Test Bank for Constructive Guidance and Discipline Birth to Age Eight 7th Edition by Marjorie Fields 9780134547909 013454790X

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• ISBN 10:013454790X 

• ISBN 13:9780134547909

• Author:Marjorie Fields 

 Constructive Guidance and Discipline
Birth to Age Eight
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book.   Positive approaches focused on treating the causes of behavior problems to help young children become happy, responsible, productive people. This book presents guidance and discipline concepts within a framework of child development, developmentally appropriate practices, and constructivist education to give early childhood educators the best approaches available for nurturing children for success. Focusing on what is best for young children, rather than merely presenting an impartial overview of various approaches, the authors stress helping adults to effectively assist children’s moral development using the coercive approaches of punishment or behavior modification. The emphasis is on guidance for children ages three through eight. The new edition continues the features that made previous editions so popular. Included are new Invitations to Reflection, tables and figures, careful documentation and careful explanations of the principles, and a stronger balance of preschool and primary-grade level examples, while also including examples with infants and toddlers, addresses the needs expressed by higher education programs that address guidance for young children from birth to age eight.  

Constructive Guidance and Discipline Birth to Age Eight 7th Table of contents:

Part A Discipline Foundations
Chapter 1 Thinking About Guidance and Discipline
Learning Outcomes
Defining Discipline
High Stakes
The Goals of Discipline
Long-Term Goals
Reflection
Self-Concept and Self-Esteem
Self-Discipline and Self-Regulation
Moral Autonomy
Long-Term versus Quick-Fix Solutions
Discipline Models Compared and Contrasted
Discipline Goals Compared
Differences in Discipline Forms
Differences in Results
Family Concern: Shouldn’t They Learn to Obey?
Teaching for Moral Autonomy: The Constructivist Approach
Mutual Respect
Reflection
Helping Children Understand
Guiding Choices
Treating the Cause Rather than the Symptom
Observing to Discover the Cause
Conclusion
Summary
For Discussion or Reflection
Challenge
Recommended Readings
Chapter 2 Physical and Emotional Development Affect Child Behavior
Learning Outcomes
Physical Maturity and Developmental Needs Affect Behavior
Need to Move Around
Reflection
Small-Muscle Coordination Takes Time
Need for Food and Rest
Temperament and Emotional Development Affect Behavior
Temperament
Reflection
Erikson’s Developmental Stages
Trust versus Mistrust
Autonomy versus Shame
Initiative versus Guilt
Industry versus Inferiority
The Role of Attachment and other Basic Emotional Needs
Reflection
Teachers and Attachment
Human Emotional Needs
Power
Attention
Reflection
Acceptance
Motives of Misbehavior
Emotion Regulation and Emotional Competence
Helping Children Develop Emotional Competence
Conclusion
Summary
For Discussion or Reflection
Challenge
Field Activities
Recommended Reading/Viewing
Chapter 3 Intellectual and Social Development Affect Discipline
Learning Outcomes
Intellectual Development and Behavior
Young Children’s Thinking Is Different
Breaking the Rules
Being Selfish
Lying and Stealing
Reflection
Schoolwork Problems
Social Skills and Guidance
Constructing Knowledge for Social Skills
How Children Develop Social Competence
Learning How to Enter Play
Encouraging Friendships
Learning Perspective-Taking
Reflection
Learning Conflict Resolution
The Teacher as Coach
Working with Families
Accommodating Individual Differences
Cultural Differences
Socioeconomic Differences
Gender Differences
Reflection
Conclusion
Summary
For Discussion or Reflection
Challenge
Field Activities
Recommended Readings
Part B Discipline Approaches
Chapter 4 Creating Environments That Prevent Discipline Problems
Learning Outcomes
The Physical Environment
Ideas for Specific Ages
Babies
Toddlers
Preschool and Kindergarten
Primary Grades
Designing Spaces
Density
Sounds
Lights
Displays
Honoring Diversity
Accessibility
Spaces for Experimenting, Instruction, and Reflection
Learning Labs
Small-Group Areas
Large-Group Areas
Individual Areas for Reflection
Reflection
The Intellectual Environment
Materials
Open-Ended Activities
Resources
Reflection
Adults
Reflection
The Emotional Environment
Relationships
Denying Feelings
Recognition
Competition
Personal Best
Success
Reflection
The Social Environment
Children’s Relationships with Peers
Friendships
Including Children with Special Needs
Mutual Respect
Respectful Communication
Reflection
Respecting Children’s Decisions
Respecting Differences
Conclusion
Summary
For Discussion or Reflection
Challenge
Field Activities
Recommended Readings
Chapter 5 Planning Programs That Prevent Discipline Problems
Learning Outcomes
Setting the Stage for Learning
The Impact of Stress
Positive Relationships
Working with Families
The Importance of Social and Emotional Competence
Making Learning Meaningful
Relevance and Interest
School Age
Reflection
Preschool
Infants and Toddlers
Integrated Curriculum
Reflection
Real Experiences and Real Materials
Active Learning
Reflection
The Role of Play
The Teacher’s Role in Play
Using Time Wisely
Reflection
Three Kinds of Knowledge
Physical Knowledge
Social Knowledge
Reflection
Logico-Mathematical Knowledge
Organizational Strategies
Features of a Good Schedule
Routines
Waiting a Turn
Reflection
Transitions
Rest Time
Reflection
Group Time
Reflection
Conclusion
Summary
For Discussion or Reflection
Challenge
Field Activities
Recommended Readings
Chapter 6 Teaching Desirable Behavior Through Example
Learning Outcomes
How Modeling Teaches
Are You Teaching What You Want?
Reflection
Caring for Others
Modeling Acceptance
Modeling Kindness
Expressing Feelings
Letting It Show
Reflection
Apologizing
Accepting Feelings
Use Your Words
Acknowledging and Listening
Gender and Emotions
Cultural Differences
Modeling Desirable Behaviors
Taking Responsibility
Helping with Clean-up
Keeping Your Promises
Reflection
Caring for Property
Following Guidelines
Keeping Physically Safe
Taking Intellectual Risks
Why Bother?
Reflection
How to Do It?
Risk-Taking and Academics
Effective Role Models
Reflection
Someone Similar
Someone Admired
Media Models
Models of Violence
Working with Families to Combat Media Impact
Conclusion
Summary
For Discussion or Reflection
Field Activities
Recommended Readings
Chapter 7 Communication Strategies for Effective Discipline
Learning Outcomes
Why Children Don’t Listen
Criticizing and Lecturing
Giving Orders
Inauthentic Communication
Talking to Children Respectfully
Relationships
Misconceptions
Effectiveness
Teaching Children to Use “I Messages”
Being a Good Listener
Reflection
Not Listening
Talking Instead of Listening
Passive Listening
Reflective Listening
Reflection
Cautions about Reflective Listening
Feeling Awkward or Phony
Children’s Communication
Helping Children Resolve Conflicts
Consistency in Schools
Everyone Wins
Conflict-Resolution Programs
Identifying the Problem
Brainstorming Solutions
Evaluating Solutions and Making a Choice
Implementing the Plan
Evaluating the Plan
Saving Time
Problem Solvers
Family and Community
Conclusion
Summary
For Discussion or Reflection
Challenge
Field Activities
Recommended Readings
Chapter 8 Helping Children Understand and Accept Limits
Learning Outcomes
Natural Consequences
The Inevitable Does Happen
Reflection
Avoiding Overprotection
Related Consequences
Reciprocity
Reflection
Exclusion
Deprivation
Restitution
Combining Other Teaching with Consequences
When Consequences Become Punishment
Watch Your Attitude
Reflection
Use Consequences with Caution
Plan Ahead
Selecting Reasonable Consequences
Reflection
Careful Thought
Clear Teaching Goals
Using Consequences
Helping Children Make Connections
Combining Strategies
Conclusion
Summary
For Discussion and Reflection
Challenge
Field Activities
Recommended Readings
Chapter 9 Beyond Behaviorism
Learning Outcomes
Behavior Modification
Reinforcement
Positive Reinforcement
Negative Reinforcement
Punishment
Don’t Let It Backfire
Reflection
Why not Behavior Modification?
Reflection
Autonomy Destroyed
Self-Regulation Limited
Performance Decreased
Causes of Problems Ignored
Relationships Damaged
Intrinsic Motivation Destroyed
Reflection
Necessary Motivation
Common Forms of Behavior Modification
Rewards and Punishment
Packaged Programs
Reflection
Flip Your Card
Time-out
Praise
Encouragement as an Alternative to Praise
Encouragement as Effective Communication
Conclusion
Summary
For Discussion or Reflection
Challenge
Field Activities
Recommended Readings
Chapter 10 Punishment versus Discipline
Learning Outcomes
Results of Punishment
Anger and Aggression
Damaged Relationships
Reflection
Damage to Self-Esteem
Fear
Deceitfulness
Missed Opportunity for Learning
Lack of Critical Thinking
Lack of Inner Controls
Why Punishment is Used
Adult Stress
Reflection
Misconceptions
Lack of Discipline Skills
Family and Societal Norms
Reflection
Conclusion
Summary
For Discussion or Reflection
Field Activity
Recommended Readings
Part C Matching Discipline Causes to Discipline Approaches
Chapter 11 Childlike Behaviors
Learning Outcomes
Observing and Recording Behavior to Determine the Cause
Anecdotal Notes
Running Record
Event Sampling
Time Sampling
Strategies for Collecting Observations
Reflection
Self Assessment
Working with Families
Childish Body Control: Physical Immaturity
Inability to Sit Still
Reflection
Immature Coordination
Reflection
Other Physical Limitations
Childish Tempers: Unformed Emotional Development
Developing Communication Skills
Immature Emotion Regulation
Reflection
Reflection
Juvenile Approaches With Friends: Immature Social Skills
Sharing
Entering Play
Reflection
Selfishness or Egocentrism
Childish Understandings: Intellectual Immaturity
Lying
Stealing
Reflection
Cheating
Conclusion
Summary
For Discussion or Reflection
Challenge
Field Activities
Recommended Readings
Chapter 12 Unmet Needs
Learning Outcomes
Differing Needs for Individual Children
Positive Expectations
Responses Are Specific to the Individual and the Situation
Privacy Needs
Power Needs
Real Choices
Reflection
Body Control
Ownership Needs
Need to Feel Significant
Attention Needs
Regression
Seeking Negative Attention
Intentional Disruptions
Children Who Are Too Quiet
Needs for Success and Challenge
Observing for Academic Needs
Challenges Beyond Academics
Changes with Maturity
Evaluation
Need for Security
Predictability
Starting School
Predictable Limits
Stress
Tantrums
Teacher Continuity
Need for Love and Acceptance
Teacher–Child Relationships
Authentic Relationships
Be Present
Attachment
Children Who Are Hard to Like
Changing Attitudes
Separate Feelings for the Child from the Behavior
Family Histories
Home Visits
Connecting Family to School
Open the Classroom Door
Peer Acceptance
Conclusion
Summary
For Discussion or Reflection
Challenge
Field Activities
Recommended Readings
Chapter 13 Diverse Needs: Academic, Social, Cultural, and Linguistic
Learning Outcomes
Looking at Disruptive Behaviors
Relating without Labeling
Reflection
Guiding Children Who Are Off-Task or Inattentive
Prevention—Tier 1
Balance of Activities
Movement
Intentional Teaching—Tier 2
Individualized Support—Tier 3
Guiding Children Who Are Noncompliant
Prevention—Tier 1
Sensitivity to Sensory Stimuli
Reflection
Managing Workload
Intentional Teaching—Tier 2
Asking for Help
Individualized Support—Tier 3
Guiding Children Who Use Aggression to Meet Their Needs
Prevention—Tier 1
Daily Check-In
Being Aware and Acting Calmly
Intentional Teaching—Tier 2
Role-Play
Social Skill Curricula
Individualized Support—Tier 3
Spending Quality Time Together
Social Stories
Relaxation Techniques
Touch
Promoting Acceptance and Friendship
Working with Families and with Other Professionals
Family-Centered Practice
Teaming and Consultation
Looking at Cultural and Linguistic Mismatches
Reflection
Cultural Awareness
Listening to Families
Supporting Behavior of English-Language Learners and Dual-Language Learners
Strategies to Prevent Problem Behavior
Making Learning Comprehensible
Song, Chants, and Signs
Solving the Puzzle
Conclusion
Summary
For Discussion or Reflection
Challenge
Field Activity
Recommended Readings
Chapter 14 Stress and Vulnerabilities
Learning Outcomes
Children Exposed to Violence
Child Abuse
Reflection
Community Violence
Children Experiencing Loss and Separation
Children Who Are in Foster Care or Have Been Adopted
Children of Divorced or Separated Parents
Reflection
Supporting Parent–Child Relationships
Supporting Adjustment to Parent Remarriage
Children with Incarcerated Parents
Supporting Families
Children of Military Families
Death of a Parent
Children Living in Poverty
Reflection
Myths and Strategies for Family Involvement
Children with Chronic Health Conditions
Friendships
Supporting Families of Children with Chronic Health Conditions
Promoting Resilience and Self-Esteem in Vulnerable Children
Reflection
Finding Individual Talents
Self-Esteem
Conclusion
Summary
For Discussion or Reflection
Field Activity
Recommended Readings
Chapter 15 Analyzing Discipline Problems
Learning Outcomes
Matching Problem Causes to Guidance Approaches
Age-Typical Behavior
Inappropriate Adult Expectations
Reflection
Missing Skills
Lack of Understanding
Mislearning
Unmet Emotional Needs
Reflection
Special Needs
Family Communication and Complexity of Causes
Planning Thoughtful and Reasoned Responses to Undesirable Behaviors
Reflection
An Example
Whose Problem Is It?
Your Problem
Solutions to Your Problem
The Child’s Problem
Reflection
Mutual Problems
Taking Time for Discipline
Time for Children to Learn
Time for Cool-Downs
Time for Adults to Plan
Reflection
Time for Communication with Families
Safety First
Evaluating Guidance Programs
Conclusion
Summary
For Discussion or Reflection
Challenge
Field Activity
Recommended Readings
Glossary
References

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