- Browse
- » Positive child guidance
- » Book
Positive child guidance
(Book)
Average Rating
Author
Status
On Shelf
General Shelving - 3rd Floor
HQ769 .M5325 2016
1 available
HQ769 .M5325 2016
1 available
Description
Loading Description...
Copies
| Location | Call Number | Status |
|---|---|---|
| General Shelving - 3rd Floor | HQ769 .M5325 2016 | On Shelf |
Table of Contents
Machine generated contents note: pt. ONE Preparing for Positive Guidance --
1. Why Guidance Matters --
1-1. Child Rearing in Today's World --
1-2. What Is Developmentally Appropriate Practice? --
Teachsource Video: Curriculum Planning: Implementing Developmentally Appropriate Practice in an Early Childhood Setting --
Positive Focus 1.1 The Core of DAP --
1-3. Why Is Positive Child Guidance Training Important for Parents, Caregivers, and Teachers? --
1-3a. Who Should Be Responsible for the Well-Being and Guidance of Children? --
Positive Focus 1.2 Professional Early Childhood Jobs Are Increasing --
Positive Focus 1.3 Sadly, Quality Child Care Is Not Available to All Families --
1-3b. Committing to Becoming the Child's Resource Team --
Teachsource Video: A Parent's Viewpoint: Parent-Teacher Communication --
Teachsource Digital Download: Positive Focus 1.4 Handy Tips for Effective Home/School Partnerships --
Practical Application Case: The Spoiled Child -- Myth or Reality? --
1-4. What Is the Purpose of Child Guidance? --
1-4a. Does This Book Have a Special Point of View on Guidance? --
1-5. Short-Term Objectives for Child Guidance --
1-5a. Do Children Have Rights? --
1-5b. How Do We Tell the Difference between Enforcing Reasonable Safety Rules and Being Overprotective? --
1-6. Long-Term Goals for Child Guidance --
1-6a. The Nurturing Environment and Long-Term Development --
Brain Facts: What Can We Learn from Neuroscience? Warm and nurturing social relationships improve learning and behavior --
Teachsource Digital Download: Positive Focus 1.5 Guide for Adult Role Models --
Teachsource Video: Benefits of Preschool --
1-6b. Why Should Children Be Involved in Maintaining and Protecting Their Environment? --
1-6c. Children -- Our Investment in the Future --
Summary --
Key Terms --
Student Activities --
Related Resources --
2. Historical Perspectives and Guidance Theories --
2-1. Historical Perspectives --
2-1a. How the Modern World Has Influenced Thinking about Child Guidance --
Teachsource Video: Piaget's Stages and Educational Implications --
Brain Facts: What Can We Learn from Neuroscience? Children develop empathy and learn skills by watching role models --
Teachsource Video: Montessori Education --
2-2. The Child in Society --
2-2a. How Life Is Different for Children in Todays Changing World --
2-2b. Preparation for Participation in a Democracy --
Teachsource Digital Download: Positive Focus 2.1 Critical Skills for Good Citizenship --
2-2c. How Early Influences Affect Children and Their Learning of Appropriate Behavior --
2-2d. The Strain of Changing Disciplinary Traditions --
2-3. Philosophies of Guidance --
Practical Application Case: Bringing Home a Baby Bumblebee --
2-3a. Is a Child's Personality Mostly the Result of Nature or Nurture? --
2-3b. What Do Researchers Say about the Origin of Intelligence and Personality? --
2-3c. How Do I Know Which Philosophy Is Right? --
Summary --
Key Terms --
Student Activities --
Related Resources --
3. Understanding Children's Behavior --
3-1. Typical Ages and Stages --
Teachsource Digital Download: Positive Focus 3.1 How Does Guidance Change to Match Development? --
Positive Focus 3.2 Erik Erikson's Psychosocial Stages of Human Development --
3-2. Infants (Birth to 12 Months) --
3-2a. Do Infants Intentionally Respond by Crying? --
3-2b. Can Babies Misbehave on Purpose? --
3-2c. Infant Brain Development --
3-2d. Reflex Responses and Unconscious Conditioning --
Brain Facts: What Can We Learn from Neuroscience? Research is shedding new light on infant brain development --
3-2e. Conditioning --
3-2f. Operant Conditioning --
3-2g. Metacognition --
3-2h. How Do Babies Develop Control of Their Actions? --
3-2i. Why Do Babies Cry? --
3-2j. When Do Babies Begin Learning Language? --
3-2k. Can Babies Understand Body Language? --
3-2l. How Do Trauma and Chronic Stress Affect an Infant's Brain Development? --
3-2m. How Do Babies Develop Trust? --
Brain Facts: What Can We Learn from Neuroscience? Reliable, responsive care and affection supports a baby's developing brain --
3-2n. What Is Learned Helplessness? --
Brain Facts: What Can We Learn from Neuroscience? Play supports children's brain development --
3-2o. How Do I Answer Parents' Sleep Questions? --
3-2p. Which Is Best: Flexible Spontaneity or Predictable Routines? --
3-2q. What Are Interaction Styles? --
Teachsource Digital Download: Positive Focus 3.3 Interaction Styles --
3-2r. What Do We Mean by Secure Attachment to Caregivers? --
3-2s. Why Do Babies Cling? --
3-2t. Separation and Stranger Anxieties --
3-2u. How Do Babies Perceive Themselves and Their Surroundings? --
3-3. Toddlers (12 Months to 3 Years) --
3-3a. Can Toddlers Control Their Feelings and Actions? --
3-3b. How Does Awareness of Cause and Effect Develop? --
3-3c. Toddlers Need to Explore Their Surroundings --
3-3d. Safety Is a Major Issue in Toddler Care --
3-3e. How Does Verbal Communication Begin? --
3-3f. What Kind of Language Experiences Are Good for Toddlers? --
3-3g. Stranger and Separation Anxiety --
3-3h. How Can I Make Friends with a Shy Toddler? --
3-3i. Why Are Toddlers So Possessive? --
3-3j. Why Do Some Toddlers Become So Attached to Security Blankets, Pacifiers, and Other Cuddlies? --
Teachsource Video: Pre-K Funding Cuts --
3-3k. Why Are Toddlers Stubborn One Minute, Then Clingy the Next? --
3-3l. Are Toddlers Aware of Themselves? --
3-3m. Why Do Toddlers Get So Excited and Happy when They Imitate Each Other? --
3-4. Preschoolers (3 to 5 Years) --
3-4a. Can Preschoolers Make Plans and Decisions? --
3-4b. Talking to Preschoolers about Sensitive Issues --
3-4c. Communicating Successfully with Preschoolers --
3-4d. Teaching Preschoolers to Use Words to Express Their Feelings --
3-4e. Friendships Are Important to Preschoolers --
3-4f. How Do Preschoolers Learn to Accept Responsibility? --
Practical Application Case: "I'm Never Gonna 'Vite You to My Birth'ay!" --
Teachsource Digital Download: Positive Focus 3.4 Avoiding Stress and Burnout --
3-4g. How Can I Support Independence in Preschoolers? --
3-4h. How Can I Help Preschoolers Follow Rules? --
Brain Facts: What Can We Learn from Neuroscience? Play develops children's brain function enabling self-discipline --
3-4i. How Do Preschoolers Develop a Positive Sense of Self? --
3-4j. Should Children Be Encouraged to Compete? --
3-5. Early School-Agers (5 to 8 Years) --
3-5a. Why Do Early School-Agers Ask So Many Questions? --
Teachsource Video: 5 -- 11 Years: Lev Vygotsky, the Zone of Proximal Development, and Scaffolding --
3-5b. Why Do They Get So Angry if They Don't Win? --
3-5c. Why Do They Call Each Other Names and Say Hurtful Things? --
Practical Application Case: The Big Boys and the Very Muddy Day --
Teachsource Video: Making a Great Teacher --
3-5d. How Can I Earn the Respect of School-Agers? --
3-5e. Why Do Early School-Agers Resist Going to Child Care? --
3-5f. Why Do Early School-Agers Get So Upset about Fairness? --
3-5g. Why Do They Insist on Picking Their Own Clothes? --
3-5h. How Can We Help Early School-Agers Develop Initiative? --
3-5i. How Can We Support the Early School-Age Child's Self-Esteem? --
3-6. Older School-Agers (9 to 12 Years) --
3-6a. Why Do Older School-Age Children Argue So Much? --
3-6b. How Can I Get Older School-Agers to Trust and Respect Me? --
3-6c. Why Do Older School-Agers Try So Hard to Be Popular? --
3-6d. The Role of Media in the Lives of Older School-Age Children --
3-6e. Puberty --
3-6f. How Can We Support Older School-Agers' Self-Esteem? --
Summary --
Key Terms --
Student Activities --
Related Resources --
pt.
TWO Valuing the Uniqueness of Each Child --
4. How to Observe Children --
4-1. Identifying Personal Biases --
Teachsource Video: Ensuring High Quality through Program Evaluation --
4-1a. Responding More Objectively to Individual Children --
Teachsource Digital Download: Positive Focus 4.1 Objective Observations and Subjective Interpretations --
4-2. The Observation Sequence --
Brain Facts: What Can We Learn from Neuroscience? Assessment helps us create effective learning environments --
4-2a. How Observation Supports Positive Guidance --
4-2b. What Do I Need to Get Started? --
4-2c. How Will I Use My Observations? --
4-2d. How Does My Observation Become a Plan? --
4-2e. What if My Plan Does Not Work? --
4-2f. How Can I Be Sure My Plan Is Working? --
Practical Application Case: The Mysterious Case of the Spinning Peg --
4-3. Observation Strategies --
4-3a. What Is an Anecdotal Record? --
Teachsource Digital Download: Positive Focus 4.2 Evaluation Using Anecdotal Records --
Teachsource Digital Download: Positive Focus 4.3 Evaluating Using Home Observations --
4-3b. What Is a Running Account? --
4-3c. What Is Time Sampling? --
Teachsource Digital Download: Positive Focus 4.4 Evaluation by Time Sampling --
4-3d. What Is Event Sampling? --
Teachsource Digital Download: Positive Focus 4.5 Evaluation by Event Sampling --
4-3e. Which Method of Recording Observations Works Best? --
Teachsource Video: Preschooler Social and Emotional Development --
Summary --
Key Terms --
Student Activities --
Related Resources --
5. Serving Culturally Diverse Children and Families --
5-1. Culture Gives Meaning to Our Lives --
5-1a. What Is Ordinary Culture? --
5-1b. Does Everyone Have Culture? --
5-1c. How Does Culture Affect Early Social and Emotional Development? --
5-2. Understanding Children and Families in the Context of Their Communities
Note continued: 5-2a. Bronfenbrenner Suggests We Visualize the Child's Inner Self --
5-2b. Unconditional Acceptance --
5-3. Prejudice, Racism, and Discrimination --
5-3a. Where Did Prejudice Come From? --
5-3b. When Does Discrimination Begin? --
5-3c. What Are Early Signs of Prejudice? --
Teachsource Video: Multicultural Lessons: Embracing Similarities and Differences in Preschool Education --
5-3d. How Can We Teach Young Children to Resist Bias? --
5-3e. The Antibias Curriculum --
Teachsource Digital Download: Positive Focus 5.1 What We Can Do to Help Children Resist Bias --
5-3f. How Can I Spot Bias, Stereotypes, and Myths? --
Teachsource Digital Download: Positive Focus 5.2 How Multicultural Is My School? --
5-3g. What Is Our Ethical Responsibility? --
Positive Focus 5.3 Guidelines for Learning to Spot Bias in Books and Other Media --
Teachsource Digital Download: Positive Focus 5.4 How Can We Empower Children from Diverse Cultural Backgrounds? --
Positive Focus 5.5 NAEYC Statement of Commitment to Professional Ethics --
5-4. How Culture Shapes Guidance --
Practical Application Case: Boba Rebear and Salty Green Paper --
Brain Facts: What Can We Learn from Neuroscience? Healthy brain development requires nurturing social interaction and environmental experiences --
Teachsource Digital Download: Positive Focus 5.6 How Do Young Children Learn About Their Role in the World? --
5-5. Respecting Cultural Differences --
Barbara's Special Gifts --
Brain Facts: What Can We Learn from Neuroscience? Poverty too often damages young children's developing brains --
Teachsource Digital Download: Positive Focus 5.7 Take Time to Think before You Judge Others --
5-5a. What Things Should I Know So I Can Be More Considerate to People from Other Cultures? --
5-5b. How Can I Help Parents from Other Cultures Feel More Comfortable? --
5-5c. Will These Tips Keep Me from Culturally Offending Anyone? --
5-5d. Honoring Families' Religious Beliefs and Customs --
5-5e. How Can I Help Children through Difficult Cultural Transitions? --
Positive Focus 5.8 Cultural Transition Tips for Teachers --
Positive Focus 5.9 Welcome Children with English as a Second or Other Language (ESOL) --
5-5f. How Does Culture Affect Adults' Styles of Interaction? --
5-5g. How Does Culture Affect a Person's Learning Approach? --
5-5h. How Does Culture Affect Social Role Expectations? --
5-5i. How Does Culture Shape Our Use of Language? --
5-5j. How Does Culture Shape Our Intellectual Approach? --
Summary --
Key Terms --
Student Activities --
Related Resources --
6. Understanding Children with Ability Differences --
6-1. How Can I Guide Children with Ability Differences? --
Teachsource Digital Download: Positive Focus 6.1 Nurturing Children with Learning Differences --
6-1a. What Do Children with Ability Differences Need? --
6-1b. Why Should We Include Children with Ability Differences? --
6-1c. Do Children with Ability Differences Need DAP? --
Teachsource Video: 5-11 Years: Developmental Disabilities in Middle Childhood --
Teachsource Digital Download: Positive Focus 6.2 DAP Concepts We Follow to Support Children with Ability Differences --
Positive Focus 6.3 Why Is Inclusiveness Important? --
Brain Facts: What Can We Learn from Neuroscience? Nurturing brain development in children with special needs --
6-1d. Helping Children Treat People with Ability Differences with Respect --
Positive Focus 6.4 Choosing Books that Support Children with Diverse Abilities --
6-1e. Does a Different Appearance Affect a Child's Life? --
6-1f. How Should I Handle Teasing and Bullying? --
Positive Focus 6.5 Bullying Hurts Children --
6-1g. How Can I Support the Child with an Ability Difference? --
Teachsource Digital Download: Positive Focus 6.6 Support Children with Ability Differences --
Teachsource Video: Shaken Baby Syndrome --
Positive Focus 6.7 Understand Parents of Children with Ability Differences --
6-1h. How Can I Support Parents of Children with Ability Differences? --
6-2. Laws and Programs for Children with Ability Differences --
Practical Application Case: "Thank Heaven for Sarah" --
6-2a. What Are the IEP and IFSP Processes? --
6-2b. What If My Program Isn't Required to Provide an IEP? --
6-2c. What If My Program Doesn't Accept Children with Ability Differences? --
6-3. How Do Various Health Conditions Affect Behavior? --
6-3a. What Type of Ability Differences Am I Most Likely to Encounter? --
Positive Focus 6.8 Troublesome Problems that Interfere with Learning --
6-3b. Hearing Impairment and Deafness --
6-3c. Sensory Processing Disorder --
Teachsource Digital Download: Positive Focus 6.9 Guide Children Who Are Deaf or Hard of Hearing --
Teachsource Digital Download: Positive Focus 6.10 Guiding Children with SPD --
6-3d. Down Syndrome --
6-3e. Fetal Alcohol Spectrum Disorders --
Teachsource Digital Download: Positive Focus 6.11 Guiding Children with Down Syndrome --
Teachsource Video: Fetal Alcohol Syndrome --
Teachsource Digital Download: Positive Focus 6.12 Children with ADHD Have Special Challenges --
6-3f. Attention Deficit/Hyperactivity Disorder (ADHD) --
Teachsource Digital Download: Positive Focus 6.13 Guiding Children with ADHD --
Teachsource Video: Autism and a Bike --
6-3g. Intellectual Disability (ID) --
Teachsource Digital Download: Positive Focus 6.14 Guiding Children with Intellectual Disability --
6-3h. Pervasive Developmental Disorders --
Teachsource Digital Download: Positive Focus 6.15 Guiding Children with Autism --
6-3i. Tourette's Syndrome --
Teachsource Digital Download: Positive Focus 6.16 Guiding Children with Autism --
Teachsource Digital Download: Positive Focus 6.17 Children with Tourette's Syndrome --
Teachsource Digital Download: Positive Focus 6.18 Guiding Children with Tourette's --
6-3j. Bipolar Disorder --
Teachsource Digital Download: Positive Focus 6.19 Children with Bipolar Disorder --
Teachsource Digital Download: Positive Focus 6.20 Guiding Children with Bipolar Disorder --
6-3k. Oppositional Defiant Disorder and Intermittent Explosive Disorder --
Teachsource Digital Download: Positive Focus 6.21 Children with ODD --
Teachsource Digital Download: Positive Focus 6.22 Children with ODD and IED --
Teachsource Digital Download: Positive Focus 6.23 Guiding Children with ODD and IED --
6-31. Conduct Disorder --
Teachsource Digital Download: Positive Focus 6.24 Children with Conduct Disorder --
Teachsource Digital Download: Positive Focus 6.25 Children with Conduct Disorder Typically Demonstrate --
Summary --
Key Terms --
Student Activities --
Related Resources --
pt.
THREE Preventing Behavior Problems --
7. Designing Developmentally Appropriate Environments Inside and Out --
7-1. How Does the Environment Nurture Appropriate Behavior? --
7-1a. Three Key Elements of Prosocial Behavior --
Teachsource Digital Download: Positive Focus 7.1 Prosocial Behavior Consists of Positive Social Relations --
7-1b. The Vital Role of Play in Childhood --
7-2. How Will I Design a DAP Indoor Environment? --
7-2a. What Effect Does the Classroom Environment Have on Guidance? --
7-2b. What Effect Does DAP Have on Child Guidance? --
Teachsource Digital Download: Positive Focus 7.2 Planning for Positive Behavior Checklist --
7-3. Creating a Calm, Peaceful Classroom Atmosphere --
Positive Focus 7.3 Skills for Citizenship in a Democracy --
7-3a. Developmentally Appropriate Activities, Materials, and Routines --
7-3b. Why Is Consistency Important? --
7-3c. What Is Special about a DAP Environment? --
Teachsource Digital Download: Positive Focus 7.4 Analyze Classroom Traffic Patterns --
Teachsource Digital Download: Positive Focus 7.5 Use Picture Symbols to Demonstrate Behavior --
7-3d. How Do Schedules Support Positive Behavior? --
Positive Focus 7.6 How Can I Promote Prosocial Behavior? --
Teachsource Video: 2-5 Years: Play in Early Childhood --
Preschool Full-Day Child Care Schedule --
Teachsource Digital Download: Positive Focus 7.7 How Can I Improve Transition Times? --
Practical Application Case: William and the Nature Walk --
7-4. How Will I Design the Outdoor Environment? --
7-4a. Supporting Physical Development --
7-4b. Supporting Social/Emotional Development --
7-4c. Supporting Cognitive Development --
Teachsource Digital Download: Positive Focus 7.8 Expand Outdoor Learning --
Positive Focus 7.9 Design a DAP Playground --
7-4d. Environmental Elements of a DAP Playground --
Teachsource Video: Obese Children --
7-4e. What Is a Green Playscape? --
Teachsource Digital Download: Positive Focus 7.10 Design a Green Playscape --
7-5. The Nurturing Social Environment --
7-5a. The Importance of Playful Learning --
7-5b. Creating a Cooperative Setting --
Teachsource Digital Download: Positive Focus 7.11 What Is Involved in Toilet Learning? --
7-6. The Nurturing Adult --
Positive Focus 7.12 Tips for Being a Nurturing Adult --
7-6a. What about Physical Punishment? --
Positive Focus 7.13 Never, Ever Spank! --
Positive Focus 7.14 Guiding School-Aged Children --
Brain Facts: What Can We Learn from Neuroscience? Corporal punishment and brain development --
Brain Facts: What Can We Learn from Neuroscience? Verbal abuse and brain development --
Positive Focus 7.15 Why Do Parents Spank? --
7-6b. How Does a Nurturing Adult Respond to Aggression? --
7-6c. Can Children Learn Appropriate Behavior through Imitation? --
Teachsource Digital Download: Positive Focus 7.16 Ask These Questions about Annoying Behaviors
Note continued: Teachsource Digital Download: Positive Focus 7.17 Positive Role Model Checklist --
Teachsource Digital Download: Positive Focus 7.18 Five Tips for Teachers and Caregivers --
7-6d. Can I Be Both Assertive and Caring? --
7-6e. Am I Willing to Protect Individual Rights? --
Summary --
Key Terms --
Student Activities --
Related Resources --
8. Building Relationships through Positive Communication --
8-1. Building a Foundation for Positive Communication --
8-1a. How Can I Support Early Communication Skills? --
Teachsource Video: Infants and Toddlers: Communication Development --
8-1b. How Do Young Children Communicate? --
Brain Facts: What Can We Learn from Neuroscience? How Do Babies and Young Children Learn Language? --
8-1c. How Does American Sign Language Support Child Guidance? --
8-1d. Why Is Communication Important for Child Guidance? --
Teachsource Digital Download: Positive Focus 8.1 Communication Supports Positive Guidance --
8-1e. How Does Attentive Listening Nurture a Sense of Belonging? --
Teachsource Digital Download: Positive Focus 8.2 Listening Attentively --
8-1f. Three Basic Human Needs Underlying Requests for Help --
Teachsource Digital Download: Positive Focus 8.3 How Do Children and Adults Communicate Their Needs? --
Practical Application Case: "I'll Leave You Here Forever" --
8-1g. Appropriate Responses to Requests for Action or Information --
8-1h. Appropriate Responses to Requests for Understanding and Attention --
8-1i. How Should I Respond to Requests for Inappropriate Interaction? --
8-1j. Do Listening and Helping Strategies Work with Babies and Toddlers? --
8-2. Addressing Underlying Feelings --
8-2a. When and How Should Adults Express Their Feelings to Children? --
Teachsource Digital Download: Positive Focus 8.4 Giving "I Messages" --
8-3. Positive Instructions versus Negative Commands --
Teachsource Digital Download: Positive Focus 8.5 Positive Requests versus Negative Commands --
8-4. Characteristics of Assertive Communication --
8-4a. Key Factors in Assertive Communication --
Teachsource Digital Download: Positive Focus 8.6 How Can I Be Authoritative Rather Than Authoritarian? --
8-5. Characteristics of Nonproductive Communication --
8-5a. How Do These Stereotypes Show Up as Problems? --
8-6. Resolving Confrontations Peacefully with Conflict Resolution --
Teachsource Digital Download: Positive Focus 8.7 Crucial Conversations --
Teachsource Digital Download: Positive Focus 8.8 Adult Expectations for Help --
8-6a. When Is a Critical Conversation Needed? --
Teachsource Digital Download: Positive Focus 8.9 Ways Children Can Make Amends --
8-6b. Should We Force Children to Apologize? --
Summary --
Key Terms --
Student Activities --
Related Resources --
9. Fundamental Causes of Positive and Negative Behavior --
9-1. Moral Development Builds a Core for Positive Behavior --
9-1a. Building Moral Intelligence --
Positive Focus 9.1 Moral Intelligence --
Positive Focus 9.2 Develop Moral Development --
9-1b. How Do Young Children Learn Right from Wrong? --
Positive Focus 9.3 Kohlberg's Theory of Moral Development --
Brain Facts: What Can We Learn from Neuroscience? Brain Development and Moral Behavior --
Teachsource Video: Early Childhood: Positive Guidance --
9-2. Methods to Support Children's Moral Development --
9-2a. Set Limits --
9-2b. Model Appropriate Behavior --
Teachsource Digital Download: Positive Focus 9.4 Authoritative Demandingness --
9-2c. Rely on Democratic Processes --
9-3. Defining Negative Behavior --
9-3a. What Do We Mean by Functional and Dysfunctional Behaviors? --
9-3b. The Adult-Centered Definition of Misbehavior --
9-3c. The Child-Centered Definition of Misbehavior --
9-4. Temperament --
9-4a. How Do Infants Show Differences in Temperament? --
Positive Focus 9.5 Rothbart's Inventory of Babies' Temperament Differences --
9-4b. How Can We Support the Spirited Child? --
Teachsource Digital Download: Positive Focus 9.6 The Spirited Child Has Intensity --
Teachsource Digital Download: Positive Focus 9.7 The Spirited Child Has Persistence --
Teachsource Digital Download: Positive Focus 9.8 The Spirited Child Has Sensitivity --
Teachsource Digital Download: Positive Focus 9.9 The Spirited Child Has Perceptiveness --
Teachsource Digital Download: Positive Focus 9.10 The Spirited Child Has Adaptability --
Practical Application Case: Is a "Really Good Spanking" Really Good? --
9-5. Underlying Causes of Problem Behavior --
9-5a. Inappropriate Expectations --
9-5b. Misunderstanding Expectations --
9-5c. Immature Self-Control --
9-5d. Silly Playfulness, Group Contagion --
9-5e. Boredom --
9-5f. Fatigue and Discomfort --
9-5g. Desire for Recognition --
9-5h. Discouragement --
9-5i. Frustration --
9-5j. Rebellion --
Teachsource Digital Download: Positive Focus 9.11 Conditions That Set the Stage for Rebellion --
Summary --
Key Terms --
Student Activities --
Related Resources --
pt. FOUR Positive Interventions --
10. Effective Guidance Interventions --
10-1. Ignore Mildly Annoying Behavior That Is Not Against the Ground Rules --
10-1a. Focus Attention Elsewhere --
10-1b. Discreetly Redirect Slightly Annoying Behavior to More Positive Substitute Behavior --
10-1c. Assist the Child in Recognizing the General Effects of Positive Behaviors --
10-1d. Dealing with Genitalia-Related Issues --
Teachsource Digital Download: Positive Focus 10.1 Take Time to Think Before Reacting to Genital Touching --
10-2. Immediately Interrupt Behavior That Is Harmful or Unfair --
10-2a. What Do I Do about Biting? --
Teachsource Digital Download: Positive Focus 10.2 Responding to Toddler Biting --
Teachsource Digital Download: Positive Focus 10.3 Take Time to Think before You Respond to Biting --
10-2b. Intervene as Firmly as Necessary but as Gently as Possible --
10-2c. Maintain Objectivity --
Brain Facts: What Can We Learn from Neuroscience? Children's Brains and the Development of Self-Control --
10-2d. Remove the Child from a Problem Situation --
Practical Application Case: Will and the Cream Cheese Wonton --
10-3. Assertively Shape Positive Behavior --
10-3a. Teach Ground Rules --
10-3b. Clarify Expectations --
Teachsource Digital Download: Positive Focus 10.4 Positive and Specific Statements of Our Expectations --
10-3c. Maintain Consistency --
10-4. Adapt Objects, Events, and Attitudes to Remove Possible Causes of Problem Behavior --
10-4a. Offer Assistance and Encouragement --
10-4b. Give Undivided Attention --
Teachsource Video: Guidance for Young Children: Teacher Techniques for Encouraging Positive Social Behaviors --
10-4c. Redirect Inappropriate Behavior Firmly and Respectfully --
Teachsource Digital Download: Positive Focus 10.5 Prevention Techniques --
10-4d. Clearly Express Appropriate Feelings --
10-4e. Explain the Natural Consequences of Unacceptable Behavior --
Teachsource Digital Download: Positive Focus 10.6 Appropriate Verbal Expressions of Adult Feelings --
10-4f. Provide Persistent Follow-Up --
10-4g. Emphasize Unconditional Caring and Affection --
10-4h. Maintain and Express Confidence That a Problem Will Be Resolved --
10-4i. Protect Children's Dignity and Privacy --
10-4j. Be Willing to Start Over to Forgive and Forget --
Summary --
Key Terms --
Student Activities --
Related Resources --
11. Mistaken Goals, Motivation, and Mindfulness --
11-1. Can Misbehavior Be Caused by Mistaken Goals? --
11-1a. Mistaken Goal Number One: Attention-Seeking Behavior --
Teachsource Digital Download: Positive Focus 11.1 Addressing Emotional Causes of Misbehavior --
11-1b. Mistaken Goal Number Two: Controlling Behavior --
Teachsource Digital Download: Positive Focus 11.2 Be Alert -- Stop Bullying! --
11-1c. Mistaken Goal Number Three: Disruptive Behavior --
Teachsource Digital Download: Positive Focus 11.3 To Support Emotional Growth --
Brain Facts: What Can We Learn from Neuroscience? Intrinsic Motivation versus Extrinsic Motivation --
11-1d. Mistaken Goal Number Four: Withdrawn, Passive Behavior --
11-2. Can Behavioral Problems Indicate Child Abuse or Neglect? --
11-2a. How Can Child Abuse Fatalities Be Prevented? --
Positive Focus 11.4 Child Abuse Fatalities --
11-3. Meeting Adult Needs --
Teachsource Digital Download: Positive Focus 11.5 Coping
Techniques for Child Educators/Teachers/Caregivers --
11-4. What Is the Difference between Punishment and Guidance? --
Teachsource Digital Download: Positive Focus 11.6 What Is Punishment? --
Practical Application Case: "Please Wear This Dress!" --
11-4a. Think Twice before You Give Time-Out --
11-4b. Consider "Time-Away" for Tantrums and Other Troubles --
Teachsource Digital Download: Positive Focus 11.7 Should I Ever Use Time-Out? --
Teachsource Digital Download: Positive Focus 11.8 What Is the Difference between Punishment and Guidance? --
11-5. Accepting the Consequences of One's Behavior --
11-5a. Natural Consequences --
11-5b. Logical Consequences --
Teachsource Digital Download: Positive Focus 11.9 Examples of Logical Consequences --
11-5c. Avoid Rescuing Children from the Consequences of Their Own Actions --
11-5d. Sometimes Intervening Is Not Rescuing Children --
11-5e. Should We Ask Children to Apologize? --
Teachsource Digital Download: Positive Focus 11.10 Ways Children Can Make Amends --
11-6. Motivation for Behavior -- Maslow's Hierarchy --
Teachsource Digital Download: Positive Focus 11.11 Maslow's Hierarchy of Emotional Needs That Motivate Behavior --
11-6a. How Can I Support the Child's Development of Self-Esteem?
Note continued: 11-7. External Reinforcement --
11-7a. What Is Behavior Modification and How Should It Be Used? --
11-7b. Behavior Modification Does Not Work All the Time --
11-8. How Can We Expand Children's Social -- Emotional Intelligence? --
Teachsource Video: Preschool: Emotional Development --
Positive Focus 11.12 Ten Habits of Emotionality Intelligent People --
11-8a. How Do We Teach Children Social -- Emotional Intelligence? --
11-9. Moving toward Mindfulness --
Positive Focus 11.13 Components of Social -- Emotional Intelligence --
11-9a. What Does Mindfulness Mean? --
11-9b. How Can Mindfulness Help Me? --
Teachsource Digital Download: Positive Focus 11.14 Mindfulness of the Environment --
Positive Focus 11.15 Mindfulness of the Body --
Positive Focus 11.16 Mindfulness of the Environment: Awareness of Movement --
Positive Focus 11.17 Mindfulness through Focus on Breathing --
Positive Focus 11.18 Mindful Contemplation --
Positive Focus 11.19 Practicing Mindfulness --
Summary --
Key Terms --
Student Activities --
Related Resources.
Excerpt
Loading Excerpt...
Author Notes
Loading Author Notes...
Subjects
LC Subjects
More Details
Format
Book
Physical Desc
xxv, 360 pages : color illustrations ; 28 cm
Language
English
Notes
General Note
7th edition published: Belmont, CA : Wadsworth, ©2013.
Bibliography
Includes bibliographical references (pages 323-347) and index.
Description
This text equips readers with information on how to guide, manage, and cope with the behavior of children. The book provides insight into children's efforts to understand their own emerging needs and feelings while coping with adult expectations. The author outlines workable steps for creating a cooperative, respectful community of children and adults, with special emphasis on sensitivity to cultural needs, cultural differences, and developmentally appropriate practice. You'll also find a range of practical, effective, and flexible guidance strategies based on principles of straightforward communication and assertiveness. This new edition includes critical advances in research and addresses the cultural trends that are changing the way babies and children are cared for today.
Local note
SACFinal081324
Reviews from GoodReads
Loading GoodReads Reviews.
Citations
APA Citation, 7th Edition (style guide)
Miller, D. F. (2016). Positive child guidance (8th edition.). Cengage Learning.
Chicago / Turabian - Author Date Citation, 17th Edition (style guide)Miller, Darla Ferris. 2016. Positive Child Guidance. Boston, MA, USA: Cengage Learning.
Chicago / Turabian - Humanities (Notes and Bibliography) Citation, 17th Edition (style guide)Miller, Darla Ferris. Positive Child Guidance Boston, MA, USA: Cengage Learning, 2016.
Harvard Citation (style guide)Miller, D. F. (2016). Positive child guidance. 8th edn. Boston, MA, USA: Cengage Learning.
MLA Citation, 9th Edition (style guide)Miller, Darla Ferris. Positive Child Guidance 8th edition., Cengage Learning, 2016.
Note! Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy. Citation formats are based on standards as of August 2021.
Staff View
Loading Staff View.