Key words and phrases NAEYC, conflict management, anti-bias curriculum, emotional intelligence, early childhood education, developmentally appropriate practice, encouraging classroom, kindergarten, Gartrell, multiple intelligences, assertive discipline, Philip's School, Young Children, High/Scope, Bemidji State University, preschool, Head Start, Suel, chil, Bemidji Pioneer.
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 EN/COORAGING 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