This popular book takes a developmental approach to working with and guiding young children -- stressing the need to consider the child's developmental level when planning activities. Unlike other books on early childhood education, it offers concrete suggestions on how to guide children as they are involved in specific activities such as playing, eating, napping, etc. Advocates that adults should manage the environment so that children can manage themselves to fully develop their human potential. Integrates information about children with disabilities into each chapter to reflect the importance of inclusion. Covers specific program areas. Places the concept of guidance with the broader perspective of professional and human resource development. For early childhood educators and others who responsible for working with and guiding young children in daily activities.
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Featuring an excellent new chapter on promoting children's self-esteem, the new Fifth Edition of this popular text will help future caregivers and teachers learn to interact and communicate successfully with infants, toddlers, and children through age six. Guiding Young Children, Fifth Edition takes a firmly developmental approach to working with young children, stressing the need to consider a child's developmental level when planning activities and strategies for working with that child. Through practical examples of realistic situations, the author weaves relevant developmental theory from such notables as Erikson, Piaget, Havighurst, and Gasoil. All coverage reflects the guidelines of the Center Accreditation Project of the National Association for the Education of Young Children (NAEYC) and the Child Development Associate (CDA), the most- often used standards for performance skills and knowledge for teachers and caregivers who work with young children. Listings of the latest appropriate educational videos help instructors expand their options for the classroom.Excerpt. © Reprinted by permission. All rights reserved.:
OUR PHILOSOPHY: DEVELOPING HUMAN POTENTIAL
Guiding Young Children, Seventh Edition, is designed for use by college students and others who are learning to interact and to communicate with young children in group settings. Our emphasis is on the process of developing human potential in all children by consciously applying principles of guidance. Those principles are teased upon child development theory and research, as well as upon our many years of experience working with young children and their families, with early childhood professionals, and with students preparing for careers with young children.
Because our emphasis is on developing human potential, we view guidance as a concept that is broader and more complex than discipline or behavior management. Guidance is more than getting children to do what we want them to do today; it is helping them to become everything they can become for all of their tomorrows. It is important that even beginning caregivers and teachers understand, or at least think about, the ways in which their interactions can have an impact on those tomorrows. Thus, in addition to offering specific, concrete suggestions for adults who might be working with young children for the first time, we try to explain the reasoning behind those suggestions, and to offer general principles that can serve as a framework to guide—not to dictate—the reader's decisions and interactions with children.
Along with the National Association for the Education of Young Children (NAEYC), we believe that early childhood professionals need a firm grasp of typical patterns of development as well as a thorough knowledge of the interests, abilities, and unique characteristics of each child in their care, including as well the family and community context within which those children live and grow. We offer many suggestions for assignments in observation and application that will help the reader get to know individual children and try out, and perhaps even refine, the general guidelines discussed in this book. We recognize that our views are shaped by our own cultural and educational backgrounds, and we encourage our readers to think about the origins of their own values and beliefs as they encounter different ideas among colleagues and the families of children in their care.
As increasing numbers of young children in this country spend more and more of their early lives in group settings, we note with alarm a move toward regimented curricula and high-stakes testing of young children: We remain unwavering in our conviction that early childhood professionals must work to make children's settings resemble the supportive and enriching aspects of home and family life, rather than impersonal institutions. Rigid timetables and uniform treatment may be signs of efficiency in factories, but they run counter to the goals of high-quality child care programs, in which guidance requires taking the time to learn about each specific child in each specific situation.
NEW TO THIS EDITION
While this seventh edition of Guiding Young Children retains many useful features from earlier editions, including provocative "Talk It Over" suggestions in each chapter, it has been extensively revised and updated.
We have rearranged the order of the chapters so that Part I provides an overview of the principles of guidance; Part II presents a global view of strategies based on those principles—the concepts of indirect and direct guidance; Part III addresses the application of those principles in specific program areas; and Part IV places the concept of guidance within the broader perspective of professionalism and human resource development.
Although dealing with challenging behavior is the topic that students (and teachers!) often want to discuss first, we have moved that chapter to the end of Part III because we believe that, whatever the individual characteristics of the children and families they serve, early childhood professionals who conscientiously apply all the principles and strategies presented in this book will have to cope with fewer challenging behaviors in the long run. The corollary to this belief is that early childhood programs can, in fact, exacerbate challenging behaviors when they set unrealistic expectations for children's behavior and fail to use the indirect and direct guidance techniques described here.
We encourage all instructors who use Guiding Young Children to adjust this sequence of topics to suit their preferences, the needs of their students, and the constraints of their particular teaching situations. We have provided an extensive list of additional readings and videos at the end of each chapter to help instructors enrich their courses and to make it easy for students to extend their exploration of the concepts in this book.
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Book Description Prentice Hall, 1999. Book Condition: Good. 6th Edition. Ships from Reno, NV. Former Library book. Shows some signs of wear, and may have some markings on the inside. Bookseller Inventory # GRP92188350
Book Description Prentice Hall, 1998. Book Condition: Good. A+ Customer service! Satisfaction Guaranteed! Book is in Used-Good condition. Pages and cover are clean and intact. Used items may not include supplementary materials such as CDs or access codes. May show signs of minor shelf wear and contain limited notes and highlighting. Bookseller Inventory # 0138480451-2-4
Book Description Prentice Hall, 1998. Paperback. Book Condition: Used: Good. Bookseller Inventory # SONG0138480451
Book Description Prentice Hall, 1999. Book Condition: Very Good. 6th Edition. Ships from the UK. Former Library book. Great condition for a used book! Minimal wear. Bookseller Inventory # GRP97131713
Book Description Prentice Hall, 1998. Paperback. Book Condition: Used: Good. Bookseller Inventory # 14966605