Constructive guidance and discipline : preschool and primary education / Marjorie V. Fields, Nancy J. Perry, Debby M. Fields ; foreword by Constance Kamii.

Includes bibliographical references (pages 349-371) and index.

Part 1. Discipline Foundations -- 1. Thinking About Guidance and Discipline -- 2. Physical and Emotional Development Affect Child Behavior -- 3. Intellectual and Social Development Affect Discipline -- Part 2. Discipline Approaches -- 4. Creating Environments that Prevent Discipline Problems -- 5. Planning Programs that Prevent Discipline Problems -- 6. Teaching Desirable Behavior Through Example -- 7. Effective Discipline Through Effective Communication -- 8. Helping Children Understand and Accept Limits -- 9. Controlling Behavior Externally -- 10. Punishment Versus Discipline -- Part 3. Matching Discipline Causes To Discipline Approaches -- 11. Immaturity -- 12. Unmet Needs -- 13. Diversity -- 14. Vunerabilities -- 15. Analyzing Discipline Problems -- Appendix A. Action Guide for Media Violence and Children.

"The fifth edition of Constructive Guidance and Discipline: Preschool and Primary Education continues to provide information about helping children become confident, caring, responsible, and productive people. Using the recommendations and research of Jean Piaget, Alfred Adler, and Carl Rogers, the authors share their conclusions about what is best for young children, rather than merely presenting a summary of various approaches. Instead, they present a clear discussion of childhood development and developmentally appropriate practices as they relate to the causes of children's behavior. The authors encourage treating the cause of behavior problems rather than just the symptoms. Organized in three parts, the first part gives the foundations of discipline and its goals and a clear explanation of child development and its stages. Part Two presents various approaches to discipline from least intrusive to most intrusive. The chapters in this part emphasize the prevention of problems, the importance of effective communication, the analysis of behavior modification, and the dangers of punishment. Part Three builds on the previous two parts by using knowledge of child development to determine the cause of behavior problems and then selecting an appropriate response from the various approaches to discipline. One of the most respected texts in the field, this book more clearly links guidance techniques to the causes of behavior than any other on the market. It is unique in providing a unified theory base for analyzing guidance and discipline. It offers a consistent view of external versus internal motivation, explaining why rewards are as damaging as punishment and why praise undermines children's learning as well as their self-confidence. This extensive revision leaves no chapter untouched and now devotes three chapters to teachers whose classrooms include children with special physical or emotional needs, learning disabilities, or children who are at risk due to poverty, violence, or loss."--Publisher's website.

Machine converted from AACR2 source record.