Constructive Guidance and Discipline: Preschool and Primary Education, Fifth Edition
Marjorie V. Fields, University of Alaska Southeast
Nancy J. Perry,
Debby M. Fields
Shows how children can learn personal responsibility and judge right and wrong for themselves.
With a strong emphasis on developmental theory and constructivism, Constructive Guidance and Discipline: Preschool and Primary Education explains underlying causes for child behavior, weaves numerous preschool and primary classroom examples throughout, and includes two chapters on guiding children with special needs. This book more clearly links guidance techniques to the causes of behavior than any other on the market. It features prevention of behavior problems through developmentally appropriate practices and meeting children’s physical and emotional needs.
New to this Edition
* Completely revised chapter on Vulnerable Children (Chapter 14)deals with how poverty, violence, loss, and other risk factors affect children's social emotional development.
* Provides a new section on the use of early learning guidelines to promote social emotional development (Chapter 15).
* Thoroughly revised Chapter 13 on Children with Diverse Abilities, focuses on children who require individualized discipline approaches. The chapter distinguishes discipline issues from developmental delays and health issues.
* Offers an expanded section on design of the physical environment (Chapter 4).
* Expands the discussion of observation for discovering the cause of behavior problems and helps students apply the principle of focusing on the causes of behavior problems.
* Integrated videos and assignable exercises on MyEducationLab put guidance principles in context and students see guidance strategies applied.
* Each chapter is linked to NAEYC Standards for Professional Preparation.
New for the Instructor
Presents guidance and discipline concepts within a framework of child development, developmentally appropriate practices, and constructivist education, and takes a stand on what is best for children rather than merely presenting various approaches. Major theoretical influences include the work of Alfred Adler, Carl Rogers, Jean Piaget, Constance Kamii, and Erik Erikson. Material considers individual differences due to temperament, physical and intellectual capabilities, gender, culture, and class. Includes many examples of effective and ineffective techniques in an ongoing example of fictional preschool and primary school classrooms, plus discussion questions, and b&w photos. This second edition contains new chapters on children with special physical and emotional needs. Annotation c. by Book News, Inc., Portland, Or.