Key words and phrases NAEYC, conflict management, anti-bias curriculum, emotional intelligence, early childhood education, developmentally appropriate practice, encouraging classroom, kindergarten, Gartrell, multiple intelligences, assertive discipline, Philip's School, Young Children, High/Scope, Bemidji State University, preschool, Head Start, Suel, chil, Bemidji Pioneer.

Preface

Acknowledgments

PART ONE: FOUNDATIONS OF A GUIDANCE APPROACH

Chapter One: The Guidance Tradition

Pioneers of the Guidance Tradition

Mid-20th-Century Influences: The Developmental and Self Psychologists

The 1980s: Guidance or Obedience-Based Discipline

The Transition from Discipline to Guidance

Parents and the Guidance Tradition

Summary

Key Concepts

Follow-Up Activities

Recommended Readings

References

Chapter Two: Child Development and Guidance

Piaget: A Foundation for the Study of Child Development

Vygotsky: The Role of the Adult in Personal Development

Erikson: Personal Development and the Classroom

Gardner and Goleman: New Views about Mental Abilities

The Contributions of Brain Research

A Climate for Partnerships with Parents

Summary

Key Concepts

Follow-Up Activities

Recommended Readings

References

Chapter Three: Mistaken Behavior

Beyond Misbehavior

The Concept of Mistaken Behavior

Relational Patterns: A Model for Social Development in the Classroom

Three Levels of Mistaken Behavior

Mistaken Behavior and Intentionality

Communicating with Parents about Mistaken Behavior

Guidance Tip for Talking with Parents About Their Children

Summary

Key Concepts

Follow-Up Activities

Recommended Readings

References

Chapter Four: Guidance: The Bottom Line

Guidance Means the Teacher is a Professional, not a Technician

Guidance Depends on Positive Teacher-Child Relations

Guidance Reduces Mistaken Behavior

Guidance Takes a Solution-Orientation

Guidance Included Liberation Teaching

Guidance Requires Partnerships with Parents

Summary

Key Concepts

Follow-Up Activities

Recommended Readings

References

PART TWO: BUILDING THE EN/COORAGING CLASSROOM

Chapter Five: Organizing the Encouraging Classroom

The Encouraging Classroom

Developmentally Appropriate Practice and the Encouraging Classroom

Learning Centers Organize the Encouraging Classroom

Centers at the Primary Level

Theme-Based Instruction in a Second Grade: A Case Study

Encouraging Parents to be Classroom Volunteers

Summary

Key Concepts

Follow-Up Activities

Recommended Readings

References

Chapter Six: Managing the Encouraging Classroom

The Daily Program

The Limits of Large Groups

Managing Transitions

Routines in the Encouraging Classroom: A Teacher's Perspective

Guidance Means Teamwork with Other Adults

Parents and Other Classroom Volunteers

Summary

Key Concepts

Follow-Up Activities

Recommended Readings

References

Chapter Seven: Leadership Communication

with the Group

Establishing Leadership

Guidelines, not Rules

Encouragement

Discussing Inclusively

Class Meetings: How They Build the Encouraging Classroom

Encouraging Friendliness

Leadership Communication with Parents

Summary

Key Concepts

Follow-Up Activities

Recommended Readings

References

Chapter Eight: Leadership Communication

with the Individual

Listening to Life Experiences

Contact Talk

The Compliment Sandwich

Friendly Humor

Friendly Touch

Be There for the Children, Be There for Yourself

Leadership Communication in the Parent-Teacher Conference

Summary

Key Concepts

Follow-Up Activities

Recommended Readings

References

PART THREE: SOLVING PROBLEMS IN THE

ENCOURAGING CLASSROOM

Chapter Nine: Using Conflict Management

to Solve Social Problems

Conflict Management: The Basics

Developmental Considerations in Using Conflict Management

The Five-Finger Formula for Conflict Management

Teaching Conflict Management Skills

Parent Involvement at St. Philip's: Building a Peaceable School Community

Summary

Key Concepts

Follow-Up Activities

Recommended Readings

References

Chapter Ten: Problem-Solving Mistaken Behavior

The Decision to Intervene

Quick Intervention Strategies

Behaviors Reported by Other Children

Intervention When Follow-up Is Needed

Why Take the Time?

Building Cooperation with Parents

Summary

Key Concepts

Follow-Up Activities

Recommended Readings

References

Chapter Eleven: Guidance Through Intervention

Conditions that Make Intervention Necessary

Crisis Management Techniques

Strategies for Working with Strong Needs Mistaken Behavior

When Teachers Feel Anger

When Teachers and Parents Disagree

Summary

Key Concepts

Follow-Up Activities

Recommended Readings

References

Chapter Twelve: Liberation Teaching: A Guidance Response to Violence in Society

The Violence Pyramid

Liberation Teaching: The Guidance Response

The Guidance Response to Bullying

Liberation Teaching and Related Educational Practices

Liberation Teaching and Parent Involvement

Summary

Key Concepts

Follow-Up Activities

Recommended Readings

References

APPENDICES

A. The National Association for the Education of Young Children Code of Ethical Conduct

B. Sample Greeting Letters and Surveys to Children and their Families

C. Sample Brochure: The Education Program in Our Class

D. Developmentally Appropriate Guidance of Young Children (Position Statement of the Minnesota Association for the Education of Young Children, 3rd edition)

E. Individual Guidance Plan Worksheet

Glossary

Index