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Constructive Guidance and Discipline for Early Childhood Education
Synopses & Reviews
Shows how children can learn personal responsibility and judge right and wrong for themselves.
With a strong emphasis on developmental theory and constructivism, Constructive Guidance and Discipline: Preschool and Primary Education explains underlying causes for child behavior, weaves numerous preschool and primary classroom examples throughout, and includes three chapters on guiding children with special needs. This book more clearly links guidance techniques to the causes of behavior than any other on the market and provides a clear discussion of childhood development and developmentally appropriate practices.
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With a strong emphasis on developmental theory and constructivism, Constructive Guidance and Discipline: Preschool and Primary Education explains underlying causes for child behavior, weaves numerous preschool and primary classroom examples throughout, and includes two chapters on guiding children with special needs. This new edition features more primary grade examples and a greater emphasis on parent and community involvement.
Instructor resources include an Instructor's Manual and Test Bank.
About the Author
Dr. Marjorie Fields is retired from teaching after over 30 years teaching in the field of early childhood education. She first taught kindergarten, then first grade, then began teaching teachers. Thanks to her own children, she also had experience in cooperative preschools and with various types of child care.
Marjorie has a doctorate in early childhood education with research in parent involvement. She has been active in early childhood professional organizations at the national and local levels and is currently president of the National Association of Early Childhood Teacher Educators, she has also served as a vice-president of that organization. In addition, Marjorie served on the national governing board of the National Association for the Education of Young Children. She has published extensively in the field of emergent literacy as well as child guidance.
This book is the outgrowth of over 30 years’ reading and thinking in conjunction with developing and teaching early childhood discipline courses. Dr. Fields credits her two sons with helping her learn what is most important about child guidance and discipline initially; now she continues to learn from her grandchildren.
Debby Fields Debby Fields is a temporarily retired mental health counselor and stay-at-home mom of two daughters. Debby has worked as an elementary school counselor and as a teen-parent counselor. Through her work and life, she has learned a great deal about child development. Early intervention and attachment were the focus of her work with teen parents. This work allowed her a window into the lives of young adults and with attachment problems and the obstacles they face in raising their own children.
Debby has a master's degree in Marriage, Family, and Child Counseling. She presented her master's thesis on multicultural counseling at a national convention for the American Psychological Association. In addition to her training in attachment issues, she has focused on developing culturally sensitive practices and has a degree in anthropology. Debby currently works in cooperative preschools with both her children.
Eileen Hughes Dr. Eileen Hughes is a faculty member in the early childhood program at the University of Alaska Anchorage.
Lory Britain Dr. Lory Britain has 30 years of experience developing curriculum materials and teaching children, parents, student teachers, and professionals in a variety of settings, including the university, community college, and private sector.
Sierra Freeman Sierra Freeman is a special education inclusion teacher in Portland, Oregon, and works with elementary school children.
Table of Contents
I. DISCIPLINE FOUNDATIONS.
1. Thinking about Guidance and Discipline.
2. Physical and Emotional Development Affect Child Behavior.
3. Intellectual and Social Development Affect Discipline.
II. 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 vs. Discipline.
III. MATCHING DISCIPLINE CAUSES TO DISCIPLINE APPROACHES.
12. Unmet Needs.
13. Children Experiencing Disabilities.
14. Special Emotional Needs.
15. Analyzing Discipline Problems.
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