Social-emotional development
Strong social-emotional development underlies all later social, emotional, and academic success.” In an engaging, reader-friendly style, this NAEYC Code of Ethical Conduct describes developmentally appropriate guidance in the encouraging classroom. With this approach, teachers think beyond the kind of conventional classroom discipline that aims merely to keep children in line—and often fails even to do that! Teachers are to help children develop lifelong skills such as mutual acceptance and cooperation, creative and peaceful problem-solving strategies, and acceptable ways to express difficult emotions.
1. Patience and Understanding are used with guidance; teachers are firm when needed, but firm and friendly, not firm and harsh.
2. With misbehavior or mistaken behavior teachers do well to think of a child’s age in terms of months rather than years. They understand that young children are just beginning to learn difficult life skills that may take a lifetime to master.
3. A partnership between the teacher, the child, and the family is necessary for guidance to be effective. Beyond Discipline to Guidance / 19
CHAPTER 4
The Guidance Premise: Family–Teacher Partnerships / 36
CHAPTER 5
Using Guidance to Build an Encouraging Classroom: Beyond Time-Out / 62
CHAPTER 6
Using Guidance to Maintain an Encouraging Classroom: Four
Intervention Alternatives / 80
CHAPTER 7
Sustaining the Encouraging Classroom: Class Meetings / 93
CHAPTER 8
Guidance with Boys in Early Childhood Classrooms / 106
CHAPTER 9
Societal Violence and Guidance: Liberation Teaching / 125
CHAPTER 10
Strong-Needs Mistaken Behavior: Strategies for Crisis Management and Comprehensive Guidance /