For courses on the Guidance/Management of Young Children.
Using a holistic, ecological approach, this textbook provides clearly-written explanations on how guidance must be understood within the context of what we know about children, as well as what we expect them to learn.
Guiding Young Children provides practical, down-to-earth information about child guidance, grounded in the latest theory and research. The emphasis of the book is on developing human potential—helping children to become everything they can be. There is a strong focus on considering a child’s developmental level as well as family and cultural context when planning environments and activities for young children. Simple, straightforward explanations and a clear organization make this text accessible and appealing. Far from a dull, theoretical approach, this edition shows both students and practitioners how to do effective child guidance in the world the way it really is.
Part I Principles of Guidance
Chapter 1: Guiding Young Children—a Preview
Chapter 2: Values as a Basis for Guidance
Chapter 3: Foundations of Guidance: Understanding Development and Observing Children
Chapter 4: Collaborating with Families of Young Children
Chapter 5: Positive Guidance: Building Human Resources
Part II Strategies for Guidance
Chapter 6: Indirect Guidance: The Role of the Environment in Facilitating Self-Direction
Chapter 7: Direct Guidance: Interacting with Children to Foster Self-Direction
Part III Applications
Chapter 8: Guiding Young Children in Personal Caregiving Routines
Chapter 9: Guidance and Curriculum: Interdependent Elements of Appropriate Practice
Chapter 10: Guiding Young Children’s Outdoor Play and Learning
Chapter 11: Understanding and Addressing Challenging Behavior
Thoroughly updated, the ninth edition includes current research; additional diagrams; expanded coverage of issues such as brain development, child abuse/neglect; new material on Response to Intervention (RTI); and where needed, information throughout has been consolidated and reorganized to clarify concepts and reduce redundancies.
· New Learning Outcomes. Identified at the beginning of each chapter, the learning outcomes will benefit instructors as they organize the presentation of material and help students identify key concepts before reading the chapter. The learning outcomes are also aligned with application exercises provided at the end of the chapter.
· NEW Material on Response to Intervention (RTI). A convenient overview and synopsis of this contemporary approach is presented in the chapter on challenging behavior (Chapter 11). Along with information on why RTI is gaining wide recognition as a best practice in working with challenging students, the author also addresses how RTI fits appropriately with the approach to guidance advocated in the text.
· NEW Expanded Coverage of Key Topics. This edition features more on brain development, abuse and neglect, and universal design to help students gain the practical knowledge they need to be able to apply it on the job guiding young children. This information is located in Chapters 3, 4, and 6.
· NEW Diagrams and Visual Aids. More visually appealing with added diagrams throughout the ninth edition text includes additional visual aids to help illustrate key concepts to readers so they better understand and remember important points.
· NEW Updated Research. To ensure the most current possible information and research, all works cited in the ninth edition have a 2005 or later copyright.
· NEW Instructor Support Materials. Includes an updated Instructor’s Manual and Online Test Bank.
· Emphasis on Developing Human Potential. Introduced as a theme in chapter 1, the developmental approach is carried throughout the book. The text provides a sharp focus on interacting with young children and supporting their social and emotional development by planning activities based on their developmental level. Woven through the book is the message that teachers are guides for young children on the road to becoming well-adjusted productive adults.
· Evidence Based Approach. The authors do not prescribe across the board methods or techniques, but rather encourage aspiring early child educators to make informed decisions based on evidence drawn from research and expert opinion as well as their own experience. In taking this approach, the text provides readers with a solid context for understanding and responding to both typical and challenging behaviors of young children.
· Concrete Examples, Suggestions, and Resources for Coping with Challenging Behavior (Chapter 11). The extra content helps students learn how to use the guidance approach in challenging real-life situations.
· Inclusion of Children with Disabilities. Information on this increasingly important topic is woven throughout the book and supported by the basic principle of child development that applies to children with disabilities as well: all children are alike in some ways and very different in others.
· Continued Coverage of Diversity and Family Collaboration. The text continues to stress the role of culture in making decisions (Chapter 2) and the importance of family involvement in a child’s overall developmental success (Chapter 4.)
· Condensed information on science, art, math, and language arts. This material has now been compressed into one chapter (Chapter 9) to allow instructors to develop the important link between guidance and curriculum without spending excessive time on content covered in other courses.
· Positive and Wellness Approach. Rather than taking a negative or “there’s something wrong with the child” approach, the overarching approach of this text emphasizes recognizing and encouraging a healthy positive behavior (Chapter 5) in young children, further preparing readers to understand that as children begin to think more positively about themselves, problem behaviors tend to diminish.
· Beginning and End of Chapter Pedagogical Features—Each chapter begins with key concepts and ends with a list of “ten guides” summarizing chapter content, as well as suggested assignments for observation and application and resources for further study.
· Reorganized Chapter Content. Part I provides an overview of the principles of guidance, Part II presents a global view of strategies based on those principles, and Part III addresses the application of those principles to specific contexts.
· Appendix A on NAEYC Code of Ethical Conduct and Statement of Commitment. Gives students the information they need on what the states licensing standards and accreditation standards are and what they are working toward in their professional development.
· Appendix B on DEC Concept Paper Identification and Intervention with Challenging Behavior. This extra content is in response to the fact that managing challenging behaviors is not only a perennial hot topic among early childhood students and professionals, but an increasingly growing issue of our time.
Patricia Hearron teaches child development and early education at Appalachian State University where she has coordinated the Birth-Kindergarten teacher preparation program since 1994. Before coming to Appalachian, she worked with children and families in a variety of roles: as Child Life Specialist in a children’s health clinic; a teacher and director of full- and part-day programs; a state child care licensing agent; and as a consultant, conducting professional development workshops for teachers and caregivers in Michigan, North Carolina and Texas. In addition to Guiding Young Children, she is co-author (with Verna Hildebrand) of Management of Child Development Centers (Pearson) and has published and presented on a wide variety of early childhood topics including the importance of outdoor play, inclusion of children with disabilities in infant-toddler programs, the project approach, and aspects of the Reggio Emilia approach to early education and care.
Verna Hildebrand taught child development and early education in the College of Human Ecology at Michigan State University. She is recognized internationally as an expert in the field and has published several widely-used textbooks, including an Introduction to Early Childhood Education; Parenting: Rewards and Responsibilities; and Knowing and Serving Diverse Families. In addition to Guiding Young Children, she is co-author (with Patricia Hearron) of Management of Child Development Centers.