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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 | |