Description
Book SynopsisMarjorie Fields has recently retired after teaching in the field of early childhood education for more than 30 years. She first taught kindergarten, then first grade, and then began teaching teachers. Thanks to her own children, she also had experience in cooperative preschools and various types of childcare.
Marjorie has a Doctorate in Early Childhood Education with Research in Parent Involvement. She has been active in early childhood professional organizations at the national and local levels; she recently served as president of the National Association of Early Childhood Teacher Educators (NAECTE) and has served as vice president of that association. She has served on the national governing board for the National Association for the Education of Young Children (NAEYC). She has published extensively in the field of emergent literacy, including the textbook Let's Begin Reading Right (Merrill/Prentice Hall), as well as in the field of child
Table of Contents
PART A: Discipline Foundations
CHAPTER 1 Thinking About Guidance and Discipline
CHAPTER 2 Physical and Emotional Development Affect Child Behavior
CHAPTER 3 Intellectual and Social Development Affect Discipline
PART B: Discipline Approaches
CHAPTER 4 Creating Environments That Prevent Discipline Problems
CHAPTER 5 Planning Programs That Prevent Discipline Problems
CHAPTER 6 Teaching Desirable Behavior Through Example
CHAPTER 7 Communication Strategies for Effective Discipline
CHAPTER 8 Helping Children Understand and Accept Limits
CHAPTER 9 Beyond Behaviorism
CHAPTER 10 Punishment versus Discipline
PART C: Matching Discipline Causes to Discipline Approaches
CHAPTER 11 Childlike Behaviors
CHAPTER 12 Unmet Needs
CHAPTER 13 Meeting Diverse Needs: Academic, Social, Cultural, & Linguistic
CHAPTER 14 Stress and Vulnerabilities
CHAPTER 15 Analyzing Discipline Problems
