| Description |
xvii, 535 pages : illustrations ; 24 cm |
| Contents |
Machine derived contents note: Contents -- Preface -- Acknowledgments -- Part One: Foundations of a Guidance Approach -- Chapter One: The Guidance Tradition -- Pioneers of the Guidance Tradition -- Mid-20th-Century Influences: The Developmental and Self Psychologists -- The 1980s: Guidance or Obedience-Based Discipline -- The Transition from Discipline to Guidance -- Parents and the Guidance Tradition -- Summary -- Key Concepts -- Follow-Up Activities -- Recommended Readings -- References -- Chapter Two: Child Development and Guidance -- Piaget: A Foundation for the Study of Child Development -- Vygotsky: The Role of the Adult in Personal Development -- Erikson: Personal Development and the Classroom -- Gardner and Goleman: New Views about Mental Abilities -- The Contributions of Brain Research -- A Climate for Partnerships with Parents -- Summary -- Key Concepts -- Follow-Up Activities -- Recommended Readings -- References -- Chapter Three: Mistaken Behavior -- Beyond Misbehavior -- The Concept of Mistaken Behavior -- Relational Patterns: A Model for Social Development in the Classroom -- Three Levels of Mistaken Behavior -- Mistaken Behavior and Intentionality -- Communicating with Parents about Mistaken Behavior -- Guidance Tip for Talking with Parents About Their Children -- Summary -- Key Concepts -- Follow-Up Activities -- Recommended Readings -- References -- Chapter Four: Guidance: The Bottom Line -- Guidance Means the Teacher is a Professional, not a Technician -- Guidance Depends on Positive Teacher-Child Relations -- Guidance Reduces Mistaken Behavior -- Guidance Takes a Solution-Orientation -- Guidance Included Liberation Teaching -- Guidance Requires Partnerships with Parents -- Summary -- Key Concepts -- Follow-Up Activities -- Recommended Readings -- References -- Part Two: Building the Encouraging Classroom -- Chapter Five: Organizing the Encouraging Classroom -- The Encouraging Classroom -- Developmentally Appropriate Practice and the Encouraging Classroom -- Learning Centers Organize the Encouraging Classroom -- Centers at the Primary Level -- Theme-Based Instruction in a Second Grade: A Case Study -- Encouraging Parents to be Classroom Volunteers -- Summary -- Key Concepts -- Follow-Up Activities -- Recommended Readings -- References -- Chapter Six: Managing the Encouraging Classroom -- The Daily Program -- The Limits of Large Groups -- Managing Transitions -- Routines in the Encouraging Classroom: A Teacher?s Perspective -- Guidance Means Teamwork with Other Adults -- Parents and Other Classroom Volunteers -- Summary -- Key Concepts -- Follow-Up Activities -- Recommended Readings -- References -- Chapter Seven: Leadership Communication with the Group -- Establishing Leadership -- Guidelines, not Rules -- Encouragement -- Discussing Inclusively -- Class Meetings: How They Build the Encouraging Classroom -- Encouraging Friendliness -- Leadership Communication with Parents -- Summary -- Key Concepts -- Follow-Up Activities -- Recommended Readings -- References -- Chapter Eight: Leadership Communication with the Individual -- Listening to Life Experiences -- Contact Talk -- The Compliment Sandwich -- Friendly Humor -- Friendly Touch -- Be There for the Children, Be There for Yourself -- Leadership Communication in the Parent-Teacher Conference -- Summary -- Key Concepts -- Follow-Up Activities -- Recommended Readings -- References -- Part Three: Solving Problems in the Encouraging Classroom -- Chapter Nine: Using Conflict Management to Solve Social Problems -- Conflict Management: The Basics -- Developmental Considerations in Using Conflict Management -- The Five-Finger Formula for Conflict Management -- Teaching Conflict Management Skills -- Parent Involvement at St. Philip?s: Building a Peaceable School Community -- Summary -- Key Concepts -- Follow-Up Activities -- Recommended Readings -- References -- Chapter Ten: Problem-Solving Mistaken Behavior -- The Decision to Intervene -- Quick Intervention Strategies -- Behaviors Reported by Other Children -- Intervention When Follow-up Is Needed -- Why Take the Time? -- Building Cooperation with Parents -- Summary -- Key Concepts -- Follow-Up Activities -- Recommended Readings -- References -- Chapter Eleven: Guidance Through Intervention -- Conditions that Make Intervention Necessary -- Crisis Management Techniques -- Strategies for Working with Strong Needs Mistaken Behavior -- When Teachers Feel Anger -- When Teachers and Parents Disagree -- Summary -- Key Concepts -- Follow-Up Activities -- Recommended Readings -- References -- Chapter Twelve: Liberation Teaching: A Guidance Response to Violence in Society -- The Violence Pyramid -- Liberation Teaching: The Guidance Response -- The Guidance Response to Bullying -- Liberation Teaching and Related Educational Practices -- Liberation Teaching and Parent Involvement -- Summary -- Key Concepts -- Follow-Up Activities -- Recommended Readings -- References -- Appendices -- A.?The National Association for the Education of Young Children Code of Ethical Conduct -- B.?Sample Greeting Letters and Surveys to Children and their Families -- C.?Sample Brochure: The Education Program in Our Class -- D.?Developmentally Appropriate Guidance of Young Children (Position Statement of the -- Minnesota Association for the Education of Young Children, 3rd edition) -- E.?Individual Guidance Plan Worksheet -- Glossary -- Index |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Child psychology -- United States.
|
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Interpersonal relations in children -- United States.
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Problem solving in children.
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School discipline -- United States.
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| LC no. |
2006005064 |
| ISBN |
1418020109 |
|
