Positive child guidance /
Miller, Darla Ferris,
Positive child guidance / Darla Ferris Miller. - Seventh edition. - xxiv, 404 pages : illustrations ; 24 cm
Includes bibliographical references (pages 373-396) and index.
Machine generated contents note: pt. 1 Preparing for Positive Guidance -- 1. Why Guidance Matters -- Child Rearing in Today's World -- What Is Developmentally Appropriate Practice? -- Why Is Positive Child Guidance Training Important for Parents, Caregivers, and Teachers? -- Who Should Be Responsible for the Well-Being and Guidance of Children? -- Committing to Become the Child's Resource Team -- What Is the Purpose of Child Guidance? -- Does This Book Have a Special Point of View on Guidance? -- Practical Application Case: The Spoiled Child---Myth or Reality? -- Short-Term Objectives for Child Guidance -- Do Children Have Rights? -- How Do We Tell the Difference between Enforcing Reasonable Safety Rules and Being Overprotective? -- Long-Term Goals for Child Guidance -- The Nurturing Environment and Long-Term Development -- Why Should Children Be Involved in Maintaining and Protecting Their Environment? -- Children---Our Investment in the Future -- Summary -- Key Terms. Contents note continued: Student Activities -- Related Resources -- 2. Historical Perspectives and Guidance Theories -- Historical Perspectives -- How the Modern World Has Influenced Thinking about Child Guidance -- The Child in Society -- How Life Is Different for Children in Today's Changing World -- Preparation for Participation in a Democracy -- How Early Influences Affect Children and Their Learning Appropriate Behavior -- The Strain of Changing Disciplinary Traditions -- Practical Application Case: Bringing Home a Baby Bumblebee -- Philosophies of Guidance -- Is a Child's Personality Mostly the Result of Nature or Nurture? -- What Do Researchers Say about the Origin of Intelligence and Personality? -- How Do I Know Which Philosophy Is Right? -- Summary -- Key Terms -- Student Activities -- Related Resources -- 3. Understanding Children's Behavior -- Typical Ages and Stages -- Infants (Birth to 12 Months) -- Do Infants Intentionally Respond by Crying? Contents note continued: Can Babies Misbehave on Purpose? -- Infant Brain Development -- Reflex Responses and Unconscious Conditioning -- Classical Conditioning -- Operant Conditioning -- Metacognition -- How Do Babies Develop Control of Their Actions? -- Why Do Babies Cry? -- When Do Babies Begin Learning Language? -- Can Babies Understand Body Language? -- How Do Trauma and Chronic Stress Affect an Infant's Brain Development? -- How Do Babies Develop Trust? -- What Is Learned Helplessness? -- How Do I Answer Parents' Sleep Questions? -- Which Is Best: Flexible Spontaneity or Predictable Routines? -- What Are Interaction Styles? -- What Do We Mean by Secure Attachment to Caregivers? -- Why Do Babies Cling? -- Separation and Stranger Anxieties -- How Do Babies Perceive Themselves and Their Surroundings? -- Toddlers (12 Months to 3 Years) -- Can Toddlers Control Their Feelings and Actions? -- How Does Awareness of Cause and Effect Develop? Contents note continued: Toddlers Need to Explore Their Surroundings -- Safety Is a Major Issue in Toddler Care -- How Does Verbal Communication Begin? -- What Kind of Language Experiences Are Good for Toddlers? -- Stranger and Separation Anxiety -- How Can I Make Friends with a Shy Toddler? -- Why Are Toddlers So Possessive? -- Why Do Some Toddlers Become So Attached to Security Blankets, Pacifiers, and Other Cuddlies? -- Why Are Toddlers Stubborn One Minute, Then Clingy the Next? -- Are Toddlers Aware of Themselves? -- Why Do Toddlers Get So Excited and Happy When They Imitate Each Other? -- Preschoolers (3 to 5 Years) -- Can Preschoolers Make Plans and Decisions? -- Talking to Preschoolers about Sensitive Issues -- Communicating Successfully with Preschoolers -- Teaching Preschoolers to Use Words to Express Their Feelings -- Friendships Are Important to Preschoolers -- Practical Application Case: "I'm Never Gonna ̀€Vite You To My Birth'ay!" Contents note continued: How Do Preschoolers Learn to Accept Responsibility? -- How Can I Support Independence in Preschoolers? -- How Can I Help Preschoolers Follow Rules? -- How Do Preschoolers Develop a Positive Sense of Self? -- Should Children Be Encouraged to Compete? -- Early School-Agers (5 to 8 Years) -- Why Do Early School-Agers Ask So Many Questions? -- Practical Application Case: The Big Boys and the Very Muddy Day -- Why Do They Get So Angry if They Don't Win? -- Why Do They Call Each Other Names and Say Hurtful Things? -- How Can I Earn the Respect of School-Agers? -- Why Do Early School-Agers Resist Going to Child Care? -- Why Do Early School-Agers Get So Upset about Fairness? -- Why Do They Insist on Picking Their Own Clothes? -- How Can We Help Early School-Agers Develop Initiative? -- How Can We Support the Early School-Age Child's Self-Esteem? -- Older School-Agers (9 to 12 Years) -- Why Do Older School-Age Children Argue So Much? Contents note continued: How Can I Get Older School-Agers to Trust and Respect Me? -- Why Do Older School-Agers Try So Hard to Be Popular? -- The Role of Media in the Lives of Older School-Age Children -- Puberty -- How Can We Support Older School-Agers' Self-Esteem? -- Summary -- Key Terms -- Student Activities -- Related Resources -- pt. 2 Valuing the Uniqueness of Each Child -- 4. How to Observe Children -- Identifying Personal Biases -- Responding More Objectively to Individual Children -- The Observation Sequence -- How Observation Supports Positive Guidance -- What Do I Need to Get Started? -- How Will I Use My Observations? -- How Does My Observation Become a Plan? -- What If My Plan Does Not Work? -- How Can I Be Sure My Plan Is Working? -- Practical Application Case: The Mysterious Case of the Spinning Peg -- Observation Strategies -- What Is an Anecdotal Record? -- What Is a Running Account? -- What Is Time Sampling? -- What Is Event Sampling? Contents note continued: Which Method of Recording Observations Works Best? -- Summary -- Key Terms -- Student Activities -- Related Resources -- 5. Serving Culturally Diverse Children and Families -- Culture Gives Meaning to Our Lives -- What Is Ordinary Culture? -- Does Everyone Have Culture? -- How Does Culture Affect Early Social and Emotional Development? -- Understanding Children and Families in the Context of Their Communities -- Bronfenbrenner Suggests We Visualize the Child's Inner Self -- Unconditional Acceptance -- Prejudice, Racism, and Discrimination -- Where Did Prejudice Come From? -- When Does Discrimination Begin? -- What Are Early Signs of Prejudice? -- How Can We Teach Young Children to Resist Bias? -- The Antibias Curriculum -- How Can I Spot Bias, Stereotypes, and Myths? -- What Is Our Ethical Responsibility? -- Practical Application Case: Boba Rebear and Salty Green Paper -- How Culture Shapes Guidance -- Respecting Cultural Differences. Contents note continued: What Things Should I Know So I Can Be More Considerate to People from Other Cultures? -- How Can I Help Parents from Other Cultures Feel More Comfortable? -- Will These Tips Keep Me from Culturally Offending Anyone? -- Honoring Families' Religious Beliefs and Customs -- How Can I Help Children through Difficult Cultural Transitions? -- How Does Culture Affect Adults' Styles of Interaction? -- How Does Culture Affect a Person's Learning Approach? -- How Does Culture Affect Social Role Expectations? -- How Does Culture Shape Our Use of Language? -- How Does Culture Shape Our Intellectual Approach? -- Summary -- Key Terms -- Student Activities -- Related Resources -- 6. Understanding Children with Ability Differences -- How Can I Guide Children with Ability Differences? -- What Do Children with Ability Differences Need? -- Why Is Inclusion Important for Children with Ability Differences? -- Do Children with Ability Differences Need DAP? Contents note continued: Helping Children Treat People with Ability Differences with Respect -- Does a Different Appearance Affect a Child's Life? -- How Should I Handle Teasing and Bullying? -- How Can I Support the Child with an Ability Difference? -- How Can I Support Parents of Children with Ability Differences? -- Laws and Programs for Children with Ability Differences -- What Are the IEP and IFSP Processes? -- Practical Application Case: "Thank Heaven for Sarah" -- What If My Program Isn't Required to Provide an IEP? -- What If My Program Doesn't Accept Children with Ability Differences? -- How Do Physical Conditions Affect Behavior? -- What Type of Ability Differences Am I Most Likely to Encounter? -- Hearing Impairment and Deafness -- Sensory Processing Disorder -- Down Syndrome -- Fetal Alcohol Spectrum Disorders -- Attention Deficit/Hyperactivity Disorder (ADHD) -- Intellectual Disability -- Pervasive Developmental Disorders -- Tourette's Syndrome -- Bipolar Disorder. Contents note continued: Oppositional Defiant Disorder and Intermittent Explosive Disorder -- Conduct Disorder -- Summary -- Key Terms -- Student Activities -- Related Resources -- pt. 3 Preventing Behavior Problems -- 7. Designing Developmentally Appropriate Environments Inside and Out -- How Does the Environment Nurture Appropriate Behavior? -- Three Key Elements of Prosocial Behavior -- The Vital Role of Play in Childhood -- How Will I Design a DAP Environment? -- What Effect Does the Classroom Environment Have on Guidance? -- What Effect Does the Environment Have on Child Guidance? -- Creating a Calms, Peaceful Classroom Atmosphere -- Developmentally Appropriate Activities, Materials, and Routines -- Why Is Consistency Important? -- What Is Special About a DAP Environment? -- How Do Schedules Support Positive Behavior? -- Practical Application Case: William and the Nature Walk -- How Will I Design the Outdoor Environment? -- Supporting Physical Development. Contents note continued: Supporting Social/Emotional Development -- Supporting Cognitive Development -- Environmental Elements of a DAP Playground -- What Is a Green Playscape? -- The Nurturing Social Environment -- The Importance of Playful Learning -- Creating a Cooperative Setting -- The Nurturing Adult -- What About Physical Punishment? -- How Does a Nurturing Adult Respond to Aggression? -- Can Children Learn Appropriate Behavior through Imitation? -- Can I Be Both Assertive and Caring? -- Am I Willing to Protect Individual Rights? -- Summary -- Key Terms -- Student Activities -- Related Resources -- 8. Building Relationships through Positive Communication -- Building a Foundation for Positive Communication -- How Can I Support Early Communication Skills? -- How Do Young Children Communicate? -- How Does American Sign Language Support Child Guidance? -- Why Is Communication Important for Child Guidance? -- How Attentive Listening Nurtures a Sense of Belonging. Contents note continued: Three Basic Human Needs Underlying Requests for Help -- Practical Application Case: "I'll Leave You Here Forever" -- Appropriate Responses to Requests for Action or Information -- Appropriate Responses to Requests for Understanding and Attention -- How Should I Respond to Requests for Inappropriate Interaction? -- Do Listening and Helping Strategies Work with Babies and Toddlers? -- Addressing Underlying Feelings -- When and How Should Adults Express Their Feelings to Children? -- Positive Instructions versus Negative Commands -- Characteristics of Assertive Communication -- Key Factors in Assertive Communication -- Characteristics of Nonproductive Communication -- How Do These Stereotypes Show Up as Problems? -- Resolving Confrontations Peacefully with Conflict Resolution -- When is a Critical Conversation Needed? -- Should We Force Children to Apologize? -- Summary -- Key Terms -- Student Activities -- Related Resources. Contents note continued: 9. Fundamental Causes of Positive and Negative Behavior -- Moral Development Builds a Core for Positive Behavior -- Building Moral Intelligence -- How Do Young Children Learn Right from Wrong? -- Methods to Support Children's Moral Development -- Set Limits -- Model Appropriate Behavior -- Rely on Democratic Processes -- Defining Negative Behavior -- What Do We Mean by Functional and Dysfunctional Behaviors? -- The Adult-Centered Definition of Misbehavior -- The Child-Centered Definition of Misbehavior -- Temperament -- How Do Infants Show Differences in Temperament? -- How Can We Support the Spirited Child? -- Practical Application Case: Is a "Really Good Spanking" Really Good? -- Underlying Causes of Problem Behavior -- Inappropriate Expectations -- Misunderstanding Expectations -- Immature Self-Control -- Silly Playfulness, Group Contagion -- Boredom -- Fatigue and Discomfort -- Desire for Recognition -- Discouragement -- Frustration -- Rebellion. Contents note continued: Summary -- Key Terms -- Student Activities -- Related Resources -- pt. 4 Positive Interventions -- 10. Effective Guidance Interventions -- Ignore Mildly Annoying Behavior That Is Not Against the Ground Rules -- Focus Attention Elsewhere -- Discreetly Redirect Slightly Inappropriate Behavior to More Positive Substitute Behavior -- Assist the Child in Recognizing the General Effects of Positive Behaviors -- Dealing with Genitalia-Related Issues -- Immediately Interrupt Behavior That Is Harmful or Unfair -- What Do I Do About Biting? -- Intervene as Firmly as Necessary but as Gently as Possible -- Maintain Objectivity -- Remove the Child from a Problem Situation -- Practical Application Case: Will and the Cream Cheese Wonton -- Assertively Shape Positive Behavior -- Teach Ground Rules -- Clarify Expectations -- Maintain Consistency -- Adapt Objects, Events, and Attitudes to Remove Possible Causes of Problem Behavior -- Offer Assistance and Encouragement. Contents note continued: Give Undivided Attention -- Redirect Inappropriate Behavior Firmly and Respectfully -- Clearly Express Appropriate Feelings -- Explain the Natural Consequences of Unacceptable Behavior -- Provide Persistent Follow-Up -- Emphasize Unconditional Caring and Affection -- Maintain and Express Confidence That a Problem Will Be Resolved -- Protect Children's Dignity and Privacy -- Be Willing to Start Over to Forgive and Forget -- Summary -- Key Terms -- Student Activities -- Related Resources -- 11. Mistaken Goals, Motivation, and Mindfulness -- Can Misbehavior Be Caused by Mistaken Goals? -- Mistaken Goal Number One: Attention-Seeking Behavior -- Mistaken Goal Number Two: Controlling Behavior -- Mistaken Goal Number Three: Disruptive Behavior -- Mistaken Goal Number Four: Withdrawn, Passive Behavior -- Can Behavioral Problems Indicate Child Abuse or Neglect? -- How Can Child Abuse Fatalities Be Prevented? -- Meeting Adult Needs. Contents note continued: What Is the Difference between Punishment and Guidance? -- Practical Application Case: "Please Wear This Dress!" -- Think Twice before You Give Time-Out -- Consider "Time-Away" for Tantrums and Other Troubles -- Accepting the Consequences of One's Behavior -- Natural Consequences -- Logical Consequences -- Avoid Rescuing Children from the Consequences of Their Own Actions -- Sometimes Intervening Is Not Rescuing Children -- Should We Ask Children to Apologize? -- Motivation for Behavior---Maslow's Hierarchy -- How Can I Support the Child's Development of Self-Esteem? -- External Reinforcement -- What Is Behavior Modification and How Should It Be Used? -- Behavior Modification Does Not Work All the Time -- How Can We Expand Children's Social-Emotional Intelligence? -- How Can We Expand Children's Social-Emotional Intelligence? -- Moving Toward Mindfulness -- What Does Mindfulness Mean? -- How Can Mindfulness Help Me? -- Mindfulness of the Environment. Contents note continued: Mindfulness of the Body -- Awareness of Movement -- Focus on Breathing -- Mindful Contemplation -- Practicing Mindfulness -- Summary -- Key Terms -- Student Activities -- Related Resources.
1111833400 9781111833404
2011936256
Child psychology--United States
Parenting--United States
HQ769 / .M5325 2013
649.1
Positive child guidance / Darla Ferris Miller. - Seventh edition. - xxiv, 404 pages : illustrations ; 24 cm
Includes bibliographical references (pages 373-396) and index.
Machine generated contents note: pt. 1 Preparing for Positive Guidance -- 1. Why Guidance Matters -- Child Rearing in Today's World -- What Is Developmentally Appropriate Practice? -- Why Is Positive Child Guidance Training Important for Parents, Caregivers, and Teachers? -- Who Should Be Responsible for the Well-Being and Guidance of Children? -- Committing to Become the Child's Resource Team -- What Is the Purpose of Child Guidance? -- Does This Book Have a Special Point of View on Guidance? -- Practical Application Case: The Spoiled Child---Myth or Reality? -- Short-Term Objectives for Child Guidance -- Do Children Have Rights? -- How Do We Tell the Difference between Enforcing Reasonable Safety Rules and Being Overprotective? -- Long-Term Goals for Child Guidance -- The Nurturing Environment and Long-Term Development -- Why Should Children Be Involved in Maintaining and Protecting Their Environment? -- Children---Our Investment in the Future -- Summary -- Key Terms. Contents note continued: Student Activities -- Related Resources -- 2. Historical Perspectives and Guidance Theories -- Historical Perspectives -- How the Modern World Has Influenced Thinking about Child Guidance -- The Child in Society -- How Life Is Different for Children in Today's Changing World -- Preparation for Participation in a Democracy -- How Early Influences Affect Children and Their Learning Appropriate Behavior -- The Strain of Changing Disciplinary Traditions -- Practical Application Case: Bringing Home a Baby Bumblebee -- Philosophies of Guidance -- Is a Child's Personality Mostly the Result of Nature or Nurture? -- What Do Researchers Say about the Origin of Intelligence and Personality? -- How Do I Know Which Philosophy Is Right? -- Summary -- Key Terms -- Student Activities -- Related Resources -- 3. Understanding Children's Behavior -- Typical Ages and Stages -- Infants (Birth to 12 Months) -- Do Infants Intentionally Respond by Crying? Contents note continued: Can Babies Misbehave on Purpose? -- Infant Brain Development -- Reflex Responses and Unconscious Conditioning -- Classical Conditioning -- Operant Conditioning -- Metacognition -- How Do Babies Develop Control of Their Actions? -- Why Do Babies Cry? -- When Do Babies Begin Learning Language? -- Can Babies Understand Body Language? -- How Do Trauma and Chronic Stress Affect an Infant's Brain Development? -- How Do Babies Develop Trust? -- What Is Learned Helplessness? -- How Do I Answer Parents' Sleep Questions? -- Which Is Best: Flexible Spontaneity or Predictable Routines? -- What Are Interaction Styles? -- What Do We Mean by Secure Attachment to Caregivers? -- Why Do Babies Cling? -- Separation and Stranger Anxieties -- How Do Babies Perceive Themselves and Their Surroundings? -- Toddlers (12 Months to 3 Years) -- Can Toddlers Control Their Feelings and Actions? -- How Does Awareness of Cause and Effect Develop? Contents note continued: Toddlers Need to Explore Their Surroundings -- Safety Is a Major Issue in Toddler Care -- How Does Verbal Communication Begin? -- What Kind of Language Experiences Are Good for Toddlers? -- Stranger and Separation Anxiety -- How Can I Make Friends with a Shy Toddler? -- Why Are Toddlers So Possessive? -- Why Do Some Toddlers Become So Attached to Security Blankets, Pacifiers, and Other Cuddlies? -- Why Are Toddlers Stubborn One Minute, Then Clingy the Next? -- Are Toddlers Aware of Themselves? -- Why Do Toddlers Get So Excited and Happy When They Imitate Each Other? -- Preschoolers (3 to 5 Years) -- Can Preschoolers Make Plans and Decisions? -- Talking to Preschoolers about Sensitive Issues -- Communicating Successfully with Preschoolers -- Teaching Preschoolers to Use Words to Express Their Feelings -- Friendships Are Important to Preschoolers -- Practical Application Case: "I'm Never Gonna ̀€Vite You To My Birth'ay!" Contents note continued: How Do Preschoolers Learn to Accept Responsibility? -- How Can I Support Independence in Preschoolers? -- How Can I Help Preschoolers Follow Rules? -- How Do Preschoolers Develop a Positive Sense of Self? -- Should Children Be Encouraged to Compete? -- Early School-Agers (5 to 8 Years) -- Why Do Early School-Agers Ask So Many Questions? -- Practical Application Case: The Big Boys and the Very Muddy Day -- Why Do They Get So Angry if They Don't Win? -- Why Do They Call Each Other Names and Say Hurtful Things? -- How Can I Earn the Respect of School-Agers? -- Why Do Early School-Agers Resist Going to Child Care? -- Why Do Early School-Agers Get So Upset about Fairness? -- Why Do They Insist on Picking Their Own Clothes? -- How Can We Help Early School-Agers Develop Initiative? -- How Can We Support the Early School-Age Child's Self-Esteem? -- Older School-Agers (9 to 12 Years) -- Why Do Older School-Age Children Argue So Much? Contents note continued: How Can I Get Older School-Agers to Trust and Respect Me? -- Why Do Older School-Agers Try So Hard to Be Popular? -- The Role of Media in the Lives of Older School-Age Children -- Puberty -- How Can We Support Older School-Agers' Self-Esteem? -- Summary -- Key Terms -- Student Activities -- Related Resources -- pt. 2 Valuing the Uniqueness of Each Child -- 4. How to Observe Children -- Identifying Personal Biases -- Responding More Objectively to Individual Children -- The Observation Sequence -- How Observation Supports Positive Guidance -- What Do I Need to Get Started? -- How Will I Use My Observations? -- How Does My Observation Become a Plan? -- What If My Plan Does Not Work? -- How Can I Be Sure My Plan Is Working? -- Practical Application Case: The Mysterious Case of the Spinning Peg -- Observation Strategies -- What Is an Anecdotal Record? -- What Is a Running Account? -- What Is Time Sampling? -- What Is Event Sampling? Contents note continued: Which Method of Recording Observations Works Best? -- Summary -- Key Terms -- Student Activities -- Related Resources -- 5. Serving Culturally Diverse Children and Families -- Culture Gives Meaning to Our Lives -- What Is Ordinary Culture? -- Does Everyone Have Culture? -- How Does Culture Affect Early Social and Emotional Development? -- Understanding Children and Families in the Context of Their Communities -- Bronfenbrenner Suggests We Visualize the Child's Inner Self -- Unconditional Acceptance -- Prejudice, Racism, and Discrimination -- Where Did Prejudice Come From? -- When Does Discrimination Begin? -- What Are Early Signs of Prejudice? -- How Can We Teach Young Children to Resist Bias? -- The Antibias Curriculum -- How Can I Spot Bias, Stereotypes, and Myths? -- What Is Our Ethical Responsibility? -- Practical Application Case: Boba Rebear and Salty Green Paper -- How Culture Shapes Guidance -- Respecting Cultural Differences. Contents note continued: What Things Should I Know So I Can Be More Considerate to People from Other Cultures? -- How Can I Help Parents from Other Cultures Feel More Comfortable? -- Will These Tips Keep Me from Culturally Offending Anyone? -- Honoring Families' Religious Beliefs and Customs -- How Can I Help Children through Difficult Cultural Transitions? -- How Does Culture Affect Adults' Styles of Interaction? -- How Does Culture Affect a Person's Learning Approach? -- How Does Culture Affect Social Role Expectations? -- How Does Culture Shape Our Use of Language? -- How Does Culture Shape Our Intellectual Approach? -- Summary -- Key Terms -- Student Activities -- Related Resources -- 6. Understanding Children with Ability Differences -- How Can I Guide Children with Ability Differences? -- What Do Children with Ability Differences Need? -- Why Is Inclusion Important for Children with Ability Differences? -- Do Children with Ability Differences Need DAP? Contents note continued: Helping Children Treat People with Ability Differences with Respect -- Does a Different Appearance Affect a Child's Life? -- How Should I Handle Teasing and Bullying? -- How Can I Support the Child with an Ability Difference? -- How Can I Support Parents of Children with Ability Differences? -- Laws and Programs for Children with Ability Differences -- What Are the IEP and IFSP Processes? -- Practical Application Case: "Thank Heaven for Sarah" -- What If My Program Isn't Required to Provide an IEP? -- What If My Program Doesn't Accept Children with Ability Differences? -- How Do Physical Conditions Affect Behavior? -- What Type of Ability Differences Am I Most Likely to Encounter? -- Hearing Impairment and Deafness -- Sensory Processing Disorder -- Down Syndrome -- Fetal Alcohol Spectrum Disorders -- Attention Deficit/Hyperactivity Disorder (ADHD) -- Intellectual Disability -- Pervasive Developmental Disorders -- Tourette's Syndrome -- Bipolar Disorder. Contents note continued: Oppositional Defiant Disorder and Intermittent Explosive Disorder -- Conduct Disorder -- Summary -- Key Terms -- Student Activities -- Related Resources -- pt. 3 Preventing Behavior Problems -- 7. Designing Developmentally Appropriate Environments Inside and Out -- How Does the Environment Nurture Appropriate Behavior? -- Three Key Elements of Prosocial Behavior -- The Vital Role of Play in Childhood -- How Will I Design a DAP Environment? -- What Effect Does the Classroom Environment Have on Guidance? -- What Effect Does the Environment Have on Child Guidance? -- Creating a Calms, Peaceful Classroom Atmosphere -- Developmentally Appropriate Activities, Materials, and Routines -- Why Is Consistency Important? -- What Is Special About a DAP Environment? -- How Do Schedules Support Positive Behavior? -- Practical Application Case: William and the Nature Walk -- How Will I Design the Outdoor Environment? -- Supporting Physical Development. Contents note continued: Supporting Social/Emotional Development -- Supporting Cognitive Development -- Environmental Elements of a DAP Playground -- What Is a Green Playscape? -- The Nurturing Social Environment -- The Importance of Playful Learning -- Creating a Cooperative Setting -- The Nurturing Adult -- What About Physical Punishment? -- How Does a Nurturing Adult Respond to Aggression? -- Can Children Learn Appropriate Behavior through Imitation? -- Can I Be Both Assertive and Caring? -- Am I Willing to Protect Individual Rights? -- Summary -- Key Terms -- Student Activities -- Related Resources -- 8. Building Relationships through Positive Communication -- Building a Foundation for Positive Communication -- How Can I Support Early Communication Skills? -- How Do Young Children Communicate? -- How Does American Sign Language Support Child Guidance? -- Why Is Communication Important for Child Guidance? -- How Attentive Listening Nurtures a Sense of Belonging. Contents note continued: Three Basic Human Needs Underlying Requests for Help -- Practical Application Case: "I'll Leave You Here Forever" -- Appropriate Responses to Requests for Action or Information -- Appropriate Responses to Requests for Understanding and Attention -- How Should I Respond to Requests for Inappropriate Interaction? -- Do Listening and Helping Strategies Work with Babies and Toddlers? -- Addressing Underlying Feelings -- When and How Should Adults Express Their Feelings to Children? -- Positive Instructions versus Negative Commands -- Characteristics of Assertive Communication -- Key Factors in Assertive Communication -- Characteristics of Nonproductive Communication -- How Do These Stereotypes Show Up as Problems? -- Resolving Confrontations Peacefully with Conflict Resolution -- When is a Critical Conversation Needed? -- Should We Force Children to Apologize? -- Summary -- Key Terms -- Student Activities -- Related Resources. Contents note continued: 9. Fundamental Causes of Positive and Negative Behavior -- Moral Development Builds a Core for Positive Behavior -- Building Moral Intelligence -- How Do Young Children Learn Right from Wrong? -- Methods to Support Children's Moral Development -- Set Limits -- Model Appropriate Behavior -- Rely on Democratic Processes -- Defining Negative Behavior -- What Do We Mean by Functional and Dysfunctional Behaviors? -- The Adult-Centered Definition of Misbehavior -- The Child-Centered Definition of Misbehavior -- Temperament -- How Do Infants Show Differences in Temperament? -- How Can We Support the Spirited Child? -- Practical Application Case: Is a "Really Good Spanking" Really Good? -- Underlying Causes of Problem Behavior -- Inappropriate Expectations -- Misunderstanding Expectations -- Immature Self-Control -- Silly Playfulness, Group Contagion -- Boredom -- Fatigue and Discomfort -- Desire for Recognition -- Discouragement -- Frustration -- Rebellion. Contents note continued: Summary -- Key Terms -- Student Activities -- Related Resources -- pt. 4 Positive Interventions -- 10. Effective Guidance Interventions -- Ignore Mildly Annoying Behavior That Is Not Against the Ground Rules -- Focus Attention Elsewhere -- Discreetly Redirect Slightly Inappropriate Behavior to More Positive Substitute Behavior -- Assist the Child in Recognizing the General Effects of Positive Behaviors -- Dealing with Genitalia-Related Issues -- Immediately Interrupt Behavior That Is Harmful or Unfair -- What Do I Do About Biting? -- Intervene as Firmly as Necessary but as Gently as Possible -- Maintain Objectivity -- Remove the Child from a Problem Situation -- Practical Application Case: Will and the Cream Cheese Wonton -- Assertively Shape Positive Behavior -- Teach Ground Rules -- Clarify Expectations -- Maintain Consistency -- Adapt Objects, Events, and Attitudes to Remove Possible Causes of Problem Behavior -- Offer Assistance and Encouragement. Contents note continued: Give Undivided Attention -- Redirect Inappropriate Behavior Firmly and Respectfully -- Clearly Express Appropriate Feelings -- Explain the Natural Consequences of Unacceptable Behavior -- Provide Persistent Follow-Up -- Emphasize Unconditional Caring and Affection -- Maintain and Express Confidence That a Problem Will Be Resolved -- Protect Children's Dignity and Privacy -- Be Willing to Start Over to Forgive and Forget -- Summary -- Key Terms -- Student Activities -- Related Resources -- 11. Mistaken Goals, Motivation, and Mindfulness -- Can Misbehavior Be Caused by Mistaken Goals? -- Mistaken Goal Number One: Attention-Seeking Behavior -- Mistaken Goal Number Two: Controlling Behavior -- Mistaken Goal Number Three: Disruptive Behavior -- Mistaken Goal Number Four: Withdrawn, Passive Behavior -- Can Behavioral Problems Indicate Child Abuse or Neglect? -- How Can Child Abuse Fatalities Be Prevented? -- Meeting Adult Needs. Contents note continued: What Is the Difference between Punishment and Guidance? -- Practical Application Case: "Please Wear This Dress!" -- Think Twice before You Give Time-Out -- Consider "Time-Away" for Tantrums and Other Troubles -- Accepting the Consequences of One's Behavior -- Natural Consequences -- Logical Consequences -- Avoid Rescuing Children from the Consequences of Their Own Actions -- Sometimes Intervening Is Not Rescuing Children -- Should We Ask Children to Apologize? -- Motivation for Behavior---Maslow's Hierarchy -- How Can I Support the Child's Development of Self-Esteem? -- External Reinforcement -- What Is Behavior Modification and How Should It Be Used? -- Behavior Modification Does Not Work All the Time -- How Can We Expand Children's Social-Emotional Intelligence? -- How Can We Expand Children's Social-Emotional Intelligence? -- Moving Toward Mindfulness -- What Does Mindfulness Mean? -- How Can Mindfulness Help Me? -- Mindfulness of the Environment. Contents note continued: Mindfulness of the Body -- Awareness of Movement -- Focus on Breathing -- Mindful Contemplation -- Practicing Mindfulness -- Summary -- Key Terms -- Student Activities -- Related Resources.
1111833400 9781111833404
2011936256
Child psychology--United States
Parenting--United States
HQ769 / .M5325 2013
649.1