Guidance of Young Children

PART ONE: Guiding of Young Children: Three Essential Elements

 

1  A Teacher’s Role in Guiding Children

Vignettes

Beginning the Circle: Our Hope for Children

Major Dimensions of Caregiving Styles

Responsiveness

Demandingness

Styles of Caregiving

Authoritative Style

Authoritarian Caregiving Style

Permissive Caregiving Style

Basic Processes Adults Use to Influence Children (MIFPEC)

Analyze Vignettes

Summary

Questions for Reflection

Apply Your Knowledge

Key Terms

Web Sites

 

2   Theoretical Foundations of Child Guidance

Vignettes

Theories Focusing on the Systems in which Children Develop  

Theories Focusing on How Children Construct Ideas

Theories Focusing on Psychological, Emotional, and Social Learning Needs

Analyze Vignettes

Summary

Questions for Reflection

Apply Your Knowledge

Key Terms

Web Sites



 

3   Understand Child Development: A Key to Guiding Children Effectively



Vignettes

Perception and Memory

Social Cognition: How Children Think about Others

Self-Control and Prosocial Behavior

Analyze Vignettes

Summary

Questions for Reflection

Apply Your Knowledge

Key Terms

Web Sites

 

PART TWO       “Direct” and “Indirect” Child Guidance

 

4       Supportive Physical Environments: Indirect Guidance

Vignette

Theoretical Foundations for Early Childhood Classroom Design

Developmentally Appropriate Physical Environments for 3 to 8 Year-Olds

Guidelines: Developmentally Appropriate Room Design

Additional Considerations in a Classroom for 3 to 8 Year-Olds       

Designing Spaces for Infants and Toddlers

Analyze a Vignette

Summary

Questions for Reflection

Apply Your Knowledge

Key Terms

Web Sites

 

5       Positive Guidance and Discipline Strategies: Direct Guidance

Vignettes

The Concept of Discipline

Positive Guidance: Description and Explanation

Beliefs About Discipline Influence Choices about Discipline Strategies

Analyze a Vignette

Summary

Questions for Reflection

Apply Your Knowledge

Key Terms

Web Sites

 

6                  Using Observation in Guiding Children

Vignettes

Assessment in Early Childhood Education

 Reasons for Observing Children’s Behavior

Practical Methods for Observing Children’s Behavior

Analyze a Vignette: Answering Some of the 5 “W” Questions about Behavior

Summary

Questions for Reflection

Apply Your Knowledge

Key Terms

Web Sites

 

PART THREE  Special Topics in Child Guidance



 

7      Self-Esteem and Moral Identity   



Vignettes

Parts of the Self

Building Blocks of Self-Esteem

Self-Esteem Develops in a Social Context

Moral Identity

Practices That Help Children Develop Authentic Self-Esteem

Practices Contributing to Unhealthy Self-Esteem

Analyze Vignettes

Summary

Questions for Reflection

Apply Your Knowledge

Key Terms

Web Sites

 

8       Feelings and Friends: Emotional and Social Competence

Guiding Questions

Vignettes:

Emotional Competence

Social Competence

Guiding Children’s Social Emotional Learning (SEL)

Analyze a Vignette: Learning that Using Words is a Good Thing

Summary

Questions for Reflection

Apply Your Knowledge

Key Terms

Web Sites

 

9       Resilience and Stress in Childhood

Guiding Questions

Vignettes

Resilience in Young Children

Types of Stressors

Acute and Chronic Stress

Sources of Stress

How Stress Affects Children

Stages in Responding to Stress

Coping Effectively with Stress

General Guidelines for Helping Children Cope with Stress

Suggestions for Helping Children Who Face the Stress of Moving

Analyze Vignettes: Helping Children Deal with Stress

Summary

Questions for Reflection

Apply Your Knowledge

Key Terms

Web Sites



 

10            Aggression and Bullying in Young Children



Guiding Questions

Vignettes

Aggression

Purposes of Aggression

Bullying: Aggression in Action

How Children Learn to be Aggressive

Strategies for Dealing with Bullying and Other Forms of Aggression

Analyze Vignettes

Summary

Questions for Reflection

Apply Your Knowledge

Key Terms

Web Sites

 

11     Minimizing Challenging Behavior

 Vignettes

Challenging Behavior

Roots of Challenging Behavior

Decision-Making Model of Child Guidance

Specific Challenging Behaviors: Using the Decision-Making Model of Child Guidance

Persistent Behavior Challenges

Summary

Questions for Reflection

Apply Your Knowledge

Key Terms

Web Sites

 

PART FOUR     Apply Your Knowledge of Child Guidance

 

12           Guiding Children during Routines and Transitions

Vignettes

Arrival and Departure

Large Group

Small Groups

Transitions

Analyze Vignettes: Using Direct and Indirect Guidance during Routines and Transitions
Summary
Questions for Reflection
Apply Your Knowledge
Key Terms
Web Sites

 

13     Use the Decision-Making Model of Child Guidance

Guiding Questions

Vignette: What Should We Do About The Cursing?

Decision-Making Model of Child Guidance

Steps in the Decision-Making Model

Using the Decision-Making Model in Everyday Discipline Encounters

Develop Guidance Plans

Coming Full Circle: What the Decision-Making Model Means for Children

Analyze a Vignette: What Should We Do about the Cursing?

Summary

Questions for Reflection

Apply Your Knowledge

Key Terms

Web Sites

 

Appendix: Review: Major Positive Discipline Strategies

References

Author Index

Subject Index