[Ebook PDF] Constructive Guidance and Discipline: Birth to Age Eight, 7th Edition

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[Ebook PDF] Constructive Guidance and Discipline: Birth to Age Eight, 7th Edition

Authors: by Fields Marjorie V. (Author), Meritt Patricia A. (Author), Fields Deborah M. (Author)

Positive approaches focused on treating the causes of behavior problems to help young children become happy, responsible, productive people.

This book presents guidance and discipline concepts within a framework of child development, developmentally appropriate practices, and constructivist education to give early childhood educators the best approaches available for nurturing children for success. Focusing on what is best for young children, rather than merely presenting an impartial overview of various approaches, the authors stress helping adults to effectively assist children’s moral development using the coercive approaches of punishment or behavior modification. The emphasis is on guidance for children ages three through eight. The new edition continues the features that made previous editions so popular. Included are new Invitations to Reflection, tables and figures, careful documentation and careful explanations of the principles, and a stronger balance of preschool and primary-grade level examples, while also including examples with infants and toddlers, addresses the needs expressed by higher education programs that address guidance for young children from birth to age eight.

PREFACE
Constructive Guidance and Discipline: Birth to Age Eight provides early childhood professionals (and parents) with the best of approaches to help young children become happy, responsible, and productive people. We present guidance and discipline concepts within a framework of child development, developmentally appropriate practices, and constructivist education.
Thus, only discipline approaches that are consistent with all three aspects of this framework are recommended here. We take a stand about what is best for young children, rather than merely presenting an impartial overview of various approaches. We are convinced that adults cannot effectively assist children’s moral development through the coercive approaches of punishment or behavior modification.
Although recent editions of the text address the entire scope of early childhood, ages 0–8, we emphasize guidance for children ages 3–8. Appropriate guidance and discipline must be tied to developmental levels, and we want to acknowledge that infant and toddler development is uniquely different from that of children in the preoperational years of 3–8. Many of the principles for older children apply to younger children, but some approaches presented in this text require more emotional, social, and cognitive maturation than that attained by toddlers.
NEW TO THIS EDITION
New Pearson eText Digital Features Enhance Learning and Assessment
• The improved Pearson eText platform provides links to videos relevant to key concepts and topics, allowing students to view examples or extend knowledge of chapter content. Videos were selected and integrated in the eText by the authors. Although video links were included in the last edition, in this edition they are more visible and include a contextualized introduction for the student.
• A “Video Analysis” exercise in most chapters also presents students with a video to watch, combined with questions to respond to in order to demonstrate understanding of video content.
• Section quizzes, called “Check Your Understanding,” pop up in the Pearson eText, allowing students to check student understanding of concepts presented in each section. By receiving immediate feedback, students’ understanding is scaffolded. Each major chapter section and section quizzes are aligned with a chapter Learning Outcome. Improvements to the Book’s Pedagogy
• To help students better understand the text content, we have provided an organizational graphic image of 3 blocks. These blocks are used to illustrate how each of the three parts of the book and each of the chapters relate to one another. Chapters open with a brief scenario illustrating the type of challenges addressed in that chapter and the scenario is referred to throughout the chapter.
• Learning Outcomes are aligned with section headings and with a bulleted summary at the end of each chapter.
• End-of-chapter questions and activities are categorized into subsets for ease in making assignments. New Content Keeps Pace with New Research and Current Practices
• New information reflects the fast-growing research base on brain development, emphasizing the effects of poverty, trauma, and stress on brain development and child behavior (see Ch. 2–6, 10, and 14).
• New discussions of the role of technology as it influences child behavior reflect the fast-paced growth in the area of technology. The joint position statement on technology in early childhood programs from NAEYC and the Fred Rogers Center for Early Learning provides a base for these discussions (see Ch. 6).Behavior problems associated with ever-increasing emphasis on test scores are addressed
directly, including a letter from an award-winning teacher with advice about how to meet children’s needs in a school setting that is not developmentally appropriate (see Ch. 5).
This edition continues and strengthens the approach of previous editions. Making the message of the book clear and understandable has always been a priority. Periodic invitations to Reflection are designed to help students think more deeply about the implications of what they are reading. Tables and figures help students synthesize key points in the text. Since behavior modification is so pervasive in our society, the recommendations in this book require most readers to alter their thinking radically. Assisting students in a major paradigm shift requires that principles be carefully documented and clearly explained. As in
previous editions, we emphasize the examples of classroom practice that students find helpful for understanding the concepts. As before, we have worked at balancing the preschool and primary-grade-level examples, while also including those with infants and toddlers.
MAJOR THEORETICAL INFLUENCES
The information and ideas presented in this text come from a number of respected sources. We see four theorists as having major influences on child guidance concepts in this century: Alfred Adler, Carl Rogers, B. F. Skinner, and Jean Piaget. Rudolf Dreikurs’s recommendations of logical and natural consequences extended Adler’s concepts; Thomas Gordon popularized Rogers’s ideas through his Parent Effectiveness Training work; Skinner’s work founded the widespread behavior modification techniques; and Piagetian scholars such as Constance Kamii and Rheta DeVries have spread the word about Piaget’s views on the development of morality. Although we reject Skinner’s approach for the reasons explained in Chapter 9, we believe that the other three theorists have compatible views. Adler, Rogers, and Piaget all perceive the child as actively seeking understanding. This perspective contrasts the Skinnerian view, which sees education as something that happens to a child from outside sources.
Adler and Rogers, as well as Piaget, respect the child’s personal rate and style of developing social understanding. All three perceive the proper adult role as facilitating rather than controlling the child’s gradual development into a successful member of society. Piaget’s theoretical framework is much broader than that of Rogers or Adler, including comprehensive moral as well as intellectual development. Thus, Adlerian and Rogerian concepts can be included as part of a Piagetian perspective, although the reverse is not true.
The research and writing of Jean Piaget and constructivist scholars regarding intellectual and moral autonomy are central to the message in this book. We also adapt Thomas Gordon’s recommendations for effective communication and interpret Rudolf Dreikurs’s concept of logical and natural consequences into our discussion of a constructivist approach to discipline. In addition, we draw on Erik Erikson’s emotional development studies, refer to guidelines from the National Association for the Education of Young Children, and often quote Rheta DeVries and Constance Kamii. Many other sources used in this book are listed in the references.
We look at guidance and discipline as teaching activities; therefore, the principles of effective early childhood education apply as much to guidance and discipline as to academics. In addition, we discuss the ways in which effective early childhood education practices prevent or alleviate many common discipline problems. Like any other aspect of teaching, guidance must acknowledge diversity among children.
In our recommendations, we consider individual differences due to innate temperament or individual physical and intellectual capabilities. We also discuss the implications of culture, gender, class, and family problems.We recognize that teachers must often deal with kids in crisis, creating major new challenges in guidance and discipline. Chapters 2 and 3 in Part A are devoted to providing background information for teachers whose classrooms include kids with special needs or learning difficulties as well as those who have experienced difficult life situations that may make them more vulnerable to social or emotional difficulties. Then in Part C, Chapters 13 and 14, we revisit that background information and look more closely at how to support those children most in need of help.