Guiding Young Children Book

PART I PRINCIPLES OF GUIDANCE

Chapter 1 Guiding Young Children - A Preview

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Guidance: What Is It?

...And What It Is Not

Overview of What's Ahead

Why Study Guidance?

Many Factors Involved in Guidance

Goals of Guidance: Cultural and Individual Variations

Approaching Guidance Developmentally

Approaching Guidance Positively

Limits on Behavior

Whose Problem Is It?

Professional Concern for High-Quality Guidance

Evaluation

Observations

How to Use This Book

Chapter 2 Values as a Basis for Guidance

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Values and Guidance

Values - Basis of Decisions

Values and the Profession

Professional Values and Accreditation

Evaluation

Ethics in the Profession

Values Into Action

Reconciling Value Differences

The Courage of Teach

Chapter 3 Knowing Children As a Basis for Guidance

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Developmentally Appropriate Expectations

Understanding Typical Patterns of Development

Knowing Individual Children

Principles of Development

Speed of Development

Physical-Motor Development

Social-Emotional Development

Cognitive Development

Child Development Knowledge in Perspective

Observation

Documentation and Teacher as Researcher

Chapter 4 Collaborating with Families of Young Children

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Developmentally Appropriate Practice: The Family Component

Shifting Focus from Child to Family

Cross-Cultural Competence

Laying the Groundwork: Philosophy and Goals of the Program

Initiating Relationships: Meeting Families

Building Relationships

Visiting Families in Their Homes

Readiness

The Child's First Impression of Your Program

The Role of Educators

Helping Family Members Help Their Children

Maintaining Relationships: Communicating with Families

Dealing with Setbacks

Families as Teachers

Families as Policymakers

Extending Relationships: Links with Community Resources

Preparing for What Comes Next

Detecting and Reporting Child Abuse

Your Role as a Student in the Center

Chapter 5 A Strength-Based Approach to Guidance

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What are Human Resources?

Human Resource Development: The Goal

The Role of the Early Childhood Professional in Developing Human Resources

Self-Efficacy

Self-Concept

Self-Esteem

Positive Guidance

What is Positive Behavior?

Prosocial Behavior

Roadblocks to Human Resource Development

Valuing Diversity

Facilitating Acceptance

Facilitating Competence

Child Abuse

PART II STRATEGIES FOR GUIDANCE

Chapter 6 Guiding Young Children Indirectly Toward Self-Direction

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Indirect Guidance

Organizing Space

Safety

Amount of Space

Personal Space

Providing Clues for Behavior

Sufficient Play Spaces

Attracting Interest

Promoting Independence

Sensory Appeal

Using Space Efficiently

Modifying Environments for Children with Disabilities

Managing Time

Scheduling

Balancing Activities

Part-Time Enrollments

Time Block Planning

Transitions

Daily Plan Sheet

Disruptions in Schedule

Recovering from Chaos

Managing Energy

Adult-Child Ratio

Group Size and Composition

Maximizing Energy Efficiency

Planning Curriculu,

Observing Children

Chapter 7 Guiding Young Children Directly Toward Self-Direction

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Direct Guidance

Physical Guidance

Verbal Guidance

Planning Ahead

Affective Guidance

Punishment

PART III APPLICATIONS

Chapter 8 Guiding Young Children in Personal Care Routines

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Goals for Personal Care Routines

Goals for Mealtimes

Goals for Diapering and Toileting

Goals for Rest Times

Schedules and Rhythms

Role of Culture in Personal Care Routines

The Child's Perspective

Safety and Health

Sexual Abuse

Communicating with Families

Children with Disabilities

Chapter 9 Guiding Children's Play and Learning

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Goals for Learning Experiences

Developmental Perspective

Indirect Guidance

Direct Guidance

Conversations with Children

Cleaning Up

Adult-Directed Learning Experiences

Chapter 10 Guiding Young Children's Outdoor Play and Learning

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Benefits of Outdoor Play

The Outdoor Play Environment

Adult Guidance

Emergencies

Field Trips

Chapter 11 Understanding and Coping with Challenging Behavior

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Meaningfulness of Behavior

Establishing Appropriate Limits

Children with Disabilities

Relationships and Diversity

Observation

Helping Children Manage Their Feelings

Helping Children Manage Their Behavior

Teasing

Collaborating with Families

Teachers' Actions

Children with Disabilities

Appendix A NAEYC Code of Ethical Conduct and Statement of Commitment

Appendix B DEC Concept Paper: Identification and Intervention with Challenging Behavior