Description

This product is an alternate version of:
Fields, Perry & Fields,  Constructive Guidance And Discipline: Preschool and Primary Education (with MyEducationLab), 5/E

Features

Includes a chapter on Special Emotional Needs (Chapter 14)–Written by two experts in the field (Dr. Lory Britain and Sierra Freeman) who work with at-risk children and their families.

Focuses on treating the cause of behavior problems instead of just dealing with the behavioral symptoms–Emphasizes that there are reasons for behavior problems and that no authentic change can occur unless those causes are addressed. 

• Analyzes and interprets behavior problems so students can understand the root causes. 

Outlines the principles of developmentally appropriate practices and constructivist learning theory–Helpsstudents understand how behavior problems can be caused by inappropriate adult expectations.

• Offers insights about appropriate expectations based on typical child development. 

Addresses common childhood behavior problems–Links each cause to a specific guidance approach that is explained and described.

• Guides students to an analytical rather than a reactionary approach to child discipline. 

Uses vignettes throughout the book--These examples of guidance and discipline issues in action help students understand the research and theory base behind them.

• The stories feature common occurrences in childcare settings, Head Start, preschools, kindergarten, first grade, and second grade.  

Concludes each chapter with For Further Thought activities and Recommended readings–Provides useful classroom activities and appropriate problem-solving practices for students.

• These may also be used for assessment purposes.

New To This Edition

NEW!  Includes a new chapter on Children with Diverse Abilities (Chapter 13)–Focuses on the small percentage of children who require individualized discipline approaches.

• Helps sort out discipline issues from developmental delays and mental health issues.  

NEW!  Completely revised chapter on Vulnerable Children (Chapter 14)–This chapter deals with how poverty, violence, loss, and other risk factors affect children’s social emotional development.

NEW!  Provides a new section on the use of early learning guidelines to promote social emotional development (Chapter 15.)

NEW!  Offers an expanded section on design of the physical environment (Chapter 4.)

NEW!  Expands the discussion of observation for discovering the cause of behavior problems–Helps students apply the principle of focusing on the causes of behavior problems.

NEW!  Incorporates new content on the importance of adult-child relationships and classroom communities. 

NEW!  Updates the research on emotion regulation, emotional development, empathy, attachment, and the impact of temperament as they relate to child behavior and guidance.

• This information is essential to understanding child behavior and offering appropriate guidance.  

NEW!  Adds new chapter introductions outlining the main points of each chapter–Links them to the NAEYC teacher education standards.

NEW!  Includes new video vignettes stimulate class discussion and help students think through guidance principles in context–Lets them see guidance principles in action.

NEW for the Instructor:

NEW!  Expanded Instructor’s Manual offers overviews of each chapter, suggestions for in-class activities to increase students’ understanding of concepts, as well as test banks with essay, multiple choice, and true/false questions.

• Suggested additional resources make teaching easier. 

NEW!  PowerPoint slides highlight important concepts in each chapter.

Table of Contents

PART 1

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 2

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 Effective Discipline Through Effective Communication

CHAPTER 8 Helping Children Understand and Accept Limits

CHAPTER 9 Controlling Behavior Externally

CHAPTER 10 Punishment Versus Discipline

PART 3

MATCHING DISCIPLINE CAUSES TO DISCIPLINE APPROACHES

CHAPTER 11 Immaturity

CHAPTER 12 Unmet Needs

CHAPTER 13 Diversity

CHAPTER 14 Vunerabilities

CHAPTER 15 Analyzing Discipline Problems

Appendix A – Action Guide for Media Violence and Children

Courses

Guidance / Management of Young Children  (Early Childhood Education)

Previous Edition(s)

• Constructive Guidance and Discipline: Preschool and Primary Education, 4/E
  Fields & Fields
  ©2006  |  Merrill  |  Paper; 400 pp  |  Out of Print
  ISBN-10: 0131512560  |  ISBN-13: 9780131512566
    Brief Description  | 

  

  For courses in Classroom Management for Young Children, Guiding Young Children, and Managing Behaviors of Young Children.

  As one of the most respected texts in the field, this book provides information about helping children become happy, responsible, and productive people. Using the recommendations and research of Jean Piaget, Alfred Adler, and Carl Rogers, the author’s share their personal convictions about what is best for young children, rather than merely presenting an impartial overview of various approaches. The book provides a clear understanding of childhood development and developmentally appropriate practices as they relate to the causes of children's behavior.

  More Info
  

MyEducationLab Guided Tour

Author Bios

Dr. Marjorie Fields is retired from teaching after over 30 years teaching in  the field of early childhood education. She first taught kindergarten, then first grade, then began teaching teachers. Thanks to her own children, she also had experience in cooperative preschools and with various types of child care.

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 and is currently president of the National Association of Early Childhood Teacher Educators, she has also served as a vice-president of that organization. In addition, Marjorie  served on the national governing board of the National Association for the Education of Young Children. She has published extensively in the field of emergent literacy as well as child guidance.

This book is the outgrowth of over 30 years’ reading and thinking in conjunction with developing and teaching early childhood discipline courses. Dr. Fields credits her two sons with helping her learn what is most important about child guidance and discipline initially; now she continues to learn from her grandchildren.

Debby Fields Debby Fields is a temporarily retired mental health counselor and stay-at-home mom of two daughters.  Debby has worked as an elementary school counselor and as a teen-parent counselor.  Through her work and life, she has learned a great deal about child development.  Early intervention and attachment were the focus of her work with teen parents.  This work allowed her a window into the lives of young adults and with attachment problems and the obstacles they face in raising their own children.

Debby has a master's degree in Marriage, Family, and Child Counseling.  She presented her master's thesis on multicultural counseling at a national convention for the American Psychological Association.  In addition to her training in attachment issues, she has focused on developing culturally sensitive practices and has a degree in anthropology.  Debby currently works in cooperative preschools with both her children.

Contributing Authors

Eileen Hughes Dr. Eileen Hughes is a faculty member in the early childhood program at the University of Alaska Anchorage.

Lory Britain Dr. Lory Britain has 30 years of experience developing curriculum materials and teaching children, parents, student teachers, and professionals in a variety of settings, including the university, community college, and private sector.

Sierra Freeman Sierra Freeman is a special education inclusion teacher in Portland, Oregon, and works with elementary school children.

Backcover Copy

Constructive Guidance and Discipline: Preschool and Primary Education, Fifth Edition

Marjorie V. Fields, University of Alaska Southeast

Nancy J. Perry,

Debby M. Fields

Shows how children can learn personal responsibility and judge right and wrong for themselves. 

With a strong emphasis on developmental theory and constructivism, Constructive Guidance and Discipline: Preschool and Primary Education explains underlying causes for child behavior, weaves numerous preschool and primary classroom examples throughout, and includes two chapters on guiding children with special needs.  This book more clearly links guidance techniques to the causes of behavior than any other on the market. It features prevention of behavior problems through developmentally appropriate practices and meeting children’s physical and emotional needs.

Features  

• Addresses common childhood behavior problems and links each cause to a specific guidance approach that is explained and described.
• Uses vignettes and examples of guidance and discipline issues throughout the book and helps students understand the research and theory base behind them.
• Concludes each chapter with For Further Thought activities and Recommended Readings that provide useful classroom activities and appropriate problem solving practices for students. 

New to this Edition 

*          Completely revised chapter on Vulnerable Children (Chapter 14) deals with how poverty, violence, loss, and other risk factors affect children's social emotional development.

*          Provides a new section on the use of early learning guidelines to promote social emotional development (Chapter 15).

*          Thoroughly revised Chapter 13 on Children with Diverse Abilities, focuses on children who require individualized discipline approaches. The chapter distinguishes discipline issues from developmental delays and health issues.

*          Offers an expanded section on design of the physical environment (Chapter 4).

*          Expands the discussion of observation for discovering the cause of behavior problems and helps students apply the principle of focusing on the causes of behavior problems.  

*          Integrated videos and assignable exercises on MyEducationLab put guidance principles in context and students see guidance strategies applied.

*          Each chapter is linked to NAEYC Standards for Professional Preparation.

New for the Instructor 

• Expanded Online Instructor’s Manual offers guiding questions, teaching tips, and suggestions for in-class activities to increase students’ understanding of concepts.
• Online Test Bank offers essay, multiple choice, and true/false questions.
• Online PowerPoint Slides highlight important concepts in each chapter.

Downloadable Instructor Resources

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Instructor's Manual (Download only) for Constructive Guidance and Discipline: Preschool and Primary Education, 5/E
Fields
©2010  |  Merrill  |  On-line Supplement; 128 pp  |  Live
ISBN-10: 0136035973  |  ISBN-13: 9780136035978

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PowerPoint Presentation (Download only) for Constructive Guidance and Discipline: Preschool and Primary Education, 5/E
Fields
©2010  |  Merrill  |  On-line Supplement  |  Live
ISBN-10: 0136035957  |  ISBN-13: 9780136035954

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Test Bank (Download only) for Constructive Guidance and Discipline: Preschool and Primary Education, 5/E
Fields
©2010  |  Merrill  |  On-line Supplement  |  Live
ISBN-10: 0136035965  |  ISBN-13: 9780136035961

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Ounce Family Album
Pearson Assessments
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ISBN-10: 0132545780  |  ISBN-13: 9780132545785
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Ounce Observation Form
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• Constructive Guidance and Discipline: Preschool and Primary Education, CourseSmart eTextbook, 5/E
  Fields, Perry & Fields
  ©2010  |  Merrill  |  Electronic Book; 416 pp  |  Available
  ISBN-10: 0135016150  |  ISBN-13: 9780135016152
  Online purchase price: $35.99Brief Description  | 

  

  The fifth edition of Constructive Guidance and Discipline:  Preschool and Primary Education continues to provide information about helping children become confident, caring, responsible, and productive people.  Using the recommendations and research of Jean Piaget, Alfred Adler, and Carl Rogers, the authors share their conclusions about what is best for young children, rather than merely presenting a summary of various approaches.  Instead, they present a clear discussion of childhood development and developmentally appropriate practices as they relate to the causes of children’s behavior.  The authors encourage treating the cause of behavior problems rather than just the symptoms. This new edition now incorporates video references to MyEducationLab and accompanying assignable exercises online. Chapters are now linked to NAEYC Standards for Professional Preparation.

   

  Organized in three parts, the first part gives the foundations of discipline and its goals and a clear explanation of child development and its stages.  Part Two presents various approaches to discipline from least intrusive to most intrusive.  The chapters in this part emphasize the prevention of problems, the importance of effective communication, the analysis of behavior modification, and the dangers of punishment.  Part Three builds on the previous two parts by using knowledge of child development to determine the cause of behavior problems and then selecting an appropriate response from the various approaches to discipline. 

   

  One of the most respected texts in the field, this book more clearly links guidance techniques to the causes of behavior than any other on the market.  It is unique in providing a unified theory base for analyzing guidance and discipline.  It offers a consistent view of external versus internal motivation, explaining why rewards are as damaging as punishment and why praise undermines children’s learning as well as their self-confidence.  This extensive revision leaves no chapter untouched and now devotes three chapters to teachers whose classrooms include children with special physical or emotional needs, learning disabilities, or children who are at risk due to poverty, violence, or loss.

   

  NEW!  Includes a new chapter on Children with Diverse Abilities (Chapter 13)–Focuses on the small percentage of children who require individualized discipline approaches.

  • Helps sort out discipline issues from developmental delays and mental health issues.  

  NEW!  Completely revised chapter on Vulnerable Children (Chapter 14)–This chapter deals with how poverty, violence, loss, and other risk factors affect children’s social emotional development.

   

  NEW!  Provides a new section on the use of early learning guidelines to promote social emotional development (Chapter 15.)

  More Info  |  Students, buy access
  

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