Guiding Children's Social Development

ISBN-10: 0766842924

ISBN-13: 9780766842922

Edition: 4th 2002

List price: $118.95
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Unmatched by other books on the market, this edition of Guiding Children's Social Development, provides a solid foundation of up-to-date theory and research that will strengthen the reader's understanding of how children, birth to twelve years of age, develop and learn within the social domain. It describes successful ways to translate information in practical settings within learning environments, and offers teaching techniques to increase practitioner effectiveness. With sound principles of theory and practice, the book creates a framework for interpreting children's behavior and for implementing appropriate strategies to enhance children's social competence. This direction will assist professionals and educators to work with children and families from all backgrounds and circumstances, and help them support and accomplish goals together.
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Book details

List price: $118.95
Edition: 4th
Copyright year: 2002
Publisher: Delmar Cengage Learning
Publication date: 8/10/2001
Binding: Paperback
Pages: 560
Size: 8.25" wide x 10.75" long x 0.75" tall
Weight: 2.486
Language: English

Marjorie Kostelnik is dean of the College of Education and Human Sciences at the University of Nebraska, Lincoln. She entered the field of early childhood as a Head Start teacher and child care provider before receiving her doctorate from the Pennsylvania State University. She was on the faculty at Michigan State University for 22 years, serving as director of the Child Development Laboratories, then as chair of the Department of Family and Child Ecology. Currently, Dr. Kostelnik is a serving member of the Nebraska Governor's Early Childhood Coordinating Council and the Lincoln Community Learning Centers Advisory Board.

Kara Gregory has worked in centers and classrooms with children from infancy through first grade. She consults with preschool and elementary school early childhood teachers and support staff on many topics, including social and emotional development, oral language, early reading and writing, and play. Her publications have also focused on these areas. Dr. Gregory also teaches courses in child development and early childhood education for Michigan State University.

Prefacep. xi
Acknowledgmentsp. xvii
Making a Difference in Children's Livesp. 1
Children in the Social Worldp. 2
Children's Social Knowledge and Skillsp. 2
Social Competencep. 2
Development and Social Competencep. 6
Learning and Social Competencep. 9
Contextual Perspectives and Social Competencep. 11
Contextual Thinking concerning Childrenp. 16
Your Role in Fostering Children's Social Competencep. 17
Developmentally Appropriate Practices and Social Competencep. 21
Chapter Structurep. 24
Summaryp. 25
Key Termsp. 25
Initiating Social Relationships in Infancyp. 26
Infant Characteristics as Factors in Social Relationshipsp. 27
Individuation and Socializationp. 35
Emergence of Communicative Competencep. 39
Pitfalls to Avoidp. 57
Summaryp. 58
Key Termsp. 58
Discussion Questionsp. 58
Field Assignmentsp. 59
Building Positive Relationships Through Nonverbal Communicationp. 60
Functions of Nonverbal Communication
Channels of Nonverbal Communicationp. 62
Adult Abuses of Nonverbal Behaviorp. 69
Communicating About the Relationshipp. 70
The Impact of Mixed Messagesp. 73
Children's Acquisition of Nonverbal Communication Skillsp. 74
Guiding Children with Adult Nonverbal Behaviorp. 75
Pitfalls to Avoidp. 80
Summaryp. 81
Key Termsp. 82
Discussion Questionsp. 82
Field Assignmentsp. 82
Promoting Children's Self-Awareness and Self-Esteem Through Verbal Communicationp. 83
The Child's Evolving Sense of Selfp. 84
How Adult Practices Relate to Self-Esteemp. 89
The Verbal Environmentp. 90
Pitfalls to Avoidp. 113
Summaryp. 116
Key Termsp. 117
Discussion Questionsp. 117
Field Assignmentsp. 117
Responding to Children's Emotionsp. 118
Children's Emotional Developmentp. 120
Problems Children Encounter when Dealing with Emotionsp. 130
Appropriate Ways of Responding to Children's Emotionsp. 133
Pitfalls to Avoidp. 143
Summaryp. 144
Key Termsp. 144
Discussion Questionsp. 144
Field Assignmentsp. 145
Supporting Children in Stressful Situationsp. 146
The Nature of Stressp. 147
Sources of Children's Stressp. 148
Natural Disasters, War, Terrorism, and Violencep. 163
Children's Reactions to Stressp. 164
Pitfalls to Avoidp. 177
Summaryp. 179
Key Termsp. 180
Discussion Questionsp. 180
Field Assignmentsp. 181
Enhancing Children's Playp. 182
The Nature of Playp. 183
Types of Playp. 190
Pitfalls to Avoidp. 217
Summaryp. 219
Key Termsp. 219
Discussion Questionsp. 219
Field Assignmentsp. 220
Supporting Children's Friendshipsp. 221
Not All Relationships Are Created Equalp. 222
What Happens When Children Cannot Find a Friend?p. 224
Children's Changing Ideas about Friendshipp. 225
The Emergence of Friendshipp. 225
The Friendship Frameworkp. 225
Likenessp. 228
Difficulty with Friendshipsp. 231
The Friendship Processp. 231
Pitfalls to Avoidp. 246
Summaryp. 247
Key Termsp. 248
Discussion Questionsp. 248
Field Assignmentsp. 248
Influencing Children's Social Development by Structuring the Physical Environmentp. 249
Fundamentals of Structuringp. 250
Structuring Space and Materialsp. 255
Structuring Timep. 267
Coaching Children in Decision Making, Planning, Implementing and Evaluatingp. 269
Pitfalls to Avoidp. 285
Summaryp. 287
Key Termsp. 287
Discussion Questionsp. 287
Field Assignmentsp. 288
Fostering Self-Discipline in Children: Experssing Appropriate Expectations for Their Behaviorp. 289
What is Self-Discipline?p. 290
Developmental Processes That Influence Self-Disciplinep. 294
How Experience Influences Self-Disciplinep. 299
How Adult Behavior Affects Children's Behaviorp. 302
Stating Behavioral Expectationsp. 307
Pitfalls to Avoidp. 322
Summaryp. 323
Key Termsp. 324
Discussion Questionsp. 324
Field Assignmentsp. 325
Fostering Self-Discipline in Children: Implementing Consequencesp. 326
Using Consequences to Promote Social Competencep. 327
Behavior Problems and Their Solutionsp. 327
Consequencesp. 330
Combining the Warning and Follow-Through with the Personal Messagep. 337
Time-Out: The Ultimate Consequencep. 340
Pitfalls to Avoidp. 351
Summaryp. 353
Key Termsp. 354
Discussion Questionsp. 354
Field Assignmentsp. 355
Handling Children's Aggressive Behaviorp. 356
What Aggression Isp. 357
Why Children Are Aggressivep. 359
The Emergence of Aggressionp. 361
Ineffective Strategies Adults Try to Reduce Children's Aggressive Behaviorp. 363
Effective Strategies Adults Use to Reduce Children's Aggressive Behaviorp. 367
A Model for Conflict Mediationp. 372
When Aggression Becomes Hostilep. 377
Pitfalls to Avoidp. 386
Summaryp. 388
Key Termsp. 388
Discussion Questionsp. 388
Field Assignmentsp. 389
Promoting Prosocial Behaviorp. 390
Pitfalls to Avoidp. 410
Summaryp. 411
Key Termsp. 412
Discussion Questionsp. 412
Field Assignmentsp. 413
Supporting Children's Development: Sexuality, Ethnicity, and Special Needsp. 414
Children's Psychosexual Developmentp. 415
Ethnic Identity, Preferences, and Attitudes in Childrenp. 421
Inclusion of Children with Special Needsp. 424
Pitfalls to Avoidp. 442
Summaryp. 444
Key Termsp. 445
Discussion Questionsp. 445
Field Assignmentsp. 446
Making Judgmentsp. 447
Variables That Affect Judgmentp. 450
Judgments about Ethical Behaviorp. 453
Judgments about Children's Extreme Behaviorp. 456
Judgments Regarding Child Abuse and Neglectp. 460
Pitfalls to Avoidp. 476
Summaryp. 477
Key Termsp. 478
Discussion Questionsp. 478
Field Assignmentsp. 479
The National Association for the Education of Young Children Code of Ethical Conductp. 481
Organizations That Address Child Abuse and Related National Helplinesp. 487
Personal Safety Terms, Facts, and Principlesp. 489
Glossaryp. 491
Referencesp. 499
Indexp. 529
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