PART ONE: Guiding of Young Children: Three Essential Elements 1 A Teacher''s Role in Guiding Children Vignettes Beginning the Circle: Our Hope for Children Major Dimensions of Caregiving Styles Responsiveness Demandingness Styles of Caregiving Authoritative Style Authoritarian Caregiving Style Permissive Caregiving Style Basic Processes Adults Use to Influence Children (MIFPEC) Analyze Vignettes Summary Questions for Reflection Apply Your Knowledge Key Terms Web Sites 2 Theoretical Foundations of Child Guidance Vignettes Theories Focusing on the Systems in which Children Develop Theories Focusing on How Children Construct Ideas Theories Focusing on Psychological, Emotional, and Social Learning Needs Analyze Vignettes Summary Questions for Reflection Apply Your Knowledge Key Terms Web Sites 3 Understand Child Development: A Key to Guiding Children Effectively Vignettes Perception and Memory Social Cognition: How Children Think about Others Self-Control and Prosocial Behavior Analyze Vignettes Summary Questions for Reflection Apply Your Knowledge Key Terms Web Sites PART TWO "Direct" and "Indirect" Child Guidance 4 Supportive Physical Environments: Indirect Guidance Vignette Theoretical Foundations for Early Childhood Classroom Design Developmentally Appropriate Physical Environments for 3 to 8 Year-Olds Guidelines: Developmentally Appropriate Room Design Additional Considerations in a Classroom for 3 to 8 Year-Olds Designing Spaces for Infants and Toddlers Analyze a Vignette Summary Questions for Reflection Apply Your Knowledge Key Terms Web Sites 5 Positive Guidance and Discipline Strategies: Direct Guidance Vignettes The Concept of Discipline Positive Guidance: Description and Explanation Beliefs About Discipline Influence Choices about Discipline Strategies Analyze a Vignette Summary Questions for Reflection Apply Your Knowledge Key Terms Web Sites 6 Using Observation in Guiding Children Vignettes Assessment in Early Childhood Education Reasons for Observing Children''s Behavior Practical Methods for Observing Children''s Behavior Analyze a Vignette: Answering Some of the 5 "W" Questions about Behavior Summary Questions for Reflection Apply Your Knowledge Key Terms Web Sites PART THREE Special Topics in Child Guidance 7 Self-Esteem and Moral Identity Vignettes Parts of the Self Building Blocks of Self-Esteem Self-Esteem Develops in a Social Context Moral Identity Practices That Help Children Develop Authentic Self-Esteem Practices Contributing to Unhealthy Self-Esteem Analyze Vignettes Summary Questions for Reflection Apply Your Knowledge Key Terms Web Sites 8 Feelings and Friends: Emotional and Social Competence Guiding Questions Vignettes: Emotional Competence Social Competence Guiding Children''s Social Emotional Learning (SEL) Analyze a Vignette: Learning that Using Words is a Good Thing Summary Questions for Reflection Apply Your Knowledge Key Terms Web Sites 9 Resilience and Stress in Childhood Guiding Questions Vignettes Resilience in Young Children Types of Stressors Acute and Chronic Stress Sources of Stress How Stress Affects Children Stages in Responding to Stress Coping Effectively with Stress General Guidelines for Helping Children Cope with Stress Suggestions for Helping Children Who Face the Stress of Moving Analyze Vignettes: Helping Children Deal with Stress Summary Questions for Reflection Apply Your Knowledge Key Terms Web Sites 10 Aggression and Bullying in Young Children Guiding Questions Vignettes Aggression Purposes of Aggression Bullying: Aggression in Action How Children Learn to be Aggressive Strategies for Dealing with Bullying and Other Forms of Aggression Analyze Vignettes Summary Questions for Reflection Apply Your Knowledge Key Terms Web Sites 11 Minimizing Challenging Behavior Vignettes Challenging Behavior Roots of Challenging Behavior Decision-Making Model of Child Guidance Specific Challenging Behaviors: Using the Decision-Making Model of Child Guidance Persistent Behavior Challenges Summary Questions for Reflection Apply Your Knowledge Key Terms Web Sites PART FOUR Apply Your Knowledge of Child Guidance 12 Guiding Children during Routines and Transitions Vignettes Arrival and Departure Large Group Small Groups Transitions Analyze Vignettes: Using Direct and Indirect Guidance during Routines and Transitions Summary Questions for Reflection Apply Your Knowledge Key Terms Web Sites 13 Use the Decision-Making Model of Child Guidance Guiding Questions Vignette: What Should We Do About The Cursing? Decision-Making Model of Child Guidance Steps in the Decision-Making Model Using the Decision-Making Model in Everyday Discipline Encounters Develop Guidance Plans Coming Full Circle: What the Decision-Making Model Means for Children Analyze a Vignette: What Should We Do about the Cursing? Summary Questions for Reflection Apply Your Knowledge Key Terms Web Sites Appendix: Review: Major Positive Discipline Strategies References Author Index Subject Index.