Learn how to reach children who need special help.
Almost anyone who works with 3- to 6-year-olds knows what it feels like to spend time with youngsters who are particularly puzzling or hard to help. When Young Children Need Help examines how early childhood educators can make sense of what is going on for such children and then use that understanding to help promote growth and mastery. Written for child care center staff, family child care providers, preschool teachers, and pre-service teachers, this book can be useful to any adult who wants to learn more about reaching the most troubling children in his or her care.
When Young Children Need Help provides a framework for understanding a range of emotional, behavioral, and developmental challenges. It explores a process through which early childhood teachers and providers can translate their growing understanding of a child’s difficulties into sensible goals for intervention. The author lays out practical strategies that help kids connect and communicate with ease, focus their attention, manage their bodies and their feelings, engage in constructive problem-solving, and experience themselves as successful friends and learners. The book suggests approaches for collaborating with parents and other caregivers and emphasizes that even when a child needs outside services and supports, what goes on in school or care remains central to making progress.
|Product dimensions:||6.90(w) x 9.90(h) x 0.80(d)|
About the Author
Deborah Hirschland, MSW, has been working with young children and the adults who care for and teach them for over 25 years. A frequent presenter on early childhood issues, she provides training and consultation to Head Start and other early care and education programs across Massachusetts. Deborah is an early childhood consultant for the Freedman Center for Child and Family Development at the Massachusetts School of Professional Psychology, a contributor to the Zero to Three Journal , and the author of Collaborative Intervention in Early Childhood: Consulting with Parents and Teachers of 3- to 7-Year-Olds.
Table of Contents
Part 1 Getting Specific Before Getting to Work 1
Chapter 1 From Reflection to Action: Looking Closely, Thinking Clearly, Intervening Effectively 3
Chapter 2 Generating "Maybes": Observing with Depth, Breadth, and an Eye for Surprises 17
Chapter 3 Spotlight on Development: Understanding the Building Blocks of Early Childhood Mastery 31
Chapter 4 Spotlight on Causation: Considering the "Whys" behind Worrisome Behavior 39
Chapter 5 Developing Child-Specific Portraits: Making Sense as the Foundation for Making Progress 53
Chapter 6 Pathways to Growth: Joining Big-Picture Thinking with Practical Strategies 65
Part 2 Connection Is Key 83
Chapter 7 Spotlight on the Three Cs: Connection, Communication, and Cue Responsiveness 85
Chapter 8 Getting to Work with Hannah: Helping a Child with Dark Moods and a Dark Past 97
Chapter 9 Getting to Work with Hannah, Continued: "Seeding the Day with Connection" and Other Strategies 111
Chapter 10 Getting to Work with Jenny: Helping an Intensely Shy Child 127
Chapter 11 When Home Has Been Hard: Helping Children Climb (or Re-climb) Developmental Ladders 139
Chapter 12 When Language Is Limited: Helping Two Boys Who Struggle to Communicate 155
Part 3 Addressing Problems in Self-Regulation 171
Chapter 13 Getting to Work with Gabrielle: Helping Out When Energy Is High and Focus Is Low 173
Chapter 14 Getting to Work with Brian: Helping an Easily Frustrated Child 193
Chapter 15 Getting to Work on "Big Feelings": Helping Children Who Get Swamped by Anger or Anxiety 211
Chapter 16 Spotlight on Parenting: Helping Families Set Effective Expectations at Home 231
Part 4 Putting It All Together 247
Chapter 17 A Letter about Sam: Helping a Child with Multiple Challenges 249
Chapter 18 When Young Children Need Help: Big Changes Start with Small Steps 265
Appendix A Seeking Clarity-Useful Forms 271
Appendix B Staying on Track-Principles for Intervention 283
Appendix C Learning More-Tools and Resources 289