The Three Faces of Discipline for Early Childhood: Empowering Teachers and Students.

Autor/inn/en	Wolfgang, Charles H.; Wolfgang, Mary E.
Titel	The Three Faces of Discipline for Early Childhood: Empowering Teachers and Students.
Quelle	(1995), (304 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-205-15649-5
Schlagwörter	Leitfaden; Unterricht; Lehrer; Behavior Change; Behavior Problems; Child Behavior; Classroom Environment; Classroom Techniques; Codes of Ethics; Discipline; Discipline Policy; Discipline Problems; Early Childhood Education; Obedience; Problem Children; Punishment; Self Control; Student Behavior; Teacher Expectations of Students; Teacher Response; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Klassenführung; Disziplin; Disziplinarmaßnahme; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Gehorsam; Problem child; Child at risk; Risikokind; Bestrafung; Selbstbeherrschung; Student behaviour; Schülerverhalten; Lehrerkommentar; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Disciplining is an active teaching and learning process of helping young children become cooperative people who can acquire self-discipline. This book provides three broad philosophies for dealing with misbehavior and difficult children. Chapter 1 offers an overview of the Teacher Behavior Continuum. Chapter 2 provides a detailed explanation of Relationship-Listening techniques. Chapter 3 presents Confronting-Contracting techniques. Chapter 4 describes Rules and Consequences techniques. Chapter 5 describes the levels of crisis through which a child will progress during incidents of assault and violence. Chapter 6 presents a theoretical framework for viewing aggressive and passive children and techniques for intervening with such children, while chapter 7 introduces a step-by-step intervention process for helping problem children through developmental play techniques. Chapter 8 provides guidance in teaching values and proper behavior. Chapter 9 guides the teacher in how to arrange space and materials to prevent misbehavior, while chapter 10 provides the teacher with concrete techniques for handling misbehavior during critical time periods. Chapter 11 provides a way of viewing intervention problems and suggests a set of guidelines for teacher action. Chapter 12 provides steps to follow in establishing a staffing approach for dealing with problem children. Chapter 13 describes the importance of play, its value, and how the teacher may evaluate and facilitate the child's play. An appendix provides information on medication given to children with behavioral problems. (SD)
Anmerkungen	Allyn and Bacon, 160 Gould Street, Needham Heights, MA 02194-2310 ($37.95).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC