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Guiding Children's Social and Emotional Development A Reflective Approach

ISBN-10: 0137070888
ISBN-13: 9780137070886
Edition: 2014
List price: $53.40
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Description: Guiding Children’s Social and Emotional Development: A Reflective Approachis a unique and versatile resource, one that promotes self-reflection and provides the means to do so by all thekey concepts and pedagogical features that support an  More...

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Book details

List price: $53.40
Copyright year: 2014
Publisher: Pearson Education
Publication date: 1/11/2013
Binding: Paperback
Pages: 240
Size: 7.25" wide x 8.75" long x 0.50" tall
Weight: 1.100
Language: English

Guiding Children’s Social and Emotional Development: A Reflective Approachis a unique and versatile resource, one that promotes self-reflection and provides the means to do so by all thekey concepts and pedagogical features that support an intentional, self-reflective approach to guiding children’s social and emotional development.Author Janice Englander Katz envisions that her guidebook can be used as a textbook for a college course in social-emotional development of young children, guidance courses in early childhood education, or for continuing professional education. The format of the book is in distinct modules, lending itself to ongoing learning communities, staff workshops, or professional development seminars for those already in the field. Every chapter introduces information onchildren’s developing emotions and behavior and offers ample opportunity for readers to self-reflect on personal feelings, thoughts, and experiences in relation to their own social-emotional development. The content involves thorough yet applicable overviews of the key theories and research on social and emotionaldevelopment; clear examples of children and teachers in early childhood settingsusing effective and not-so-effective guidance strategies; and the tools necessary for understanding andresponding effectively to challenging behaviors. Janice Englander Katz is the founder and president of the Child Care Consortium, Inc.,which operates Imagination Station Child Development Center, an NAEYC-accredited, licensed, educational child care center in Michigan City, Indiana. She is also a practicing clinical child psychologist, an early childhood professor, and tireless worker for the children of our nation. Empowered by the stories and experiences her work allows, she has infused her unique sensibilities and experiences into writing this captivating manual for the early childhood professional and anyone working with families and children in some capacity. Whether an early intervention therapist, a behavior consultant, a home visitor, or early childhood professional, this resource was written for you.

Reflective Guidance
Social-Emotional Development and the Reflective Process
The Importance of Social and Emotional Competence
Professional Frameworks to Guide Our Practices
CSEFEL's Pyramid Model
Developmentally Appropriate Practices and Code of Ethical Conduct
Reflective Process
Defining Reflection
What Reflection Looks Like
Why Reflection Is Important
Instinctual Reactions and Intentional Responses
A Reflective Approach to Promoting Essential Social and Emotional Skills
Reflection and Self-Regulation
Reflection and Autonomy
Reflection, Empathy, and Sense of Community
Reflection in Communication
Summary
Teacher Self-Reflection
Emotional Intelligence and Multiple Intelligences
Understanding Your Temperament and Personality
Relationship Between Temperament and Environment
Understanding Your Early Relationships: Attachment, Ghosts, and Angels
Understanding Your Competence and Preferences in the Domains of Development
Physical and Cognitive Domains
Social-Emotional Domain
Self-Regulation
Autonomy
Empathy and Sense of Community
Communication
Understanding Your Beliefs about Teaching and Learning
Understanding Stress and Your Coping Strategies
Summary
Guiding Principles for Promoting Social-Emotional Skills
Relationship-Based Guidance
What You Bring to Relationships with Children
Your Expectations of Your Role
Your Personality
Goodness-of-Fit
Messages You Have Internalized
Reflecting on the Child
Conversation
Close Observation
Demonstrating Respect for the Child
Parallel Process in the Classroom
Summary
Individualized and Developmentally Appropriate Guidance
Individualized Guidance
Sensory Preferences
Child Temperament
Health and Developmental History
Environmental History
Family Dynamics
Family Expectations
Developmentally Appropriate Guidance
Milestones of Typical Development
Developmental Screening and Assessment
Uneven Development
Knowledge, Skill, or Will?
Analyzing Challenging Behavior
Summary
Contextually Informed and Culturally Appropriate Guidance
Contextually Informed Guidance
Expectations in Context
Ecological Systems Theory
Culturally Competent Guidance
The Scope of Cultural Diversity in Early Childhood Classrooms
Culturally Shaped Behaviors, Expectations, and Practices
Individualist vs. Collectivist Cultures
Cultural Differences in the Classroom
Cultural Differences in Child Guidance Strategies
Approaching Cultural Conflicts
Summary
Summary the Guiding Principles
Building Emotional Competence
Supporting Self-Regulation Skills
Defining Self-Regulation
Components of Self-Regulation
Sensory Regulation
Attention Regulation
Emotional Regulation
Behavior (Impulse) Regulation
Explaining Differences in Self-Regulation Capacity
Temperament
Brain Development
Attachment and Supportive Relationships
Practices to Promote Self-Regulation in the Early Childhood Setting
Creating a Supportive Classroom
Using Targeted Self-Regulation Activities
Recognizing Challenging Behaviors as Opportunities to Promote Self-Regulation
Quantifying Emotions
Providing Outlets
Summary
Fostering Autonomy: Wonder, Confidence, and Motivation
The Importance of Autonomy
Cultural Considerations
Components of Autonomy: Wonder, Confidence, and Motivation
Interplay among Wonder, Confidence, and Motivation
How Success in School and Life Depends on Autonomy
Explaining Differences in the Capacity for Autonomy
Temperament
Attachment and Other Relationships
The Role of Experience in Promoting Autonomy
Practices to Promote Autonomy in the Early Childhood Setting
Getting to Know Each and Every Child
Providing Experiences That Promote Autonomy
Modeling the Language of Autonomy
Classroom Management vs. Promoting Autonomy
Summary
Summary Building Emotional Competence
Reflective Support of Social Skills
Promoting Empathy and a Sense of Community
Defining Empathy and Sense of Community
The Link between Empathy and Sense of Community
Why Empathy Is Important
Development of Empathy and Sense of Community
Biological and Maturational Influences
Experiential Influences
Practices to Promote Empathy and Sense of Community in the Early Childhood Setting
Environments That Support Empathy and Sense of Community
Space
Time
Expectations and Group Goals
Everyday Strategies
Modeling and Parallel Process
Summary
Synchronizing Communication: What Links People to People
Defining Communication and Its Components
Communication and Social-Emotional Competence Interact for Effective Living
The Complexity of Communication
Language and Communication
Communication Is a Two-Way Street
Multiple Levels of Meaning
Types of Expressive and Receptive Communication
Expressive Communication: Verbal
Helping Children Use Tone Effectively
Helping Children Use Volume Effectively
Helping Children Find the Words to Say
Helping Children Express Themselves Using Sign Language
Expressive Communication: Nonverbal
Providing Arts Experiences
Providing Make-Believe Play Opportunities
Observing, Analyzing, and Reflecting on Behavior
Receptive Communication
Practices to Promote Communication Skills in the Early Childhood Setting
Creating An Atmosphere That Welcomes All Kinds of Communicators
Encouraging a Communication-Rich Environment
Supporting Plentiful and Meaningful Conversation
Supporting Opportunities for Symbolic Play
Using and Teaching Emotional Vocabulary
Providing Materials and Opportunities for Nonverbal Communication
Providing Authentic Opportunities for Written Communication
Intentionally Planning Targeted Activities
Summary
Summary Reflective Support of Social Skills
Conclusion
Bringing Reflective Guidance to Your Classroom
Engaging in Self-Reflection: Looking into the Magical Magnifying Mirror
Individualizing Experiences for Each Child
Enhancing Goodness-of-Fit between You, the Child, and the Environment
Creating a Physical and Emotional Atmosphere That Promotes Social Competence and Emotional Weil-Being
Using Everyday Activities and Events to Teach Essential Life Skills
Viewing Challenging Behavior as a Skill-Building Opportunity
Finding Enjoyable Activities That Target Specific Skills
Building Relationships with Children and Families
Glossary
References
Index

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