Difficult Behavior in Early Childhood :

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

Acknowledgments

ix

About the Author

xi

Introduction

1

(8)

PART I. THE ROLE OF DISCIPLINE

Discipline in Classrooms, Families, and Society

9

(14)

Communities That Affect Children's Development

10

(1)

Family Expectations and Classroom Expectations

11

(3)

Discipline From the Inside Out

14

(1)

Practice Makes Better

15

(1)

Appropriate Discipline Develops Social Competence

16

(2)

Chapter Highlights

18

(5)

PART II. TIME AND USING TIMEOUT

Before Timeout: Understanding Children's Sense of Time

23

(8)

Children's Sense of Time

24

(1)

Making Time Relevant to Children

25

(1)

Or Else!

26

(1)

When There Isn't One ``Best'' Choice

27

(1)

Likability, Validation, Acceptance, and Connection

27

(1)

Unconditional Love and Conditional Acceptance

28

(1)

Chapter Highlights

29

(2)

Three Common Uses of Timeout and Why They Fail to Work

31

(8)

Theory 1: The ``Suffering'' Theory of Timeout

32

(2)

Theory 2: The ``Think About It'' Theory of Timeout

34

(2)

Theory 3: The ``How Would You Like It If . . .'' Theory of Timeout

36

(2)

Chapter Highlights

38

(1)

The Community Theory of Timeout That Works

39

(6)

The Three Rules of Community

41

(2)

The Gift of Timeout

43

(1)

Chapter Highlights

44

(1)

Applying Timeout Effectively

45

(10)

Begin With Basic Boundaries and Instructions

46

(1)

Return to Timeout

47

(1)

Timeout Again?

48

(1)

Timeout in Perspective

49

(1)

Moving From Timeout to a Plan: Doing Something Differently

49

(2)

Chapter Highlights

51

(4)

PART III. SETTING AND FOLLOWING THROUGH WITH BOUNDARIES

Boundaries: The Foundation for Growth and Change

55

(6)

Block Negative Behaviors First

55

(1)

Clarify Boundaries and Consequences

56

(2)

Ambiguity Won't Work

58

(1)

Chapter Highlights

59

(2)

Follow-Through and Consistency

61

(8)

Follow Through With Verbal and Nonverbal Messages

62

(1)

Be More Stubborn Than Your Students

63

(1)

Constantly and Consistently Reinforce Behavior

63

(1)

Beyond Boundaries, Consequences, Follow-Through, and Consistency

64

(1)

Chapter Highlights

65

(4)

PART IV. PUNISHMENT, PRAISE, AND REWARDS

How and Why Punishment Works---And Doesn't Work

69

(6)

Motivation to Misbehave

70

(1)

Immunity to Punishment

70

(1)

Intensification and Abusive Behavior

71

(1)

Admitting It's Time for a Change

72

(1)

Discipline Is More Than Punishment Alone

73

(1)

Chapter Highlights

73

(2)

The Effective and Judicious Uses of Praise

75

(8)

Praise the Person, Not the Behavior

76

(3)

Self-Awareness of Achievement: The True Reward

79

(1)

Attention, Appreciation, and Material Rewards

79

(2)

Chapter Highlights

81

(2)

The Most Important Lesson of Choices

83

(6)

A Multiple-Choice World

84

(1)

Rewarding Children for Meeting Expectations

84

(1)

Consequences for Poor Choices Are Necessary

85

(1)

Reasonable and Unreasonable Behaviors

86

(1)

Reflecting on Your Own Choices

86

(1)

Chapter Highlights

87

(2)

Motivating Reward Systems: Key Issues and Effective Principles

89

(10)

Rewards as a Part of the Process, Not the Total Process

90

(1)

A Reward System Cannot Become a Punishment System

91

(1)

Principles of an Effective Reward System

92

(5)

Chapter Highlights

97

(2)

Rewards-Only Behavior Plans

99

(6)

``Rewards-Only'' Means Just That

100

(1)

Basic Terms of the Plan

101

(1)

Make the Plan Practical

102

(1)

Success in One Area of Behavior Transfers to Other Areas

103

(1)

Chapter Highlights

104

(1)

Connecting Goals to Motivating Rewards

105

(16)

Defining Goals and Rewards

106

(1)

Choosing Quantifiable Goals

107

(1)

Defining and Quantifying Desirable Behaviors

108

(1)

Short-Term, Midterm, and Long-Term Goals

108

(1)

Goals That Involve Time Frames

109

(1)

Remember, No Punishments

110

(1)

Children Should Choose Their Rewards (Within Reason)

110

(1)

Age-Appropriate and Individually Tailored Rewards

111

(1)

Rewarding Consistency With Bonuses

111

(1)

Examples of Rewards-Only Incentive Plans

112

(3)

Always Follow Through

115

(1)

Chapter Highlights

116

(5)

PART V. RECOGNIZING AND RESPONDING TO SPECIFIC BEHAVIORS AND EMOTIONS

When There Is More to It: Helping Children With Deeper Issues

121

(24)

Happy Children Act Out Too

122

(1)

Is This an Angry Child?

123

(4)

Is This a Sad Child?

127

(3)

Is This a Fearful or Anxious Child?

130

(4)

Is This a Child Who Is Holding Unprocessed Pain or Loss?

134

(2)

Is This a Child Who May Need a Referral to a Specialist?

136

(8)

Chapter Highlights

144

(1)

Conclusion: Now What?

145

(6)

Asking Questions

146

(3)

From Observations to Results

149

(1)

Be a Teaching Artist

150

(1)

References

151

(4)

Index

155

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

Summary

Table of Contents

Supplemental Materials