Sites	242	(1)
Planning the Prosocial Environment	243	(35)
Prosocial Behavior	243	(1)
Three Key Elements of Prosocial Behavior	244	(1)
Setting the Stage for Appropriate Behavior	244	(10)
How Can the Physical Environment Support Prosocial Behavior?	244	(1)
What Are Ineffective Child Care Environments Like?	245	(2)
What is a Developmentally Appropariate Environment?	247	(3)
What Effect Does the Environment Have on Child Guidance?	250	(1)
How Do Schedules Support Positive Behavior?	251	(3)
The Nurturing Social Environment	254	(6)
How Relaxed, Playful Environments Encourage Prosocial Behavior	254	(2)
Creating a Cooperative Setting	256	(1)
Developmental Appropriate Activities, Materials, and Routines	256	(1)
Why Consistency Is so Important	257	(2)
How Can I Support Cooperativeness?	259	(1)
The Nurturing Adult	260	(11)
How Can I Be More Nurturing and Patient?	260	(2)
How Does a Nurturing Adult Respond to Aggression?	262	(1)
Can Children Learn Appropriate Behavior through Imitation?	263	(3)
How Can I Provide Affirmation, Affection, and Acceptance?	266	(2)
How Can I Provide Positive Recognition and Encouragement?	268	(1)
Am I Willing to Enforce Rules Even if it Would Be Easier to Look the Other Way?	269	(1)
Am I Willing to Protect Individual Rights?	270	(1)
Key Terms	271	(1)
Points to Remember	271	(1)
Practical Application	271	(1)
William and the Nature Walk	271	(1)
Discussion Questions	272	(1)
Related Readings	273	(3)
Helpful Web Sites	276	(2)
Positive Communication	278	(39)
Building a Foundation for Positive Communication	278	(17)
When Does Communication Begin?	279	(1)
How Can Adults Assist the Development of Early Communication Skills in Infants?	279	(1)
What Are Typical Characteristics of Early Communication?	280	(1)
Why Positive, Mutual Communication Is Important for Child Guidance	281	(2)
How Attentive Listening Can Nurture the Child's Developing Sense of Self	283	(1)
Three Basic Human Needs Underlying Requests for Help	283	(1)
Are These Listening and Helping Strategies Only Appropriate for Use with Young Children?	284	(1)
Appropriate Responses to Requests for Action or Information	285	(3)
Appropriate Responses to Requests for Understanding and Attention	288	(4)
How Should Caregivers Respond to Requests for Dependency or Inappropriate Interaction?	292	(2)
Are Listening and Helping Strategies Relevant to the Care of Babies and Toddlers?	294	(1)
Addressing Underlying Feelings	295	(5)
When and How Should Adults Express Their Feelings to Children?	296	(1)
How Can Children Be Helped to Understand Their Feelings?	297	(2)
How Can Children Be Helped to Confront Troublesome Feelings?	299	(1)
Positive Instructions Versus Negative Commands	300	(2)
Characteristics of Assertive Communication	302	(5)
Key Factors in Assertive Communication	303	(4)
Characteristics of Nonproductive Communication	307	(2)
How Do These Stereotypes Show Up as Problems?	307	(2)
If These Stereotypical Communication Styles Are Ineffective, What Will Work?	309	(1)
Managing the Positive Confrontation	309	(4)
When Is Confrontation Appropriate?	310	(1)
How Confrontations with Children Can Be Made Positive and Assertive	311	(1)
How Attention Can Be Kept Focused on Confronting the Issues at Hand	311	(1)
How Children Can Be Taught Responsibility	312	(1)
Key Terms	313	(1)
Points to Remember	313	(1)
Practical Application	314	(1)
``I'll Leave You Here Forever''	314	(1)
Discussion Questions	314	(1)
Related Readings	314	(1)
Helpful Web Sites	315	(2)
Nonverbal Cues and Appropriate Consequences	317	(46)
Nonverbal Cues and Body Language	317	(4)
What Is the Significance of Nonverbal Cues for Young Children?	318	(1)
Why Should Nonverbal Cues Be Consistent with Verbal Communication?	318	(1)
Focus Attention at the Child's Eye Level	319	(2)
Helping Children Resolve Problems Independently	321	(17)
What Is Bibliotherapy?	322	(1)
Help Children Learn to Use Words to Express Themselves to Each Other	323	(1)
Should We Force Children to Apologize?	324	(1)
How Can We Recognize and Encourage Internal Control?	325	(1)
How Does American Sign Language Support Positive Child Guidance?	326	(12)
Logical and Natural Consequences	338	(12)
Natural Consequences	338	(1)
Logical Consequences	338	(2)
Should Children Be Rescued from the Consequences of Their Actions?	340	(1)
What Is the Difference Between Punishment and Guidance?	341	(5)
How Can I Be Firm without Seeming Angry?	346	(1)
Avoid Overindulging and Overprotecting Children	347	(2)
Help Children Learn to Make Choices within Limits	349	(1)
External Reinforcement	350	(4)
External Conditions that Support Appropriate Behavior	351	(1)
What Is Behavior Modification and How Should It Be Used?	352	(1)
Why Behavior Modification Does Not Work All the Time	353	(1)
Key Terms	354	(1)
Points to Remember	355	(1)
Practical Application	355	(1)
The Big Boys and the Very Muddy Day	355	(1)
Discussion Questions	356	(1)
Related Readings	357	(3)
Multimedia	360	(1)
Helpful Web Sites	361	(2)
Addressing Persistent, Unproductive Patterns of Behavior	363	(38)
Reacting to Needs---Maslow's Hierarchy	363	(7)
What Is the Role of Self-Esteem in Repeated Misbehavior?	364	(5)
How Can I Support the Child's Development of Self-Esteem?	369	(1)
The No-Lose Method of Conflict Resolution	370	(1)
Dreikurs' Mistaken Goals	371	(2)
Attention-Seeking Behavior	373	(3)
Clinging, Feigning Ineptness	373	(1)
Artificial Charm, Competitiveness	374	(1)
Clowning, Acting Out, Silliness	375	(1)
Laziness, Compulsiveness, Obnoxiousness	375	(1)
Controlling Behavior	376	(7)
Manipulativeness, Vengefulness	376	(1)
Pouting, Stubbornness	377	(1)
Bullying, Rebelling	378	(5)
Disruptive Behavior	383	(3)
Destructiveness, Aggressiveness	383	(2)
Contempt, Mistrust	385	(1)
Fits of Anger, Tantrums, Defiance	386	(1)
Withdrawn, Passive Behavior	386	(2)
Cyclical Self-Stimulation	386	(1)
Rejection of Social Interchange	387	(1)
Internalization of Stress	387	(1)
Display of Ineptness and Hopelessness	388	(1)
Screening for Developmental ``Red Flags''	388	(4)
Can Hearing Problems Affect Behavior?	388	(1)
Other Physical Conditions That Affect Behavior	389	(1)
Can the Presence of Behavioral Problems Signal the Possibility of Child Abuse or Neglect?	389	(1)
Consequences of Maltreatment	390	(2)
Locating Community Resources	392	(1)
Meeting Adult Needs	393	(1)
Key Terms	394	(1)
Points to Remember	394	(1)
Practical Application	395	(1)
``Thank Heaven for Sarah''	395	(1)
Discussion Questions	396	(1)
Related Readings	397	(2)
Helpful Web Sites	399	(2)
Taking a New Look at Children	401	(18)
Identifying Personal Biases	401	(4)
Responding More Objectively to Individual Children	402	(3)
The Observation Sequence	405	(3)
How Observation Supports Positive Guidance	405	(1)
What Do I Need to Get Started?	405	(1)
How Will I Use My Observations?	406	(1)
How Does My Observation Become a Plan?	407	(1)
What if My Plan Does Not Work?	407	(1)
How Can I Be Sure My Plan Is Working?	408	(1)
Observation Strategies	408	(5)
What Is an Anecdotal Record?	409	(1)
What Is a Running Account?	410	(1)
What Is Time Sampling?	410	(2)
What Is Event Sampling?	412	(1)
Which Method of Recording Observations Works Best?	413	(1)
Key Terms	413	(1)
Points to Remember	414	(1)
Practical Application	414	(1)
The Mysterious Case of the Spinning Peg	414	(1)
Discussion Questions	414	(1)
Related Readings	415	(2)
Helpful Web Sites	417	(2)
Historical and Cultural Beliefs about Child Guidance	419
Historical Perspectives and Guidance Theories	419	(13)
How the Modern World Has Influenced Thinking about Child Guidance	421	(5)
The Child in Society	426	(2)
How Life Is Different for Contemporary Children in Today's Changing World	428	(1)
Preparation for Participation in a Democracy	429	(1)
How Early Influences Affect Children's Growth and Development in Terms of Their Learning Appropriate Behavior	430	(1)
The Strain of Changing Disciplinary Traditions	431	(1)
Cultural Influences on Child Guidance	432	(3)
Preparing Children for the Realities of an Adult World	434	(1)
How Do Young Children Learn About Their Role in the World?	435	(12)
When Does Cultural Learning Begin?	439	(1)
Parental Expectations Related to Social and Economic Settings	440	(3)
Understanding Cultural Differences	443	(4)
Philosophies of Guidance	447	(3)
Is a Child's Personality Mostly the Result of Nature or Nurture?	448	(2)
What Do Current Experts Say About the Origin of Intelligence and Personality?	450	(7)
The Nature versus Nurture Controversy	450	(5)
If There Are Different Views about How Children Develop, How Do I Know Which Philosophy Is Right?	455	(2)
Key Terms	457	(1)
Points to Remember	457	(1)
Practical Application	458	(1)
Bringing Home a Baby Bumblebee	458	(1)
Discussion Questions	458	(1)
Related Readings	459	(2)
Helpful Web Sites	461
Appendix A	1	(1)
Appendix B	1	(1)
Glossary	1	(1)
References	1	(1)
Index	1