12 Working with Young n Children C
Part 3 Guiding Children
346 34 34 3 6
14
Dev ve ve v loping lo Guidance i i d d Skills il 348 34 8
Discipline: Guidance Versus
Punishment 350
Goals of Guidance 351 5
Guidance and You 351 5
Preparing for Guidance 352
Direct Guidance 353 35 5 3
Indirect Guidance 359 5 5 5 9 9 9
Techniques for Effective
Guidance 361
Promoting a Positive
Self-Concept 370 0
15
Guidance Challenges ll en g s G 378 37 8
Causes of Behavioral
Problems 3 38 0
Stress 387
Specifi c Problem Behaviors 391
16
Establishing Classroom C a ro m
Limits 402
Establishing Limits 404 40 4 4 4
Enforcing Limits 405 5
Limits for Specifi c Areas and
Activities 407
Communicating Limits 413
17
Handling Daily Routines 4 41 41 4 6
The Daily Schedule 418 1 8
Daily Routines 421
Transitions 432
Part 4
Learning Experiences for
Children
438
18
The Curriculu i lum T 440
Developing Program Goals 4 4 44 44 44 44 4 2 2 2 2 2
Who Plans the Curriculum? 4 4 44 44 44 4 4
Assessment: An Important Step in
Curriculum Planning 445 4 44 44 44 44 44
The Content and Process-Centered
Curriculum 4 44 5
Factors to Consider in Curriculum
Planning 447
Emergent Curriculum 452
Themes 452
Theme Ideas 453
Written Plans 458
19
Guiding Art, Blockbui k bu bu u il i il ding, di i ng and n n d G
Sensory Se n Experiences en en ce s S S 470 47
The Importance of Art
Experiences 472 47 2
Techniques for Guiding Art
Experiences 4737 47 3 3
Stages of Art Skill
Development 4 4 47 4 5
Art Supplies and Tools 4777 7 4
Painting Activities 482
Molding 4858 48 8 5
Cutting 486 6 6
Collages 487 48 8 48 7 7
Blockbuilding 4888 48 8 8 8
Displaying Children’s Work 490 49 0
Sensory Experiences: Sand and
Water Play 492
Woodworking 495
20
Guiding d in g g g Storytelling S G
E E Ex Ex periences pe pe pe p p ri ri ri en e en e e e e ce s s s s s 500 50 5 5
The Importance of Storytelling 502 50 2
Books as a Source of Stories 504 50
Selecting Children’s Books 5050
Reading Stories to Children 5 50 9
Achieving Variety in
Storytelling 513
Displaying Books 517