A Guidance Approach for the Encouraging Classroom / Edition 3by Dan Gartrell, Dan Gartell, Dan Gartrell
Pub. Date: 07/28/2002
Publisher: Cengage Learning
This second edition text offers information on guiding young children's personal and social development. It goes beyond the traditional management and discipline approach in early childhood. In a comprehensive, yet easy-to-read manner, the author links together such up-to-date concepts as developmentally appropriate practice, conflict management, mistaken behavior,… See more details below
This second edition text offers information on guiding young children's personal and social development. It goes beyond the traditional management and discipline approach in early childhood. In a comprehensive, yet easy-to-read manner, the author links together such up-to-date concepts as developmentally appropriate practice, conflict management, mistaken behavior, character development, and anti-bias curriculum. The text is user friendly for both students and instructors and features anecdotes, photographs, and quotes from noted authorities in order to make concepts understandable. Each chapter concludes with a section on parental relationships, a thorough summary, and applied follow-up activities.
- Cengage Learning
- Publication date:
- Edition description:
- Older Edition
- Product dimensions:
- 7.45(w) x 9.25(h) x 0.80(d)
Table of ContentsFOUNDATIONS OF A GUIDANCE APPROACH. THE GUIDANCE TRADITION: Pioneers of the Guidance Tradition. Mid 20th Century Influences: The Developmental and Self Psychologists. The 1980's: Guidance and Punishment. The Transition from Discipline to Guidance. Parents and the Guidance Tradition. MISTAKEN BEHAVIOR: Beyond Misbehavior. The Concept of Mistaken Behavior. Relational Patterns: A Paradigm for Social Development. Three Levels of Mistaken Behavior. Mistaken Behavior and Intentionality. GUIDANCE: THE BOTTOM LINE: Guidance Depends on Positive Teacher-Child Relations. Guidance Reduces the Need for Mistaken Behavior. Guidance Takes a Solution-Orientation. Guidance Means Teamwork with Other Adults. Guidance Means Partnerships with Parents. BUILDING THE ENCOURAGING CLASSROOM. CREATING A CLIMATE FOR THE ENCOURAGING CLASSROOM: A Professional, Not a Technician. The Learning Dynamic. Developmentally Appropriate Practice and Teacher-Child Relations. Liberation Teaching and the Encouraging Classroom. A Climate for Partnerships with Parents. ORGANIZING FOR THE ENCOURAGING CLASSROOM: Learning Centers Organize the Preprimary Classroom. Centers at the Primary Level. Learning Centers and Theme-Based Instruction. Routines in the Encouraging Classroom: A Teacher's Perspective. Encouraging Parents to be Classroom Volunteers. MANAGING THE ENCOURAGING CLASSROOM: The Daily Program. Mixing Active and Quiet Times. The Place of Large Groups. Managing Transitions. Parents and Other Classroom Volunteers. LEADERSHIP COMMUNICATION WITH THE GROUP: Establishing Leadership. Guidelines, Not Rules. Encouragement. Discussing Inclusively. The Class Meeting. Communicating With Parentsto Maintain Partnerships. LEADERSHIP COMMUNICATION WITH THE INDIVIDUAL: Listening to Life Experiences. Contract Talk. The Compliment Sandwich. Humor. Touch. Leadership Communication in the Parent-Teacher Conference. SOLVING PROBLEMS IN THE ENCOURAGING CLASSROOM. HELPING CHILDREN TO SOLVE SOCIAL PROBLEMS.
and post it to your social network
Most Helpful Customer Reviews
See all customer reviews >