Difficult Behavior in Early Childhood : Positive Discipline for PreK-3 Classrooms and Beyond

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ISBN: 9781412937153 | 1412937159
Cover: Paperback
Copyright: 7/12/2006

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Summary

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The author helps teachers better understand and guide children toward positive behavior by effectively motivating them, developing their self-control, and more.

Acknowledgments	p. ix
About the Author	p. xi
Introduction	p. 1
The Role of Discipline
Discipline in Classrooms, Families, and Society	p. 9
Communities That Affect Children's Development	p. 10
Family Expectations and Classroom Expectations	p. 11
Discipline From the Inside Out	p. 14
Practice Makes Better	p. 15
Appropriate Discipline Develops Social Competence	p. 16
Chapter Highlights	p. 18
Time and Using Timeout
Before Timeout: Understanding Children's Sense of Time	p. 23
Children's Sense of Time	p. 24
Making Time Relevant to Children	p. 25
Or Else!	p. 26
When There Isn't One "Best" Choice	p. 27
Likability, Validation, Acceptance, and Connection	p. 27
Unconditional Love and Conditional Acceptance	p. 28
Chapter Highlights	p. 29
Three Common Uses of Timeout and Why They Fail to Work	p. 31
The "Suffering" Theory of Timeout	p. 32
The "Think About It" Theory of Timeout	p. 34
The "How Would You Like It If ..." Theory of Timeout	p. 36
Chapter Highlights	p. 38
The Community Theory of Timeout That Works	p. 39
The Three Rules of Community	p. 41
The Gift of Timeout	p. 43
Chapter Highlights	p. 44
Applying Timeout Effectively	p. 45
Begin With Basic Boundaries and Instructions	p. 46
Return to Timeout	p. 47
Timeout Again?	p. 48
Timeout in Perspective	p. 49
Moving From Timeout to a Plan: Doing Something Differently	p. 49
Chapter Highlights	p. 51
Setting and Following Through with Boundaries
Boundaries: The Foundation for Growth and Change	p. 55
Block Negative Behaviors First	p. 55
Clarify Boundaries and Consequences	p. 56
Ambiguity Won't Work	p. 58
Chapter Highlights	p. 59
Follow-Through and Consistency	p. 61
Follow Through With Verbal and Nonverbal Messages	p. 62
Be More Stubborn Than Your Students	p. 63
Constantly and Consistently Reinforce Behavior	p. 63
Beyond Boundaries, Consequences, Follow-Through, and Consistency	p. 64
Chapter Highlights	p. 65
Punishment, Praise, and Rewards
How and Why Punishment Works-And Doesn't Work	p. 69
Motivation to Misbehave	p. 70
Immunity to Punishment	p. 70
Intensification and Abusive Behavior	p. 71
Admitting It's Time for a Change	p. 72
Discipline Is More Than Punishment Alone	p. 73
Chapter Highlights	p. 73
The Effective and Judicious Uses of Praise	p. 75
Praise the Person, Not the Behavior	p. 76
Self-Awareness of Achievement: The True Reward	p. 79
Attention, Appreciation, and Material Rewards	p. 79
Chapter Highlights	p. 81
The Most Important Lesson of Choices	p. 83
A Multiple-Choice World	p. 84
Rewarding Children for Meeting Expectations	p. 84
Consequences for Poor Choices Are Necessary	p. 85
Reasonable and Unreasonable Behaviors	p. 86
Reflecting on Your Own Choices	p. 86
Chapter Highlights	p. 87
Motivating Reward Systems: Key Issues and Effective Principles	p. 89
Rewards as a Part of the Process, Not the Total Process	p. 90
A Reward System Cannot Become a Punishment System	p. 91
Principles of an Effective Reward System	p. 92
Chapter Highlights	p. 97
Rewards-Only Behavior Plans	p. 99
"Rewards-Only" Means Just That	p. 100
Basic Terms of the Plan	p. 101
Make the Plan Practical	p. 102
Success in One Area of Behavior Transfers to Other Areas	p. 103
Chapter Highlights	p. 104
Connecting Goals to Motivating Rewards	p. 105
Defining Goals and Rewards	p. 106
Choosing Quantifiable Goals	p. 107
Defining and Quantifying Desirable Behaviors	p. 108
Short-Term, Midterm, and Long-Term Goals	p. 108
Goals That Involve Time Frames	p. 109
Remember, No Punishments	p. 110
Children Should Choose Their Rewards (Within Reason)	p. 110
Age-Appropriate and Individually Tailored Rewards	p. 111
Rewarding Consistency With Bonuses	p. 111
Examples of Rewards-Only Incentive Plans	p. 112
Always Follow Through	p. 115
Chapter Highlights	p. 116
Recognizing and Responding to Specific Behaviors and Emotions
When There Is More to It: Helping Children With Deeper Issues	p. 121
Happy Children Act Out Too	p. 122
Is This an Angry Child?	p. 123
Is This a Sad Child?	p. 127
Is This a Fearful or Anxious Child?	p. 130
Is This a Child Who Is Holding Unprocessed Pain or Loss?	p. 134
Is This a Child Who May Need a Referral to a Specialist?	p. 136
Chapter Highlights	p. 144
Conclusion: Now What?	p. 145
Asking Questions	p. 146
From Observations to Results	p. 149
Be a Teaching Artist	p. 150
References	p. 151
Index	p. 155
Table of Contents provided by Ingram. All Rights Reserved.

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Difficult Behavior in Early Childhood : Positive Discipline for PreK-3 Classrooms and Beyond

Summary

Table of Contents

Supplemental Materials