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