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The Power of Guidance: Teaching Social-Emotional Skills In the Early Childhood Classroom has the distinction of being selected as a 2003 comprehensive member benefit by the NAEYC, an honor for any author in the field. It is a collection of well-received writings on how to use guidance in early childhood classrooms. The material teaches strategies for developing an encouraging classroom and for working with children, particularly boys, who have moderate and serious conflicts. It also presents non-punitive approaches to classroom management. Those who will find the most value in this compilation of material on guidance are practitioners in the field, including Head Start teachers, childcare teachers and preschool and primary grade teachers and assistants. The Power of Guidance: Teaching Social-Emotional Skills In the Early Childhood Classroom also will be popular in training programs for staff pursuing Child Developmental Associate credentials and other early childcare training certificates.
1. Patience or Understanding? 2. Misbehavior or Mistaken Behavior? 3. Beyond Discipline to Guidance 4. The Guidance Premise: Family-Teacher Partnerships 5. Using Guidance to Build an Encouraging Classroom: Beyond Time Out 6. Using Guidance to Maintain an Encouraging Classroom: Four Intervention Alternatives 7. Sustaining the Encouraging Classroom: Class Meetings 8. Guidance with Boys in Early Childhood Classrooms 9. Societal Violence and Guidance: Liberation Teaching 10. Strong Needs Mistaken Behavior: Strategies for Crisis Management and Comprehensive Guidance 11. Using the Booklet, "Developmentally Appropriate Guidance," as a Training Tool
Posted August 1, 2010
This is one of the first reads I had in my MAEd Early Childhood Education program and I still go back to it frequently. I am an administrator and teacher of early childhood educators and I refer them to this text constantly. The first chapter (not actually by Gartrell) touched me in particular as I have always struggled with how to respond when someone comments that I have patience for working with children and knowing that it wasn't quite right. This set the baseline for my total approach and philosophy of working with children and has helped me to remain a calm and nurturing classroom participant and mother.Was this review helpful? Yes NoThank you for your feedback. Report this reviewThank you, this review has been flagged.