Constructive Guidance and Discipline: Preschool and Primary Education » (5th Edition)

Marjorie Fields

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 workwith 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.

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.

Booknews

Presents guidance and discipline concepts within a framework of child development, developmentally appropriate practices, and constructivist education, and takes a stand on what is best for children rather than merely presenting various approaches. Major theoretical influences include the work of Alfred Adler, Carl Rogers, Jean Piaget, Constance Kamii, and Erik Erikson. Material considers individual differences due to temperament, physical and intellectual capabilities, gender, culture, and class. Includes many examples of effective and ineffective techniques in an ongoing example of fictional preschool and primary school classrooms, plus discussion questions, and b&w photos. This second edition contains new chapters on children with special physical and emotional needs. Annotation c. by Book News, Inc., Portland, Or.

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