Education

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.

• NEW-Research on emotion regulation, emotional development, and the impact of temperament. (Ex. pp 41-42, 26, 28).
• NEW-Exploration of multiple causes of behavior problems and how those factors interconnect. (Ex. pp 245, 313).
• NEW-Importance of adult-child relationships and classroom communities. (Ex. pp 73-74).
• NEW-Instructor’s Manual to accompany the 4e.
• NEW-Part of the Merrill Teacher Prep Textbook Series.  Your students' textbook is now the ultimate resource for applying learned strategies to classroom practice.  "Things to Take Into Your Classroom" featured on the front and back cover of every Teacher Prep text lists page references for the book's strategies, plans, activities, lessons, and other resourceful materials for students to use in the classroom--making this text not just a book for learning, but a book for teaching.  
• Chapter on Special Emotional Needs (Chapter 14)–Written by two experts (Dr. Lory Britain and Sierra Freeman) who have been working in the “trenches” with at-risk children and their families.

§         Provides first-hand insights as well as a solid research base. (Ex. pp 288).

• A focus on treating the cause not the symptom.

§         Emphasizes that there are reasons for behavior problems and that no authentic change can occur unless those causes are addressed. (Ex. pp 17, 313).

• Principles of developmentally appropriate practices and Constructivist learning theory outlined.

§         Helps students understand how behavior problems can be caused by inappropriate adult expectations. Also offers insights about appropriate expectations guided by typical child development. (Ex. pp 13-14).

• Common childhood behavior problems addressed–Links each cause to a specific guidance approach that is explained and described.

§         Analyzes and interprets behavior problems so students can understand the root causes. (Ex. pp 28, 321).

• Vignettes used throughout the book.

§         Assists students in understanding the theories and concepts presented. (Ex. pp 222-223).

• For Further Thought activities and Recommended Readings conclude each chapter.

                        §        Provides useful classroom activities and appropriate problem-solving practices for students.  (Ex. pp 164-165, 202).

I. DISCIPLINE FOUNDATIONS.

 1. Thinking about Guidance and Discipline.

 2. Physical and Emotional Development Affect Child Behavior.

 3. Intellectual and Social Development Affect Discipline. 

II. DISCIPLINE APPROACHES.

 4. Creating Environments That Prevent Discipline Problems.

 5. Planning Programs That Prevent Discipline Problems.

 6. Teaching Desirable Behavior through Example.

 7. Effective Discipline through Effective Communication.

 8. Helping Children Understand and Accept Limits.

 9. Controlling Behavior Externally.

10. Punishment vs. Discipline. 

III. MATCHING DISCIPLINE CAUSES TO DISCIPLINE APPROACHES.

11. Immaturity.

12. Unmet Needs.

13. Children Experiencing Disabilities.

14. Special Emotional Needs.

15. Analyzing Discipline Problems.

Appendices:

• Appendix A: Action Guide for Media Violence and Children
• Appendix B: Curriculum Guidelines from the National Association for the Education of Young Children
• Appendix C: NAEYC Code of Ethical Conduct and Statement of Committment
• Appendix D: Three Subtypes of ADHD 

References.

Name Index.

Subject Index.

Guidance / Management of Young Children  (Early Childhood Education)

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  Constructive Guidance And Discipline: Preschool and Primary Education (with MyEducationLab), 5/E
  Fields, Perry & Fields
  ©2010 | Merrill | Kit/Package/ShrinkWrap; 432 pp | Instock (Additional assembly time required)
  ISBN-10: 0136101127 | ISBN-13: 9780136101123
  Brief Description | Buy from myPearsonStore

  

  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.)

• 
  Constructive Guidance and Discipline: Preschool and Primary Education, 5/E
  Fields, Perry & Fields
  ©2010 | Merrill | Paper; 416 pp | Instock
  ISBN-10: 0136035930 | ISBN-13: 9780136035930
  Brief Description | Buy from myPearsonStore

  

  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.

   

  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.)

Marjorie Fields  Dr. Marjorie Fields has just retired after teaching in the field of early childhood education for over 30 years.  She first taught kindergarten, then first grade, then began teaching teachers.  Thanks to her own children, she also had the experience in co-operative preschools and 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 has served as vice-president of the National Association of Early Childhood Educators.  She has also served on the national governing board for the National Association for the Education of Young Children.  She has published extensively in the field of emergent literacy, including the textbook, Let's Begin Reading Right (Merrill Education/Prentice Hall), as well as in the field of child guidance.

This book is the outgrowth of over 25 years of 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-and with their mother; her new co-author. 

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 hteir 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 currentyly 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 ia a special education inclusion teacher in Paortland, Oregon, and works with elementary school children.

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 new edition features more primary grade examples and a greater emphasis on parent and community involvement.

Instructor resources include an Instructor's Manual and Test Bank.

Online Instructor's Manual with Test Bank, 4/E
Fields
©2006 | Merrill | On-line Supplement | Instock
ISBN-10: 0131512579 | ISBN-13: 9780131512573
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Responding to Hate at School: A Guide for Teachers, Counselors, and Administrators
Southern Poverty Law Center
©2001 | Merrill | Paper | Instock
ISBN-10: 0130284580 | ISBN-13: 9780130284587

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