Online Companion: A Guidance Approach for the Encouraging Classroom, 4eChapter 1
Application activities allow students to interrelate material from the text with real-life situations. The observations imply access to practicum experiences; the interviews, access to parents and teachers. For an additional assignment, students might compare or contrast observations and interviews with referenced ideas from the chapter.
Bakley, S. (1997). Love a little more, accept a little more. Young Children, 52(2), 21. Copple, C., & Bredekamp, S. (2005). Basics of developmentally appropriate practice. Washington, DC: Natural Association for the Education of Young Children. Carlsson-Paige, N., & Levin, D. E. (1998). Before push comes to shove: Building conflict resolution skills with children. St. Paul, MN: Redleaf Press. Elkind, D. (2005). Viewpoint. Early childhood amnesia: Reaffirming children's need for developmentally appropriate programs. Young Children, 60(4), 38-40. Geist, E., & Baum, A. C. (2005). Yeah but's that keep teachers from embracing an active curriculum: Overcoming the resistance. Young Children, 60(4), 28-36. National Association for the Education of Young Children. (2005). Resources on developmentally appropriate practice in 2005: Updates from the field. Young Children, 60(4), 55-56. Vartuli, S. (2005). Research in review. Beliefs: The heart of teaching. Young Children, 60(5), 76-85. Wurm, P. (2005). Working in the Reggio way: A beginner's guide for American teachers. St. Paul, MN: Redleaf Press. Note: The following list of materials does not necessarily indicate author endorsement.
[Common Threads] www.insight-media.com [The Creation of Childhood] www.insight-media.com [Observing Children] www.insight-media.com [What Is This Thing Called Self-Esteem-1] www.cev-inc.com AUDIO-VISUAL MATERIALS Note: The following list of materials does not necessarily indicate author endorsement. Common Threads. This video chronicles the history of education in the United States from the colonial period to the present. It examines how curricula have evolved, how the purposes of education have changed over time, and how technology affects modern education. Insight Media, 121 West 85th Street, New York, NY 10024. 1-800-233-9910. The Creation of Childhood. This video explores childhood throughout history. Insight Media, 121 West 85th Street, New York, NY 10024. 1-800-233-9910. Observing Children. This video emphasizes the importance of observing children carefully and pinpoints specific observable behaviors. Insight Media, 121 West 85th Street, New York, NY 10024. 1-800-233-9910. What Is This Thing Called Self-Esteem-1. This video defines self-esteem and emphasizes the ability to distinguish between behaviors that indicate low self-esteem and positive self-esteem. Creative Education Video, PO Box 65265, Lubbock, TX 69424-5265. 1-800-922-9965. Note: The following list of materials does not necessarily indicate author endorsement. GENERAL RESOURCES/FOUNDATIONS
PREVIEW ONE The Guidance Tradition Chapter One provides historical overview of the guidance tradition. Direct quotes by pioneers in the field are included to document their own thoughts about education and the role of guidance. Mid-20th-century influences of the developmental and self psychologists are traced. The trend away from punishment and toward guidance in the 1980s and 1990s is presented. The tradition of parent-teacher partnerships within the guidance approach is explored. TWO Child Development and Guidance Chapter Two explores child development theories of the last 70 years and discusses the relation of each to guidance principles. The developmental theories are those of Piaget, Vygotsky, Erikson, Gardner, and Goleman. An overview of important findings from brain research and attachment theory, and the implications for guidance of each is provided. The conclusion that guidance is the approach to children's behavior that comes closest to the essence of our growing understanding about child development is presented. THREE Mistaken Behavior/Challenging Behavior Chapter Three presents a concept in line with the work of the self psychologists for understanding young children's behavior: that behavior traditionally considered as misbehavior is more constructively viewed as mistaken behavior. Three levels of mistaken behavior are analyzed. Considerations for acquainting parents with the concept of mistaken behavior are discussed. FOUR Guidance: The Bottom Line Chapter Four develops four principles of a guidance approach: that it means teachers are professionals, not technicians; builds from positive teacher-child relations; reduces the need for mistaken behavior; takes a solution-orientation; includes liberation teaching; and involves parent-teacher partnerships. Who were the pioneers of the guidance tradition? Who were mid-20th-century influences in the guidance tradition? What was the significance of discipline trends in the 1980s? What is the state of the guidance tradition today? What is the importance of parent-teacher relations in the guidance tradition? Think about a teacher at any stage of your education who most embodied guidance in his or her teaching. What qualities or skills characterized the teacher's approach? What is a main insight you have gained from the teacher who is assisting you in your professional development? How does this insight relate to what the chapter says about guidance and its use in the classroom? |
