A Guidance Approach to Discipline.

Autor/in	Gartrell, Daniel
Titel	A Guidance Approach to Discipline.
Quelle	(1994), p. (364 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8273-5520-3
Schlagwörter	Leitfaden; Unterricht; Lehrer; Behavior Change; Behavior Development; Behavior Problems; Behavior Theories; Change Strategies; Child Development; Classroom Techniques; Developmental Stages; Discipline; Discipline Problems; Early Childhood Education; Guidance; Intervention; Parent Child Relationship; Social Development; Teacher Student Relationship; Young Children + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Lösungsstrategie; Kindesentwicklung; Klassenführung; Disziplin; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Beratung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Soziale Entwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Frühe Kindheit
Abstract	Noting that the early childhood age group encounters--and poses--particular challenges that require understanding by early childhood teachers, this book presents theories and practical skills needed to administer discipline that will promote the educational development of young children and help them learn from their behavior. The guidance approach presented, which focuses on children ages 3 to 8 years, addresses mistaken behavior, teaches children to solve the problem, and protects self-esteem. The book includes ten chapters, grouped in three units. Chapter 1 provides a historical overview of the guidance tradition. Chapter 2 presents three levels of mistaken behavior, a basic construct of the guidance approach. Chapter 3 discusses principles of a guidance approach, and chapter 4 presents implementation. Chapter 5 discusses classroom management through the use of learning centers and classroom routines. Chapter 6 explores management of the daily program to reduce the need for mistaken behavior. Chapter 7 introduces skills and strategies for communicating with children in order to reduce the need for mistaken behavior and techniques for communicating with parents. Chapter 8 presents conflict resolution strategies for addressing mistaken behavior. Chapter 9 offers information to help prospective and practicing teachers cope with and remediate serious mistaken behavior, while chapter 10 defines liberation teaching as a concept which integrates: viewing human nature positively; preventing problems by accommodating the developmental needs of young children; teaching children empathy and problem-solving skills; practicing nonpunitive intervention; and building a team relationship with parents. Four appendices include sample greeting letters, surveys, brochure, and flyer; a position statement of the Minnesota Association for the Education of Young Children, and an individual guidance plan worksheet. (AA)
Anmerkungen	Delmar Publishers, 3 Columbia Circle, Albany, NY 12212.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01