Guiding Children's Social Development and Learning / Edition 7

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Overview

Updated with an emphasis on NAEYC and other standards, GUIDING CHILDREN'S SOCIAL DEVELOPMENT AND LEARNING, Eighth Edition, focuses on ways professionals can help children develop both positive feelings about themselves and social competence. Readers will find practical, developmentally appropriate strategies for how to work with children and families from many different backgrounds and circumstances, and in a variety of group settings. And, they'll obtain a unified framework for decision-making and professional practice that incorporates sound principles of children's development, relationship enhancement, and behavior management.

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Editorial Reviews

From the Publisher
"This text is student friendly and offers useful insight into children's behavior. Further, the instructor's manual provides appropriate activities."
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Product Details

  • ISBN-13: 9781111301255
  • Publisher: Cengage Learning
  • Publication date: 1/1/2011
  • Series: What's New in Early Childhood Series
  • Edition description: Older Edition
  • Edition number: 7
  • Pages: 560
  • Sales rank: 398,938
  • Product dimensions: 8.40 (w) x 10.70 (h) x 1.00 (d)

Meet the Author

Marjorie Kostelnik is dean of the College of Education and Human Sciences at the University of Nebraska, Lincoln. She entered the field of early childhood as a Head Start teacher and child care provider before receiving her doctorate from the Pennsylvania State University. She was on the faculty at Michigan State University for 22 years, serving as director of the Child Development Laboratories, then as chair of the Department of Family and Child Ecology. Currently, Dr. Kostelnik is a serving member of the Nebraska Governor's Early Childhood Coordinating Council and the Lincoln Community Learning Centers Advisory Board.

Alice Whiren has taught kindergarten and preschool children, directed a center for children that serves a culturally and economically diverse population, and worked with families and children having special needs. In addition, she has taught at Michigan State University in the areas of child development and early education. Her publications are in the areas of social development and early childhood education, particularly in the area of play.

Anne K. Soderman works internationally with schools in the area of early literacy, assessment, and second language acquisition. Her research has been centered on gender differences as they relate to emerging literacy, particularly in children coming from lower income populations. Other recently co-authored publications include CREATING LITERACY-RICH PRESCHOOLS AND KINDERGARTENS and SCAFFOLDING EMERGENT LITERACY.

Michelle Rupiper is an Associate Professor of Practice and serves as the director of the Ruth Staples Child Development Laboratory at the University of Nebraska-Lincoln. She has served as a classroom teacher for infants through school-aged children as well as directed community-based programs during her career. She has been active in the state and regional affiliates of the National Association for the Education of Young Children (NAEYC) and is currently serving on the NAEYC Affiliate Council and the National Coalition for Campus Children's Centers (NCCCC).

Kara Gregory has worked in centers and classrooms with children from infancy through first grade. She consults with preschool and elementary school early childhood teachers and support staff on many topics, including social and emotional development, oral language, early reading and writing, and play. Her publications have also focused on these areas. Dr. Gregory also teaches courses in child development and early childhood education for Michigan State University.

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Table of Contents

1. Making a Difference in Children's Lives. 2. Establishing Positive Relationships with Infants and Toddlers. 3. Building Positive Relationships through Nonverbal Communication. 4. Promoting Children's Positive Sense of Self through Verbal Communication. 5. Supporting Children's Emotional Development and Learning. 6. Building Resilience in Children. 7. Play as a Context for Social Development and Learning. 8. Supporting Children's Peer Relationships and Friendships. 9. Influencing Children's Social Development by Structuring the Physical Environment. 10. Fostering Self-Discipline in Children: Communicating Expectations and Rules. 11. Fostering Self-Discipline in Children: Implementing Solutions and Consequences. 12. Handling Children's Aggressive Behavior. 13. Promoting Prosocial Behavior. 14. Fostering Healthy Attitudes about Sexuality and Diversity. 15. Making Ethical Judgments and Decisions.

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