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Copyright, ii
Foreword, iv
About the Authors, vi
Preface, viii
Acknowledgments, xiii
Part 1. Discipline Foundations, 1
Chapter 1. Thinking About Guidance and Discipline, 2
NAEYC Standards Addressed in This Chapter, 3
Guiding Questions, 3
Defining Discipline, 4
High Stakes, 5
The Goals of Discipline, 5
Long-Term Goals, 6
Self-Concept and Self-Esteem, 6
Self-Discipline, 6
Moral Autonomy, 6
Long-Term versus Quick-Fix Solutions, 8
Discipline Models Compared, 9
Discipline Theory Terms, 9
Discipline Goals Compared, 10
Differences in Discipline Forms, 11
Differences in Results, 11
Family Concern: Shouldn’t They Learn to Obey?, 12
Teaching for Moral Autonomy: The Constructivist Approach, 13
Mutual Respect, 13
Helping Children Understand, 14
Guiding Choices, 15
Treating the Cause Rather than the Symptom, 16
Observing to Discover the Cause, 18
Conclusion, 19
For Further Thought, 20
Recommended Readings, 21
Chapter 2. Physical and Emotional Development Affect Child Behavior, 22
NAEYC Standards Addressed in This Chapter, 23
Guiding Questions, 23
Related Physical Development Issues, 24
Need to Move Around, 24
Small-Muscle Coordination Takes Time, 25
Needs for Food and Rest, 26
Emotional Development and Guidance, 27
Temperament, 27
Developmental Stages, 29
Trust versus Mistrust, 30
Autonomy versus Shame, 32
Initiative versus Guilt, 33
Industry versus Inferiority, 35
Families and Attachment, 36
Teachers and Attachment, 37
Human Needs, 38
Power, 39
Attention, 39
Acceptance, 40
Motives of Misbehavior, 40
Emotion Regulation, 41
Helping Children Develop Emotional Competence, 42
Conclusion, 44
For Further Thought, 44
Recommended Readings, 45
Chapter 3. Intellectual and Social Development Affect Discipline, 46
NAEYC Standards Addressed in This Chapter, 47
Guiding Questions, 47
Intellectual Development and Behavior, 48
Young Children’s Thinking Is Different, 48
Breaking Rules, 49
Being Selfish, 50
Lying and Stealing, 51
Schoolwork Problems, 52
Social Skills and Guidance, 54
Constructing Knowledge for Social Skills, 55
How Children Develop Social Competence, 56
Learning How to Enter Play, 58
Encouraging Friendships, 60
Learning Perspective Taking, 61
Learning Conflict Resolution, 63
The Teacher as Coach, 64
Working with Families, 65
Accommodating Individual Differences, 66
Cultural Differences, 66
Socioeconomic Differences, 68
Gender and Brain Development, 69
Conclusion, 70
For Further Thought, 70
Recommended Readings, 71
Part 2. Discipline Approaches, 72
Chapter 4. Creating Environments That Prevent Discipline Problems, 73
NAEYC Standards Addressed in This Chapter, 74
Guiding Questions, 74
The Physical Environment, 74
Spaces for Instruction and Learning, 75
Large-Group Areas, 76
Individual Areas, 76
Small-Group Areas, 77
Learning Centers, 78
Materials, 81
Honoring Diversity, 81
Displays, 81
The Emotional Environment, 82
Relationships, 82
Teacher–Child Relationships, 82
Children’s Relationships with Peers, 83
Family–School Relationships, 84
Mutual Respect, 85
Respectful Communication, 85
Respecting Children’s Needs, 85
Respecting Differences, 87
Including Children with Special Needs, 88
Children’s Emotional Needs, 89
Friendship, 89
Recognition, 90
Success, 91
Choice, 93
Ability Grouping, 93
Positive Teacher Expectations, 94
Clear Guidelines, 95
Class Meetings, 96
Conclusion, 98
For Further Thought, 98
Recommended Readings, 98
Chapter 5. Planning Programs That Prevent Discipline Problems, 100
NAEYC Standards Addressed in This Chapter, 101
Guiding Questions, 101
Making Learning Meaningful, 102
Relevance and Interest, 102
Integrated Curriculum, 105
Real Experiences and Real Materials, 108
Active Learning, 110
The Role of Play, 111
The Teacher’s Role in Play, 112
Using Time Wisely, 112
Three Kinds of Knowledge, 113
Organizational Strategies, 115
Routines, 115
Making Transitions, 117
Group Time, 121
Waiting a Turn, 123
Working with Families, 124
Conclusion, 125
For Further Thought, 126
Recommended Readings, 126
Chapter 6. Teaching Desirable Behavior Through Example, 128
NAEYC Standards Addressed in This Chapter, 129
Guiding Questions, 129
Modeling, 130
Interaction Style, 131
Expressing Feelings, 131
Letting It Show, 132
Apologizing, 134
Accepting Feelings, 135
Use Your Words, 136
Acknowledging and Listening, 136
Gender and Emotions, 137
Cultural Differences, 138
Caring for Others, 138
Modeling Acceptance, 139
Modeling Kindness, 140
Taking Risks, 141
Why Bother?, 141
How to Do It?, 142
Relation to Academics, 142
Taking Responsibility, 143
Helping with Clean-up, 143
Keeping Your Promises, 144
Caring for Property, 145
Following the Guidelines, 145
Keeping Safe, 146
Children’s Literature, 147
Effective Role Models, 147
Someone Similar, 147
Someone to Be Like, 149
Models of Violence, 149
Working with Families to Combat Media Violence, 150
Curriculum Programs That Provide Examples, 151
Conclusion, 152
For Further Thought, 152
Recommended Readings, 153
Chapter 7. Effective Discipline Through Effective Communication, 154
NAEYC Standards Addressed in This Chapter, 155
Guiding Questions, 155
Why Children Don’t Listen, 156
Criticizing and Lecturing, 156
Giving Orders, 157
Inauthentic Communication, 158
Talking to Children Respectfully, 159
Relationships, 160
Misconceptions, 161
Effectiveness, 161
Teaching Children to Use I Messages, 161
Being a Good Listener, 162
Not Listening, 162
Talking Instead of Listening, 163
Passive Listening, 163
Reflective Listening, 164
Cautions About Reflective Listening, 165
Feeling Awkward or Phony, 166
Children’s Communication, 166
Helping Children Resolve Conflicts, 167
Consistency in Schools, 168
Everyone Wins, 168
Conflict Resolution Programs, 169
Identifying the Problem, 170
Brainstorming Solutions, 170
Evaluating Solutions and Making a Choice, 171
Implementing the Plan, 171
Evaluating the Plan, 171
Saving Time, 172
Independent Problem Solvers, 172
Family and Community, 174
Conclusion, 175
For Further Thought, 175
Recommended Readings, 176
Chapter 8. Helping Children Understand and Accept Limits, 177
NAEYC Standards Addressed in This Chapter, 178
Guiding Questions, 178
Natural Consequences, 179
The Inevitable Does Happen, 180
Avoiding Overprotection, 181
Related Consequences, 182
Doing to the Child What the Child Has Done, 182
Exclusion, 183
Deprivation, 183
Restitution, 184
Combining Teaching and Consequences, 184
When Consequences Become Punishment, 184
Watch Your Attitude, 185
Use Consequences with Caution, 185
Plan Ahead, 186
Selecting Reasonable Consequences, 187
Careful Thought, 187
Clear Teaching Goals, 188
Combining Strategies, 189
Evaluating Expectations, 190
Using Consequences, 191
Helping Children Make Connections, 191
Conclusion, 193
For Further Thought, 193
Recommended Readings, 194
Chapter 9. Controlling Behavior Externally, 195
NAEYC Standards Addressed in This Chapter, 196
Guiding Questions, 196
Behavior Modification, 196
Reinforcement, 197
Positive Reinforcement, 197
Negative Reinforcement, 197
Punishment, 198
Behavior Modification Systems, 199
Token Economies, 199
Praise as Positive Reinforcement, 201
Packaged Programs, 201
Group Contingency Systems, 203
The Use of Punishments as Reinforcement, 203
Time-Out, 203
The Limitations of Behavior Modification, 204
Concerns About Motivation and Engagement in Learning, 205
Concerns About Relationships, 206
Concerns About Addressing Learning Goals, 207
Concern for Children’s Self-Esteem, 208
Encouragement, 210
Encouragement as Effective Communication, 211
Questions to Ask About Guidance Approaches, 212
The Aims of Education, 213
Autonomy versus Heteronomy, 213
Conclusion, 213
For Further Thought, 214
Recommended Readings, 214
Chapter 10. Punishment versus Discipline, 215
NAEYC Standards Addressed in This Chapter, 216
Guiding Questions, 216
Results of Punishment, 216
Anger and Aggression, 217
Damaged Relationships, 218
Damage to Self-Esteem, 218
Fear, 221
Missed Opportunity for Learning, 221
Lack of Critical Thinking, 222
Lack of Inner Controls, 222
Deceitfulness, 223
Why Punishment Is Used, 223
Adult Stress, 224
Misconceptions, 226
Lack of Discipline Skills, 226
Family and Societal Norms, 227
Conclusion, 228
For Further Thought, 228
Recommended Readings, 229
Part 3. Matching Discipline Causes to Discipline Approaches, 230
Chapter 11. Immaturity, 231
NAEYC Standards Addressed in This Chapter, 232
Guiding Questions, 232
Observing and Recording Behavior to Determine the Cause, 233
Strategies for Collecting Observations, 236
Physical Immaturity, 236
Inability to Sit Still, 236
Immature Coordination, 239
Other Physical Limitations, 241
Undeveloped Communication Ability, 241
Undeveloped Emotion Regulation, 243
Coaching Emotion Regulation, 244
Emotion Regulation Curriculum, 245
Undeveloped Social Skills, 246
Egocentrism, 248
Other Immature Perceptions, 252
Lying, 252
Stealing, 252
Cheating, 253
Working with Families, 254
Conclusion, 254
For Further Thought, 255
Recommended Readings, 255
Chapter 12. Unmet Needs, 256
NAEYC Standards Addressed in This Chapter, 257
Guiding Questions, 257
Differing Needs, 258
Privacy Needs, 258
Power Needs, 259
Ownership Needs, 261
Attention Needs, 262
Needs for Success and Challenge, 265
Need for Security, 266
Predictability, 266
Starting School, 267
Predictable Limits, 267
Teacher Continuity, 268
Need for Love and Acceptance, 268
Family Histories, 269
Teacher Attachment, 269
Reasonable Expectations, 270
Changing Attitudes, 271
Peer Acceptance, 271
Conclusion, 272
For Further Thought, 273
Recommended Readings, 273
Chapter 13. Diversity, 274
NAEYC Standards Addressed in This Chapter, 275
Guiding Questions, 275
Guiding Children with Special Needs, 276
Labeling Children or Behaviors, 278
Guiding Children Who Are “Off Task” or Inattentive, 278
Prevention, 279
Balance Activities, 280
Movement, 280
Intentional Teaching, 281
Individualized Support, 281
Guiding Children Who Are Noncompliant, 282
Prevention, 282
Sensitivity to Sensory Stimuli, 282
Managing Workload, 283
Intentional Teaching, 284
Asking for Help, 284
Individualized Support, 284
Guiding Children Who Use Aggression to Meet Their Needs, 286
Prevention, 286
Daily Check-In, 286
Being Aware and Acting Calmly, 287
Intentional Teaching, 288
Develop Specific Goals, 288
Role Play, 288
Social Skill Curricula, 288
Individualized Support, 289
Spending Quality Time Together, 289
Social Stories, 289
Relaxation Techniques, 289
Touch, 290
Promoting Acceptance and Friendship, 290
Working from a Strengths-Based Perspective, 291
Working with Families and Other Professionals, 291
Family-Centered Practice, 291
Teaming and Consultation, 292
Cultural Considerations and Behavior, 293
Listening to Families, 294
Culturally Responsive Guidance, 295
Total Physical Response (TPR), 296
Making Learning Comprehensible, 296
Song, Chants, and Signs, 297
Expectations, 297
Conclusion, 297
For Further Thought, 298
For Further Reading, 299
Chapter 14. Vulnerabilities, 300
NAEYC Standards Addressed in This Chapter, 301
Guiding Questions, 301
Children Exposed to Violence, 302
Child Abuse, 302
Community Violence, 304
Children Experiencing Loss and Separation, 304
Children in Foster Care, 304
Children of Divorced or Separated Parents, 306
Supporting Parent–Child Relationships, 306
Children with Incarcerated Parents, 307
Supporting Families, 307
Children of Military Families, 308
Death of a Parent, 310
Children Living in Poverty, 311
Myths and Strategies for Family Involvement, 313
Children with Chronic Health Conditions, 314
Friendships, 315
Supporting Families of Children with Chronic Health Conditions, 315
Promoting Resilience and Self-Esteem in Vulnerable Children, 317
Finding Special Talents, 317
Self-Esteem, 318
Conclusion, 319
For Further Thought, 320
Recommended Readings, 320
Chapter 15. Analyzing Discipline Problems, 321
Keeping Goals in Mind, 322
Finding the Cause of the Problem, 322
Age-Typical Behavior, 324
Inappropriate Adult Expectations, 324
Missing Skills, 325
Lack of Understanding, 326
Mislearning, 327
Unmet Emotional Needs, 327
Diversity and Vulnerabilities, 328
Family Communication and Complexity of Causes, 328
Matching Discipline Approaches to the Cause, 330
An Example, 330
Safety First, 331
Evaluating Guidance Programs, 332
Whose Problem Is It?, 333
Your Problem, 333
Solutions to Your Problem, 334
The Child’s Problem, 335
Mutual Problems, 335
Taking Time for Discipline, 335
Time for Children to Learn, 336
Time for Cool-Downs, 336
Time for Adults to Plan, 337
Families and Respect for Children, 337
Conclusion, 338
For Further Thought, 338
Recommended Readings, 339
Appendix: Media and Young Children Action Guide 2008, 340
References, 349
Author Index, 372
Subject Index, 377

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