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punishment; ignoring; terrorizing; isolating; and violating boundaries. These are personality-numbing horrors. They are abusive and have no place in our lives with children.
The National Association for the Education of Young Children (NAEYC), in its Code of Ethics, notes that the most important part of the code is that early childhood professionals never engage in any practice that hurts or degrades a child. Therefore, this textbook takes this approach: first of all, do no harm. Students who use this textbook will learn only positive strategies and a respectful approach to guiding children.
■ I believe that we have a choice about how we think about and behave with children. John Steinbeck, in East of Eden, described the beauty inherent in the ability to make choices. Students need to know that what they choose to think about children, how they act with them, and the discipline strategies they use do matter. Using a positive, constructivist approach on a daily basis has a longterm impact on children—helping them become self-responsible, competent, independent, and cooperative people who like themselves and who have a strong core of values.
■ I believe that an adult’s “style” of guiding children does affect children. It affects several parts of their personality and their approach to life—for example, their moral compass, emotional intelligence, level of self-esteem, how they manage anger and aggression, how they handle stress, their willingness to cooperate with others, whether they can take another person’s perspective, and their social skills.
Therefore, the organizing force for this text is the concept of styles of caregiving—a concept presented right away in Chapter 1. Students should come away from that chapter with a clear idea of the authoritarian, authoritative, and permissive styles. They will learn about adult beliefs and behavior in each style and about the likely effect of that style on children. They will then encounter the concept of caregiving style woven into almost every chapter.
■ I believe that constructivist, positive, and effective child guidance is based on solid knowledge of child development. Without this knowledge, adults might well have unrealistic expectations of children. Having this knowledge gives professionals a firm foundation on which to build child guidance skills.
■ I believe that there is no one right way to deal with any issue but that there are many good ways. I do not give students a set of tricks to use with children. However, students will find numerous exercises and questions designed to help them construct basic concepts of child guidance. They might enjoy thinking critically about typical guidance issues and even more challenging behaviors.
■ I believe that we should each develop a personal approach to guiding children, one built on theoretical eclecticism. In this text, students will study and use the decision-making model of child guidance, a model that evolves from understanding various theoretical approaches to guiding children. Students will apply the major theories forming our beliefs and perspectives on guiding children.
Z ANCILLARIES FOR THIS EDITION
■ Online Test Bank with Answers, separate from the Instructor’s Manual. The test bank is easy to use and provides different types of questions. All online ancillaries can be downloaded from the Instructor Resource Center at Pearson’s Higher Ed website by adopting professors and instructors.
■ Online Instructor’s Manual. This manual has been updated and refined. I have retained the teaching objectives and suggestions for teaching each section. Handouts are included that support teaching and learning.
■ Online PowerPoint® Presentations. There is one PowerPoint® presentation for each chapter. These are intended to decrease the time that you have to spend preparing materials for the class.
■ TestGen. TestGen is a powerful assessment generation program available exclusively from Pearson that helps instructors easily create and quizzes and exams. You install TestGen on your personal computer (Windows or Mac) and create your own exams for print or online use. It contains a set of test items organized by chapter, based on this textbook’s contents. The items are the same as those in the Online Test Bank. The tests can be downloaded in a variety of learning management system formats.
Z ACKNOWLEDGMENTS
My early childhood colleagues with whom I work most closely at Governors State University, Jeannine Klomes and Evie Plofsky, are unrelentingly positive in their interactions with students, excellent models of professionalism. I do like working with them. The professionals at Pearson support authors as they write. I thank my editor, Julie Peters, and Andrea Hall, editorial assistant.
Reviewers have been generous in offering ideas for enriching the content and structure of Guidance of Young Children Several colleagues from around the country reviewed the material for the ninth edition: Kara Hoffmann, Waukesha County Technical College; Alexandra Remson, Housatonic Community College; Lori Schonhorst, Des Moines Area Community College; and Gia Smith, Savannah Technical College. Reviewer feedback was exceptionally helpful and constructively given. My guess is that their students receive the same type of helpful feedback. The reviewers made several specific suggestions that I have heeded. For example, I added information on functional behavioral assessment and the A-B-C method of data collection to the chapter on challenging behavior, and have included information on cyberbullying in the chapter on aggression and bullying. The chapter on social emotional learning now contains information on helping children deal with disappointment and anger as well as on how to develop friendship skills. Their feedback has reshaped the structure of parts of this textbook.
Once again, please feel free to email me with questions, comments, or suggestions about Guidance of Young Children, Ninth Edition.
Marian Marion Email: mariancmarion94@yahoo.com
PART I GUIDING YOUNG CHILDREN: THREE ESSENTIAL ELEMENTS 1
Chapter 1 A Teacher’s Role in Guiding Children 1
Chapter 2 Theoretical Foundations of Child Guidance 30
Chapter 3 Understand Child Development: A Key to Guiding Children Effectively 61
PART II “DIRECT” AND “INDIRECT” CHILD GUIDANCE 85
Chapter 4 Supportive Physical Environments: Indirect Guidance 87
Chapter 5 Positive Guidance and Discipline Strategies: Direct Guidance 121
Chapter 6 Using Observation in Guiding Children 158
PART III SPECIAL TOPICS IN CHILD GUIDANCE 181
Chapter 7 Self-Esteem and the Moral Self 183
Chapter 8 Feelings and Friends: Emotional and Social Competence 207
Chapter 9 Resilience and Stress in Childhood 238
Chapter 10 Aggression and Bullying in Young Children 266
Chapter 11 Minimizing Challenging Behavior 289
PART IV APPLY YOUR KNOWLEDGE OF CHILD GUIDANCE 313
Chapter 12 Apply Your Knowledge: Guiding Children during Routines and Transitions 314
Chapter 13 Apply Your Knowledge: Use the Decision-Making Model of Child Guidance 333
Appendix Review: Major Positive Discipline Strategies 353
PART I GUIDING YOUNG CHILDREN: THREE ESSENTIAL ELEMENTS 1
Chapter 1 A Teacher’s Role in Guiding Children 3
Learning Outcomes 4
Introduction 5
Beginning the Circle: Our Hope for Children 6
Developing Good Relationships with Children 6
Major Dimensions of Caregiving Styles 7
Responsiveness 7
Demandingness 11
Styles of Caregiving 13
The Authoritative Style 14
High Demandingness, High Responsiveness 14
Positive and Powerful Effect on Young Children’s Development 14
The Authoritarian Style 16
High Demandingness, Low Responsiveness 16
Negative Effect on Young Children’s Development 18
The Permissive Style 20
Low Demandingness 20
Indulgent: Low Demandingness Plus High Responsiveness 20
Uninvolved: Low Demandingness Plus Low Responsiveness 20
How Permissiveness Affects Young Children 21
Basic Processes Adults Use to Influence Children 22
Modeling 22
Instruction and Practice 23
Feedback 24
Physical Environment 24
Expectations 25
Change 25
Analyze a Vignette 28 Summary 28
Apply Your Knowledge 28 Websites 29
Chapter 2 Theoretical Foundations of Child Guidance 30
Learning Outcomes 31
Introduction 32
Theories Focusing on the Systems in Which Children Develop 32
Urie Bronfenbrenner 32
Family Systems Theory 34
Implications of Theories Focusing on Systems for Guiding Children 36
Theories Focusing on How Children Construct Knowledge 36
John Dewey 36
Jean Piaget 38
Stages of Cognitive Development 39
Lev Vygotsky 44
Implications of Theories Focusing on How Children Construct Knowledge for Guiding Children 46
Theories Focusing on Psychological, Emotional, and Social Learning Needs 47
Erik Erikson 47
Abraham Maslow 48
Alfred Adler 49
Carl Rogers 50
Social Learning Theory 54
Implications of Theories Focusing on Psychological, Emotional, and Social Needs for Guiding Children 59
Analyze a Vignette 59
Summary 60
Apply Your Knowledge 60
Websites 60
Chapter 3 Understand Child Development: A Key to Guiding Children Effectively 61
Learning Outcomes 62
Introduction 63
Social Emotional Development: What to Expect 64
Perception and Memory 65
Perception: What to Expect 65
Memory: What to Expect 68
Social Cognition: How Children Think About Others 71
Preoperational Thinkers: Ages 2 to 6 Years Old 71
Concrete Operational Thinkers: Ages 6 to 11 or 12 Years Old 72
Self-Control and Prosocial Behavior 72
Self-Control: What to Expect 73
Prosocial Behavior: What to Expect 75
Analyze a Vignette 82
Summary 83
Apply Your Knowledge 83 Websites 84 PART II “DIRECT” AND “INDIRECT” CHILD GUIDANCE 85
Chapter 4 Supportive Physical Environments: Indirect Guidance 87
Learning Outcomes 88 Introduction 90
Theoretical Foundations for Early Childhood Classroom Design 91
Theories Focusing on the Systems in Which Children Develop 91
Theories Focusing on How Children Construct Knowledge 91
Theories Focusing on Psychological and Emotional Needs 92
Physical Environments and Sensory Stimulation for Infants and Toddlers 93
Child Development Theory Supports Effective Teaching and Room Design 93
Sensory Stimulation: A Powerful Avenue for Infant–Toddler Development 94
Developmentally Appropriate Physical Environments for 3- to 8-Year-Olds: Indirect Guidance 95
Room Design Based on Theory 97
Benefits of Well-Designed Spaces for Children 98
Guidelines: Developmentally Appropriate Room Design for 3- to 8-Year-Old Children 99
Organize the Classroom into Activity Areas 99
Develop Enough Activity Areas 105
Arrange Activity Areas Logically 106
Create Attractive, Sensory-Rich Activity Areas 108
Time Schedule, Curriculum, Activities, and Materials: Sources of Indirect Guidance for 3- to 8-Year-Olds 111
Schedule 111
Curriculum 114
Activities and the Project Approach 115
Criteria for Developmentally Appropriate Activities 117
Materials: Choosing and Managing 117
Analyze a Vignette 118
Summary 119
Apply Your Knowledge 119
Websites 120
Chapter 5 Positive Guidance and Discipline Strategies: Direct Guidance
121
Learning Outcomes 122
Introduction 123
The Concept of Guidance and Discipline 123
Culture and Socialization 123
Discipline, Guidance, Punishment 124
Guiding Infants and Toddlers 125
Guidance for Infants 126
Guidance for Toddlers 127
Guiding 3- Through 8-Year-Olds 128
Guidance for 3- Through 8-Year-Olds 128
Guidance and Discipline Encounters: 3- Through 8-Year-Olds 128
Guidance Strategies 129
Positive Guidance Strategies: Description and Explanation 130
Use Limits Effectively 131
Teach Helpful or Appropriate Behavior 138
Set Up Practice Sessions and Give “On-the-Spot” Guidance 139
Give Signals or Cues for Appropriate Behavior 140
Encourage Children’s Efforts to Accept Limits 141
Change Something about a Context or Setting 141
Ignore Behavior (Only When It Is Appropriate to Do So) 143
Redirect Children’s Behavior—Divert and Distract the Youngest Children 145
Redirect Children’s Behavior—Make Substitutions with Older Children 145
Listen Actively 146
Deliver I-Messages 148
Teach Conflict Resolution (Problem Solving) 149
Prevent Overstimulation and Teach Calming Techniques 152
Help Children Save Face and Preserve Their Dignity 152
Beliefs about Discipline Influence Choices about Discipline Strategies 153
Beliefs and Practices 153
An Opportunity to Examine Your Beliefs about Discipline 154
Analyze a Vignette 154
Summary 155
Apply Your Knowledge 155
Websites 151
Chapter 6 Using Observation in Guiding Children 158
Learning Outcomes 159
Introduction 160
Assessment in Early Childhood
Education 160
Reasons for Observing Children’s Behavior 162
Children Communicate with Behavior 162
Discover and Build on Children’s Strengths 164
Observe Individual Needs for Possible Further Screening 164
Achieving Objectivity and Avoiding Subjectivity in Observing 164
Teachers Are Responsible for Recording Observations Objectively 165
Practical Suggestions for Achieving Objectivity in Observing 165
Practical and Effective Methods for Observing Children’s Development and Behavior 167
Anecdotal Records 168
Running Record 168
Checklists 170
Rating Scales 171
Event Sampling 174
Time Sampling 175
Portfolios in Observing and Guiding Children 176
What Is a Portfolio? 176
Benefits of Portfolios for Children, Teachers, and Families 177
Efficient Use of Portfolios 178
Analyze a Vignette 179 Summary 179
Apply Your Knowledge 180 Websites 180
PART III SPECIAL TOPICS IN CHILD GUIDANCE 181
Chapter 7 Self-Esteem and the Moral Self 181
Learning Outcomes 184
Introduction 185
Parts of the Self 185
Self-Awareness 185
Self-Concept 186
Self-Control 187
Self-Esteem 188
Building Blocks of Self-Esteem 189
Competence 190
Control 191
Worth 192
Self-Esteem Develops in a Social Context 192
Adults Influence a Child’s Self-Esteem: Garbage In, Garbage Out (GIGO) 193
Bullying and Self-Esteem 194
The Moral Self 195
What Is Moral Identity? 195
When and How Does Moral Identity Develop? 195
Theoretical Perspectives on Moral Identity 196
Practices That Help Children Develop Authentic Self-Esteem 197
Believe in and Adopt an Authoritative, Caregiving Style 197
Plan Appropriate Activities That Are Deserving of Children’s Time 198
Express Genuine Interest in Children and Their Activities 198
Give Meaningful Feedback to Children 198
Use Encouragement and Appreciation and Avoid Empty Praise 199
Acknowledge Both Pleasant and Unpleasant Feelings 200
Demonstrate Respect for All Family Groups and Cultures; Avoid Sexism and Judging Physical Attributes 201
Teach Specific Social Skills 201
Practices Contributing to Unhealthy Self-Esteem 202
Lack of Warmth and Genuine Acceptance Toward a Child 202
Child Abuse or Harsh Discipline 202
Failure to Emphasize SelfResponsibility 202
Unhelpful, Overly Critical, Negative Style of Communication 203
Denying Unpleasant Feelings 203
Ignoring Children or Spending Time with Them Grudgingly 203
Acting in a Judgmental or Sexist Way, or Showing Contempt for Some Families or Cultural Groups 204
Analyze a Vignette 205
Summary 205
Apply Your Knowledge 205 Websites 206
Chapter 8 Feelings and Friends: Emotional and Social Competence 207
Learning Outcomes 208
Introduction 208
Emotional Competence 209
Perceiving Emotions 210
Expressing Emotions 212
Regulating Emotions 214
Children’s Development Affects How They Understand Feelings 217
Social Competence 219
Socially Competent Children Tune in to Their Surroundings 220
Socially Competent Children Relate Well to Other Children 220
Socially Competent Children Have Good Social Skills 221
Social Emotional Learning: Setting the Stage 222
Supportive Interpersonal Environments 222
Supportive Physical Environments 223
Essential Topics in Social Emotional Learning 224
Emotions as Normal and Having a Purpose 224
Limits on Expressing Emotions 225
Alternative Responses to Emotions 226
Strong Emotions Vocabulary 227
How to Talk About Emotions: How to Use Your Words 231
Friendship Skills 232
Social Emotional Learning Opportunities: During Large Group and Focused on Throughout the Day 233
Helping Children Handle Disappointment 233
Helping Children Deal with Anger 233
Helping Children Learn Friendship Skills 235
Analyze a Vignette 236
Summary 236
Apply Your Knowledge 237 Websites 237
Chapter 9
Resilience and Stress
in Childhood 238
Learning Outcomes 239
Introduction 240
Resilience in Young Children 240
Resilience Grows in Families, Schools, and Communities 240
Protective Factors That Foster Resilience 241
Types of Stressors 242
Physical Stressors 242
Psychological Stressors 243
Combination of Physical and Psychological Stressors 244
Acute and Chronic Stress 244
Acute Stress 244
Chronic Stress 244
Sources of Stress 245
Internal Sources of Stress 245
External Sources of Stress 245
How Stress Affects Children 246
Physical Effects of Stress 246
Behavioral and Psychological Effects of Stress 247
Stages in Responding to Stress 249
Alarm 249
Appraisal 249
Searching for a Coping Strategy 250
Coping Effectively with Stress 251
What Is Coping? 251
Different Ways of Coping with Stress 252 Can Young Children Cope Effectively with Stressors? 253
General Guidelines for Helping Children Cope with Stress 255
Model Good Stress Management 256
Manage Your Classroom to Be a Low-Stress Environment 256
Acknowledge and Learn about the Variety of Stressors in Children’s Lives 256
Act as a Barrier between a Child and a Stressor 256
Teach Children How to Relax and to Calm Themselves 257
Learn and Teach Good Coping Skills 257
Work with Families 257
Suggestions for Helping Children Who Face the Stress of Moving 260
Why Moving Is Stressful for Many Young Children 260
Act as a Buffer between a Child and the Stress of Moving 261
Analyze a Vignette 264
Summary 264
Apply Your Knowledge 264
Websites 265
Chapter 10 Aggression and Bullying in Young Children 266
Learning Outcomes 267
Introduction 268
Aggression 268
Forms of Aggression 268
Gender Differences in Aggression 269
Purposes of Aggression 269
Instrumental Aggression 269
Hostile Aggression 270
What about Accidental Aggression? 272
Bullying Is Aggression in Action 273
Forms of Bullying 274
Participants in Bullying 276
Intervening In and Preventing Bullying 277
How Children Learn to Be Aggressive 279
Scripts for Aggression 280
Scripts from Aggression-Teaching Families: Writing, Rehearsing with, and Activating the Scripts 280
Unresponsive Parenting Fosters Aggression 282
Peers: Children Get Scripts from Other Children 283
Media: Children Get Scripts from Watching Violence 283
Neutralize Media’s Aggressive Message: Help Children Take Charge of What They Watch in the Media 285
Neutralize Media’s Aggressive Message: Watch Television with Children and Comment on Aggressive Content 285
Analyze a Vignette 287 Summary 287
Apply Your Knowledge 288 Websites 288
Chapter 11
Minimizing
Challenging Behavior 289
Learning Outcomes 290
Introduction 291
The Nature of Challenging Behavior 291
Challenging Behavior Is “in the Eye of the Beholder” 291
Challenging Behaviors Are the Hot Spots in a Classroom 292
Roots of Challenging Behavior 294
Developmental Characteristics 295
Unmet Needs 296
Lack of Skills 297
Factors in the Classroom (Contextual Issues) 298
Functional Behavioral Assessment and Supporting Positive Behavior 299
Functional Behavioral Assessment 299
Supporting Positive Behavior 301
Reflect 302
Specific Challenging Behaviors: Apply Your Knowledge of Functional Behavioral Assessment 303
Biting 303
Teasing 305
Aggressive Behavior (Hitting, Damaging or Destroying Things, Temper Tantrums) 308
Whining and Pestering 309
Tattling 310
Supporting Infants and Toddlers with Challenging Behaviors 310
Summary 312
Apply Your Knowledge 312
Websites 312
PART IV APPLY YOUR KNOWLEDGE OF CHILD GUIDANCE 313
Chapter 12 Apply Your Knowledge: Guiding Children during Routines and Transitions 314
Learning Outcomes 315
Introduction 316
Visual Supports 316
Arrival and Departure 318
What Children Need during Arrival and Departure 319
Indirect Guidance 319
Direct Guidance 320
Large Group 321
What Children Need during Large Group 321
Indirect Guidance 323
Direct Guidance 325
Small Group 325
What Children Need during Small Group 326
Indirect Guidance 326
Direct Guidance 327
Transitions 328
What Children Need during Transitions 328
Examples of Transitions 329
Indirect Guidance 331
Direct Guidance 331
Analyze a Vignette 332
Summary 332
Apply Your Knowledge 332 Websites 332
Chapter 13 Apply Your Knowledge: Use the Decision-Making Model of Child Guidance 333
Learning Outcomes 334
Introduction 335
Decision-Making Model of Child Guidance 335
Knowledge, Skills, and Respect: The Basis of the Decision-Making Model 336
Eclectic—One Strategy Does Not Fit All 337
Different Children, Different Families Call for an Eclectic Approach 338
Steps in the Decision-Making Model 340
Using the Decision-Making Model in Everyday Discipline Encounters 340
Outdoor Cleanup Time 340
Using the Decision-Making Model with Challenging Behavior 342
Smashing Pumpkins in a Primary Classroom 342
Using the Decision-Making Model to Make Contextual Changes 344
A Preschool Classroom: Keep the Sand in the Pan, Please 344
Using the Decision-Making Model to Change an Adult’s Practices 345
Liam and the Math Workbook 345
Using the Decision-Making Model to Change the Context and Change the Teacher’s Own Practices 346
A Third-Grade Classroom: Joseph and Chloe Will Not “Sit Still” During the Last Large-Group Lesson 346
Develop Guidance Plans 347
Deciding about Referring a Child and Family for Outside Help 348
Coming Full Circle: Authoritative Caregiving and the Decision-Making Model Benefits Children’s Development 351
Analyze a Vignette 351
Summary 352
Apply Your Knowledge 352
Websites 352
Appendix: Review: Major Positive Discipline Strategies 353
Glossary 362
References 366
Author Index 380
Subject Index 384
