Guiding Young Children, 8/E by Patricia F. Hearron and Verna Hildebrand	List Price: $42.51
“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.”  This is the general theme of GUIDING YOUNG CHILDREN, eighth edition.  The emphasis of the book is on developing human potential–helping children to become everything they can become in the future.  To do this, the authors go beyond discipline and behavior management and focus on the need to consider a child’s developmental level as well as family and cultural context when planning environments and activities for young children.    Increasing numbers of young children in this country spend more and more of their early lives in group settings.  The book offers concrete suggestions on how to guide children while they are involved in specific activities such as playing, eating, napping, etc.  Simple, straightforward explanations and a clear organization make this text accessible and appealing.  The book is written for college students taking Child Study and Guidance or Guidance/Management of Young Children and anyone who is learning to work with young children in group settings. Emphasis on developing human potential—Is introduced as a theme in chapter 1 and carried throughout the book.  The authors view adult caregivers as guides for young children on the road to becoming well-adjusted productive adults.  ~This developmental approach focuses on interacting with young children and supporting their social and emotional development by planning activities based on their developmental level.    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. ~Provides a solid context for understanding and responding to both typical and challenging behaviors of young children.      Positive/wellness approach, rather than a negative or sickness viewpoint–emphasizes recognizing and encouraging healthy positive behavior (Chapter 5.) ~As children begin to think more positively about themselves, problem behaviors tend to diminish.   Inclusion of Children with Disabilities–Information on this increasingly important topic is woven throughout the book. ~The basic principle of child development still applies to children with disabilities:  all children are alike in some ways and very different in others.   Continued coverage of diversity and family collaboration–the book 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.)   Talk it Over features in every chapter—Help students to understand and apply the concepts discussed in the chapter.  ~Each chapter contains at least three of these topical and thought provoking features.   Real-life Vignettes–Each chapter opens with a real story from a real classroom or child center.   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. PART I        PRINCIPLES OF GUIDANCE Chapter 1    Guiding Young Children - A Preview Guidance:  What Is It? ...And What It Is Not Overview of What's Ahead Why Study Guidance? Many Factors Involved in Guidance Goals of Guidance: Cultural and Individual Variations Approaching Guidance Developmentally Approaching Guidance Positively Limits on Behavior Whose Problem Is It? Professional Concern for High-Quality Guidance Evaluation Observations How to Use This Book Chapter 2    Values as a Basis for Guidance Values and Guidance Values - Basis of Decisions Values and the Profession Professional Values and Accreditation Evaluation Ethics in the Profession Values Into Action Reconciling Value Differences The Courage of Teach Chapter 3        Knowing Children As a Basis for Guidance Developmentally Appropriate Expectations Understanding Typical Patterns of Development Knowing Individual Children Principles of Development Speed of Development Physical-Motor Development Social-Emotional Development Cognitive Development Child Development Knowledge in Perspective Observation Documentation and Teacher as Researcher Chapter 4    Collaborating with Families of Young Children Developmentally Appropriate Practice:  The Family Component Shifting Focus from Child to Family Cross-Cultural Competence Laying the Groundwork:  Philosophy and Goals of the Program  Initiating Relationships:  Meeting Families Building Relationships Visiting Families in Their Homes Readiness The Child's First Impression of Your Program The Role of Educators Helping Family Members Help Their Children Maintaining Relationships:  Communicating with Families Dealing with Setbacks Families as Teachers Families as Policymakers Extending Relationships:  Links with Community Resources Preparing for What Comes Next Detecting and Reporting Child Abuse Your Role as a Student in the Center Chapter 5    A Strength-Based Approach to Guidance What are Human Resources? Human Resource Development:  The Goal The Role of the Early Childhood Professional in Developing Human Resources Self-Efficacy Self-Concept Self-Esteem Positive Guidance What is Positive Behavior? Prosocial Behavior Roadblocks to Human Resource Development Valuing Diversity Facilitating Acceptance Facilitating Competence Child Abuse   PART II        STRATEGIES FOR GUIDANCE Chapter 6    Guiding Young Children Indirectly Toward Self-Direction Indirect Guidance Organizing Space Safety Amount of Space Personal Space Providing Clues for Behavior Sufficient Play Spaces Attracting Interest Promoting Independence Sensory Appeal Using Space Efficiently Modifying Environments for Children with Disabilities Managing Time Scheduling Balancing Activities Part-Time Enrollments Time Block Planning Transitions Daily Plan Sheet Disruptions in Schedule Recovering from Chaos Managing Energy Adult-Child Ratio Group Size and Composition Maximizing Energy Efficiency Planning Curriculu, Observing Children Chapter 7    Guiding Young Children Directly Toward Self-Direction Direct Guidance Physical Guidance Verbal Guidance Planning Ahead Affective Guidance Punishment  PART III        APPLICATIONS Chapter 8    Guiding Young Children in Personal Care Routines Goals for Personal Care Routines Goals for Mealtimes Goals for Diapering and Toileting Goals for Rest Times Schedules and Rhythms Role of Culture in Personal Care Routines The Child's Perspective Safety and Health Sexual Abuse Communicating with Families Children with Disabilities Chapter 9    Guiding Children's Play and Learning Goals for Learning Experiences Developmental Perspective Indirect Guidance Direct Guidance Conversations with Children Cleaning Up Adult-Directed Learning Experiences Chapter 10    Guiding Young Children's Outdoor Play and Learning Benefits of Outdoor Play The Outdoor Play Environment Adult Guidance Emergencies Field Trips Chapter 11    Understanding and Coping with Challenging Behavior Meaningfulness of Behavior Establishing Appropriate Limits Children with Disabilities Relationships and Diversity Observation Helping Children Manage Their Feelings Helping Children Manage Their Behavior Teasing Collaborating with Families Teachers' Actions Children with Disabilities Appendix A    NAEYC Code of Ethical Conduct and Statement of Commitment Appendix B    DEC Concept Paper:  Identification and Intervention with Challenging Behavior
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