Solution Manual for Positive Child Guidance, 7th Edition

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Product details:

• ISBN-10 ‏ : ‎ 1111833400
• ISBN-13 ‏ : ‎ 978-1111833404
• Author: Darla Ferris Miller

POSITIVE CHILD GUIDANCE, Seventh Edition, equips readers with information on how to guide, manage, and cope with the behavior of children. The book provides insight into children’s efforts to understand their own emerging needs and feelings while coping with adult expectations. The author outlines workable steps for creating a cooperative, respectful community of children and adults, with special emphasis on sensitivity to cultural needs, cultural differences, and developmentally appropriate practice. You’ll also find a range of practical, effective, and flexible guidance strategies based on principles of straightforward communication and assertiveness.

Table of contents:

Chapter 1	Introduction	1
	Overview
	Child Rearing in Today's World	1
		Why Parent and Professional Training in Child Guidance Is 
	Important	2
	Key Facts
		Who Should Be Responsible for the Well-being and Guidance of 
	Children?	5
	America's children
	Short-term Objectives for Child Guidance	7
		What Are the Rights of Children?	8
		How Do We Tell the Difference Between Enforcing Reasonable 
	Safety Rules and Being Overprotective?	10
		Why Should Children Be Involved in Maintaining and Protecting 
	Their Environment?	11
	Long-Term Goals for Child Guidance	12
		The Nurturing Environment and Long-term Development	13
	Points to Remember	15
	Practical Application; The Spoiled Child; Myth or Reality?	16
	Discussion Questions	16
	Related Readings	17
	Helpful Web Sites	22
Chapter 2	Understanding Children's Behavior	23
	Typical Ages and Stages	23
	How Does Guidance Changes to Match Development?
	Infants (Birth/12 Months)	26
	Erik Erikson's Psychosocial Stages of Human Development
		Do Infants Intentionally Respond by Crying?	27
		Can Babies Misbehave on Purpose?	27
		What Are Reflex Responses, and What is Unconscious Conditioning?	29
		What is Classical Conditioning?	29
		What is Operant Conditioning?	29
		What is Metacognition?	30
		How Do Babies Develop Control of Their Actions?	30
		Books for overwhelmed Parents
		Why Do Babies Cry?	32
		How Does Trauma and Chronic Stress Affect the Infant's 
	Brain Development?	33
		How Babies Develop Trust	34
		What Is Learned Helplessness?	34
		How do I answer Parents' sleep Question?
		Which Is Best; Flexible Spontaneity or Predictable Routines?	37
		Whar Are Interaction Styles?
		What Do We Mean by Secure Attachment to Caregivers?	38
		Why Do Babies Cling?	40
		Separation and Stranger Anxieties	40
		How Do Babies Perceive Themselves and Their Surroundings?	41
	Toddlers (12 Months to 3 Years)	43
		Can Toddlers Control Their Feelings and Actions?	43
		How Awareness of Cause and Effect Develops	44
		Toddlers Need to Explore Their Surroundings	44
		Safety Is a Major Issue in Toddler Care	44
		The Kinds of Surroundings Toddlers Need	46
		Can Toddlers Read Body Language?	46
		How Verbal Communication Begins	48
		What Kind of Language Experiences Are Good for Toddlers?	48
		Stranger Anxiety	49
		Separation Anxiety	49
		How Can I Make Friends with a Shy Toddler?	49
		Why Are Toddlers so Possessive?	50	
		Why Do Some Toddlers Become so Attached to Security 
	Blankets, Pacifiers, and so Forth?	51
		Why Are Toddlers Stubborn One Minute, Then Clingy the Next?	52
		Are Toddlers Aware of Themselves?	53
		Why Do Toddlers Get so Excited and Happy When They Imitate 
	Each Other?	54
	Preschoolers (3 to 5 Years)	55
		Can Preschoolers Make Plans and Decisions?	55
		Meeting Preschoolers Needs for Communication	57
		Communicating Successfully with Preschoolers	57
		Teaching Preschoolers to Use Words to Express Their Feelings	58
		Friendships Are Important to Preschoolers	60
		How Do Preschoolers Learn to Accept Responsibility?	61
		Allow Preschoolers to do Things that Are Difficult	61
		Helping Preschoolers Follow Rules	62
		How Do Preschoolers Develop a Positive Sense of Self?	63
		Should Children be Encouraged to Compete?	64
	Early School-Agers (5 to 8 Years)	65
		Why Early School-Agers Ask so Many Questions	65
		Why Do They Get so Angry if They Do Not Always Win?	65
		How Can I Earn the Respect of School-Agers?	66
		Why Do Early School-Agers Resist Going to Child Care?	67
		Why Do early School-Agers Get so Upset About Fairness?	67
		Why Do They Insist on Picking Their Own Clothes?	68
		How We Can Help Early School-Agers Become Productive?	69
		How We Can Support Their Self-Esteem?	70
	Older School-Agers (9 to 12 Years)	71
		Why Do Older School-Aged Children Argue so Much?	71
		How Can I Get Older School-Agers to Trust and Respect Me?	72
		Why Do Older School-Agers Try so Hard to Be "Popular?"	72
		Why Do Older School-Aged Children Love Pranks and Jokes?	73
		How We Can Support Older School-Agers' Self-Esteem?	73
	Points to Remember	74
	Practical Application; "I'm Never Gonna 'Vite You to My Birth'ay!"	74
	Discussion Questions	76
	Related Readings	76
	Helpful Web Sites	80
	
SERVING CULTURALLY DIVERSE CHILDREN AND FAMILIES 
_ Understanding the Dynamic Nature of Culture
o What is ordinary culture?
o Does everyone have culture?
_ Understanding Children and Families in the Context of their Communities
o How did Bronfenbrenner suggest visualizing a person's inner self?
o What is unconditional acceptance?
o What is ethical responsibility?
_ Prejudice, Racism, and Discrimination 
o Where did prejudice come from?
o When does discrimination begin in children?
o What are other early signs of prejudice in young children?
o What is multicultural education?
o How can we teach young children to resist bias? 
_ How can I spot bias, stereotypes, and myths about underrepresented groups in books and 
other media?
_ What things should I know so I can be more considerate to people from other cultures?
o Are there some things I can easily do to help parents from other cultures feel more 
comfortable?
o Will these tips keep me from ever culturally offending anyone?
o Are there some things I can easily do to help children from other cultures feel more 
comfortable?
o Welcome Children With Limited English
_ How can I learn to be more culturally sensitive?
o A short quiz to explore beliefs
_ Cultural Differences
o How Does Culture Affect Adults' Styles of Interaction?
o How Does Culture Affect a Person's Learning Approach?
o How Does Culture Affect Social Role Expectations?
o Cultural Tendencies
o How Does Culture Shape Our Use of Language?
o How Does Culture Shape Our Intellectual Approach?
o Components of Emotional-Social Intelligence
Chapter 4	Understanding the Reasons for Problem Behavior	83
	Defining Problem Behavior	83
		What Do We Mean by Functional and Dysfunctional Behaviors?	85
		The Adult-centered Definition of Misbehavior	86
		The Child-centered Definition of Misbehavior	86
	Stages of Moral Development in Young Children	87
		How do Young Children Learn Right from Wrong?	90
TEMPERAMENT
What is Temperament?
How Do Infants Show Differences in Temperament?
What Has Jerome Kagan's Research Taught Us About Temperament?
How Can We Support the Spirited Child?
	Underlying Causes of Problem Behavior	94
		Inappropriate Expectations	94
		Misunderstood Expectations	95
		Immature Self-control	96
		Gleeful Abandon, Group Contagion	97
		Boredom	99
		Fatigue and Discomfort	100
		Desire for Recognition	101
		Discouragement	103
		Frustration	104
		Rebellion	106
	Points to Remember	108
	Practical Application; Is a "Really Good Spanking" Really Good?	108
	Discussion Questions	108
	Related Readings	108
	Helpful Web Sites	112
Chapter 5	Guidelines for Effective Guidance	113
	Ignore Mildly Annoying Behavior That Is neither Harmful 
nor Unfair	113
		Focus Attention Elsewhere	114
		Discreetly Redirect Slightly Inappropriate Behavior to 
	More Positive Substitute Behavior	114
		Assist the Child in Recognizing the General Effects of 
	Positive Behaviors	115
	Immediately Interrupt Behavior That Is Harmful or Unfair	117
		Intervene as Firmly as Necessary But as Gently as Possible	117
		Maintain Objectivity	119
		Remove the Child from a Problem Situation	120
	Assertively Shape Positive Behavior	122
		Teach Ground Rules	123
		Clarify Expectations	124
		Maintain Consistency	125
		Adapt Objects, Events, and Attitudes to Remove 
	Possible Causes of Problem Behavior	127
		Offer Assistance and Encouragement	128
		Give Undivided Attention	128
		Redirect Inappropriate Behavior Firmly and Respectfully	130
		Clearly Express Appropriate Feelings	131
		Explain the Potential Consequences of Unacceptable Behavior	131
		Provide Persistent Follow-up, and Enforce Logical 
	Consequences Firmly and Respectfully	132
		Emphasize Unconditional Caring and Affection	133
		Maintain and Express Confidence That a Problem Will Be Resolved	134
		Protect the Child's Dignity and Privacy	134
		Be Willing to Start Over to Forgive and Forget	135
	Points to Remember	135
	Practical Application; Will and the Cream Cheese Won Ton	135
	Discussion Questions	136
	Related Readings	136
	Helpful Web Sites	138
Chapter 6	Planning the Prosocial Environment	139
	Prosocial Behavior	139
	Setting the Stage for Appropriate Behavior	140
		How Can the Physical Environment Support Prosocial Behavior?	140
		What Are Ineffective Child Care Environments Like?	141
		Recognizing a Developmentally Appropriate Environment	141
		What Effect Does the Environment Have on Child Guidance?	143
		How Do Schedules Support Positive Behavior?	144
	The Nurturing Social Environment	144
		How Relaxed, Playful Environments Encourage Prosocial Behavior	145
		Creating a Cooperative Setting	146
		Developmentally Appropriate Activities, Materials, and Routines	147
		Why Consistency Is so Important	147
		How Can I Support Cooperativeness?	148
	The Nurturing Adult	149
		How Can I Be More Nurturing and Patient?	149
		What's Wrong With Spanking?
		Why Do People Spank?
		How Does a Nurturing Adult Respond to Aggression?	151
		Can Children Learn Appropriate Behavior through Imitation?	152
		How Can I Be More Attentive to Children's Individual Needs?	154
		How Can I Provide Affirmation, Affection, and Acceptance?	155
		How Can I Provide Positive Recognition and Encouragement?	157
		Am I Willing to Enforce Rules Even if It Would Be Easier to Look 
	the Other Way?	158
		Am I Willing to Protect Individual Rights?	158
	Points to Remember	159
	Practical Application; William and the Nature Walk	160
	Discussion Questions	161
	Related Readings	161
	Helpful Web Sites	165
Chapter 7	Positive Communication	167
	Building a Foundation for Positive Communication	167
		When Does Communication Begin?	167
		How Adults Can Assist the Development of Early Communication 
	Skills in Infants	168
		What Are Typical Characteristics of Early Communication?	169
		Why Positive, Mutual Communication Is Important for 
	Child Guidance	169
		How Attentive Listening Can Nurture the Child's Developing 
	Sense of Self	171
		Three Basic Human Needs Underlying Requests for Help	172
		Are These Listening and Helping Strategies Only Appropriate 
	for Use with Young Children?	172
		Appropriate Responses to Requests for Action or Information	173
		Appropriate Responses to Requests for Understanding 
	and Attention	176
		How Should Caregivers Respond to Requests for Dependency or 
	Inappropriate Interaction?	178
		Are Listening and Helping Strategies Relevant to the Care of 
	Babies and Toddlers?	181
	Addressing Underlying Feelings	181
		When and How Should Adults Express Their Feelings to Children?	182
		How Can Children Be Helped to Understand Their Feelings?	184
		How Can Children Be Helped to Confront Troublesome Feelings?	184
	Positive Instructions Versus Negative Commands	185
	Characteristics of Assertive Communication	187
		Key Factors in Assertive Communication	187
	Characteristics of Nonproductive Communication	190
		How Do People Behaving Like These Stereotypes Respond to 
	Problem Situations Involving Children and Adults?	190
		If These Stereotypical Communication Styles Are Ineffective, 
	What Will Work?	192
	Managing the Positive Confrontation	192
		When Is Confrontation Appropriate?	192
		How Confrontations with Children Can Be Made Positive 
	and Assertive	193
		How Attention Can Be Kept Focused on Confronting the 
	Issues at Hand	194
		How Children Can Be Taught Responsibility	194
	Points to Remember	195
	Practical Application; "I'll Leave You Here Forever"	195
	Discussion Questions	196
	Related Readings	196
	Helpful Web Sites	197
Chapter 8	Nonverbal Cues and Appropriate Consequences	199
	Nonverbal Cues and Body Language	199
		What Is the Significance of Nonverbal Cues for Young Children?	199
		Why Should Nonverbal Cues be Consistent with 
	Verbal Communication?	200
		Focus Attention at the Child's Eye Level	201
	What Is Conflict Resolution
	Helping Children Resolve Problems Independently	202
		Help Children Learn to Use Words to Express Themselves 
	to Each Other	203
		Should We Force Children to Apologize?	204
		How Can We Encourage Voluntary Sharing?	205
		How Can We Recognize and Encourage Internal Control?	206
_	How Does American Sign Language Support Positive Child Guidance?
_	Can sign language help bridge communication barriers when English is not the primary language?
_	What are some basic ASL guidance phrases I need to learn?
	Logical and Natural Consequences	206
		Should Children Be Rescued from the Consequences of 
	Their Actions?	206
		What is the Difference Between Punishment and Guidance?	207
		What NAEYC Says About Time-Out...
		What Head Start Says About Time-Out...
		Use ''Time-Away'' Rather Than Time-Out
		How Can I Be Firm without Seeming Angry?	210
		Avoid Overindulging and Overprotecting Children	212
		Help Children Learn to Make Choices within Limits	213
	External Reinforcement	214
		External Conditions that Support Appropriate Behavior	214
		What is Behavior Modification and How Should It Be Used?	215
		Why Behavior Modification Does Not Work All the Time	216
	Points to Remember	217
	Practical Application; The Big Boys and the Very Muddy Day	218
	Discussion Questions	219
	Related Readings	220
	Helpful Web Sites	221
Chapter 9	Addressing Persistent, Unproductive Patterns of Behavior	223
	Reacting to Needs; Maslow's Hierarchy	223
		What is the Role of Self-esteem in Repeated Misbehavior?	224
		How Can I Support the Child's Development of Self-esteem?	225
	The No-Lose Method of Conflict Resolution	226
	Dreikurs' Mistaken Goals	227
	Attention-seeking Behavior	229
		Clinging, Feigning Ineptness	229
		Artificial Charm, Competitiveness	230
		Clowning, Acting Out, Silliness	230
		Laziness, Compulsiveness, Obnoxiousness	231
	Controlling Behavior	232
		Manipulativeness, Vengefulness	232
		Pouting, Stubbornness	232
		Bullying, Rebelling	233
		Be Alert---Stop Bullying!
	Disruptive Behavior	236
		Destructiveness, Aggressiveness	236
		Contempt, Mistrust	237
		Fits of Anger, Tantrums, Defiance	238
	Withdrawn, Passive Behavior	239
		Cyclical Self-stimulation	239
		Rejection of Social Interchange	239
		Internalization of Stress	239
		Display of Ineptness and Hopelessness	240
	Screening for Developmental "Red Flags"	240
		Can Hearing Problems Affect Behavior?	241
		Other Physical Conditions that Affect Behavior	241
		Can the Presence of Behavioral Problems Signal the 
	Possibility of Child Abuse or Neglect?	241
	CHILD ABUSE FATALITIES
	Consequences of Maltreatment
	Locating Community Resources	243
	Meeting Adult Needs	244
	Points to Remember	245
	Practical Application; "Thank Heaven for Sarah"	246
	Discussion Questions	247
	Related Readings	248
	Helpful Web Sites	252
Chapter 10	Taking a New Look at Children	255
	Identifying Personal Biases	255
		Responding More Objectively to Individual Children	256
	The Observation Sequence	258
		How Observation Supports Positive Guidance	258
		What Do I Need to Get Started?	259
		How Will I Use My Observations?	259
		How Does My Observation Become a Plan?	260
		What if My Plan Does Not Work?	260
		How Can I Be Sure My Plan Is Working?	261
	Observation Strategies	261
		What Is an Anecdotal Record?	261
		What Is a Running Account?	262
		What Is Time Sampling?	263
		What Is Event Sampling?	265
		Which Method of Recording Observations Works Best?	265
	Points to Remember	266
	Practical Application; The Mysterious Case of the Spinning Peg	266
	Discussion Questions	267
	Related Readings	267
	Helpful Web Sites	268
Chapter 11	Historical and Cultural Beliefs about child Guidance	271
	Historical Perspectives and Guidance Theories	271
		How the Modern World Has Influenced Thinking About 
	Child Guidance	273
		The Child in Society	277
		How Life Is Different for Contemporary Children in Today's 
	Changing World	278
		Preparation for Participation in a Democracy	279
		How Early Influences Affect Children's Growth and Development in 
	Terms of Their Learning Appropriate Behavior	280
		The Strain of Changing Disciplinary Traditions	281
	Cultural Influences on Child Guidance	282
		Preparing Children for the Realities of an Adult World	284
	How Do Young Children Learn about Their Role in the World?	285
		When Does Cultural Learning Begin?	288
		Parent Expectations Related to Social and Economic Settings	289
		Understanding Cultural Differences	292
	Philosophies of Guidance	295
		Is a Child's Personality Mostly the Result of Nature or Nurture?	296
	What Do Current Experts Say about the Origin of Intelligence 
and Personality?	297
		The Nature Versus Nurture Controversy	297
		If There Are Different Views about How Children Develop, 
	How Do I Know which Philosophy Is Right?	301
	Points to Remember	303
	Practical Application; Bringing Home a Baby Bumblebee	303
	Discussion Questions	304
	Related Readings	304
	Helpful Web Sites	308
Appendices
A	Children's Books Addressing Values and Feelings	311
B	Resources for Responding to Special Needs and Interests	323
				331
Glossary				335
References				339
Index				359

Library of Congress Subject Headings for this publication:

Child rearing — United States.
Child development — United States.
Child psychology — United States.
Parenting — United States.

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