Items
Details
Table of Contents
pt. 1. Discipline foundations
1. Thinking about guidance and discipline
Defining discipline
The goals of discipline
Discipline models compared
2. Physical and emotional development affect child behavior
Related physical development issues
Emotional development and guidance
3. Intellectual and social development affect discipline
Intellectual development and behavior
Social skills and guidance
Accommodating individual differences
pt. 2. Discipline approaches
4. Creating environments that prevent discipline problems
The emotional environment
The physical environment
5. Planning programs that prevent discipline problems
Making learning meaningful
Organizational strategies
6. Teaching desirable behavior through example
Interaction style
Expressing feelings
Accepting feelings
Caring for others
Taking risks
Taking responsibility
Keeping safe
Effective role models
Models of violence
Curriculum programs that provide examples
7. Effective discipline through effective communication
Why children don't listen
Talking to children respectfully
Being a good listener
Family and community
8. Helping children understand and accept limits
Natural consequences
Related consequences
Consequences or punishment?
Selecting reasonable consequences
Using consequences
9. Controlling behavior externally
Behavior modification
Is behavior modification the approach for you?
Necessary motivation
Common forms of behavior modification
10. Punishment versus discipline
Results of punishment
Why punishment is used
Adult stress
pt. 3. Matching discipline causes to discipline approaches
11. Immaturity
Physical immaturity
Undeveloped communication ability
Undeveloped emotion regulation
Undeveloped social skills
Egocentrism
Other immature perceptions
Family involvement
12. Unmet needs
Differing needs
Privacy needs
Power needs
Ownership needs
Attention needs
Needs for success and challenge
Need for security
Need for love and acceptance
13. Children experiencing disabilities / Eileen Hughes
Philosophy and values
The social environment
Organizational strategies
Rules and limits
Teacher collaboration
Relationships with families
14. Special emotional needs / Lory Britain, Sierra Freeman
Risk factors
Behaviors
Observations
Therapeutic approach : strategies and techniques
Classroom culture
Expanding the teacher role
15. Analyzing discipline problems
Keeping goals in mind
Finding the cause of the problem
Matching discipline approaches to the cause
Evaluating guidance programs
Whose problem is it?
Taking time for discipline
Families and respect for children
Appendix A. Action guide for media violence and children
Appendix B. Curriculum guidelines from the National Association for the Education of Young Children
Appendix C. NAEYC Code of Ethical Conduct and Statement of Commitment
Appendix D. Three subtypes of ADHA.
1. Thinking about guidance and discipline
Defining discipline
The goals of discipline
Discipline models compared
2. Physical and emotional development affect child behavior
Related physical development issues
Emotional development and guidance
3. Intellectual and social development affect discipline
Intellectual development and behavior
Social skills and guidance
Accommodating individual differences
pt. 2. Discipline approaches
4. Creating environments that prevent discipline problems
The emotional environment
The physical environment
5. Planning programs that prevent discipline problems
Making learning meaningful
Organizational strategies
6. Teaching desirable behavior through example
Interaction style
Expressing feelings
Accepting feelings
Caring for others
Taking risks
Taking responsibility
Keeping safe
Effective role models
Models of violence
Curriculum programs that provide examples
7. Effective discipline through effective communication
Why children don't listen
Talking to children respectfully
Being a good listener
Family and community
8. Helping children understand and accept limits
Natural consequences
Related consequences
Consequences or punishment?
Selecting reasonable consequences
Using consequences
9. Controlling behavior externally
Behavior modification
Is behavior modification the approach for you?
Necessary motivation
Common forms of behavior modification
10. Punishment versus discipline
Results of punishment
Why punishment is used
Adult stress
pt. 3. Matching discipline causes to discipline approaches
11. Immaturity
Physical immaturity
Undeveloped communication ability
Undeveloped emotion regulation
Undeveloped social skills
Egocentrism
Other immature perceptions
Family involvement
12. Unmet needs
Differing needs
Privacy needs
Power needs
Ownership needs
Attention needs
Needs for success and challenge
Need for security
Need for love and acceptance
13. Children experiencing disabilities / Eileen Hughes
Philosophy and values
The social environment
Organizational strategies
Rules and limits
Teacher collaboration
Relationships with families
14. Special emotional needs / Lory Britain, Sierra Freeman
Risk factors
Behaviors
Observations
Therapeutic approach : strategies and techniques
Classroom culture
Expanding the teacher role
15. Analyzing discipline problems
Keeping goals in mind
Finding the cause of the problem
Matching discipline approaches to the cause
Evaluating guidance programs
Whose problem is it?
Taking time for discipline
Families and respect for children
Appendix A. Action guide for media violence and children
Appendix B. Curriculum guidelines from the National Association for the Education of Young Children
Appendix C. NAEYC Code of Ethical Conduct and Statement of Commitment
Appendix D. Three subtypes of ADHA.