Nelson Higher Education

Higher Education

Guiding Children's Social Development and Learning, 7th Edition

  • Marjorie J. Kostelnik, Ph.D
  • Kara Gregory PhD
  • Anne K. Soderman, Ph.D.
  • Alice Phipps Whiren, Ph.D.
  • ISBN-10: 1111301255
  • ISBN-13: 9781111301255
  • 560 Pages | Paperback
  • Previous Editions: 2009, 2006, 2002
  • COPYRIGHT: 2012 Published
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Overview

About the Product

GUIDING CHILDREN’S SOCIAL DEVELOPMENT AND LEARNING, Seventh Edition, provides a comprehensive overview of child guidance and social development. Focusing on children ages birth through 12 years, it provides a seamless transition from the pre-primary to the primary years and addresses the needs of practitioners working with children in a variety of group settings. Theory and research provide a broad basis for understanding child behavior and establish a foundation for appropriate action. Readers learn how to help children develop positive feelings about themselves as well as social competence, and how to work with children and families from many different backgrounds and circumstances. Readers also learn how to support long-range goals in the classroom while addressing short-term concerns. The book eliminates much of the guesswork and frustration that can hinder practitioners’ efforts to influence children’s social development and behavior--providing a unified framework for decision-making and professional practice that incorporates sound principles of children’s development, relationship enhancement, and behavior management.

Features

  • Draws upon research and practice from a variety of fields, linking theory and practice to illuminate research and show readers how it can be translated into practical classroom applications.

  • Identifies clear objectives for student learning.

  • Offers up-to-date, research-based rationales for skills and methods used.

  • Includes many real-life examples to illustrate key points.

  • Offers step-by-step instructions for how to implement skills associated with the content presented in each chapter.

About the Author

Marjorie J. Kostelnik, Ph.D

Marjorie Kostelnik is dean of the College of Education and Human Sciences at the University of Nebraska, Lincoln. She entered the field of early childhood as a Head Start teacher before receiving her doctorate from the Pennsylvania State University. She was on the faculty at Michigan State University for 22 years, serving as director of the Child Development Laboratories, then as chair of the Department of Family and Child Ecology. Dr. Kostelnik has served as vice president of NAEYC, and was recently appointed to the National Academies of Science Institute of Medicine Committee to Study the Science of Children Birth to Age 8. Currently, she serves on the Dimensions Board (nature education for children), the Educare Board of Lincoln (infants, toddler, and preschool child care), and the City of Lincoln Prosper Committee for Early Education.

Kara Gregory PhD

Kara Gregory has worked in centers and classrooms with children from infancy through first grade. She consults with preschool and elementary school early childhood teachers and support staff on many topics, including social and emotional development, oral language, early reading and writing, and play. Her publications have also focused on these areas. Dr. Gregory also teaches courses in child development and early childhood education for Michigan State University.

Anne K. Soderman, Ph.D.

Anne K. Soderman works internationally with schools in the area of early literacy and mathematics, assessment, and second language acquisition. Her research has been centered on gender differences as they relate to emerging literacy, particularly in children coming from diverse populations. Other recently co-authored publications include CREATING LITERACY-RICH PRESCHOOLS AND KINDERGARTENS and SCAFFOLDING EMERGENT LITERACY.

Alice Phipps Whiren, Ph.D.

Alice Whiren has taught kindergarten and preschool children, directed a center for children that serves a culturally and economically diverse population, and worked with families and children having special needs. Dr. Whiren has been a consultant to public schools and Head Start, and has taught at Michigan State University in child development and early education. Her publications are about social development and early childhood education, particularly in the area of play.

Table of Contents

1. Making a Difference in Children’s Lives.
2. Establishing Positive Relationships with Infants and Toddlers.
3. Building Positive Relationships through Nonverbal Communication.
4. Promoting Children’s Positive Sense of Self Through Verbal Communication.
5. Supporting Children’s Emotional Development and Learning.
6. Building Resilience in Children.
7. Play as a Context for Social Development and Learning.
8. Supporting Children’s Peer Relationships and Friendships.
9. Influencing Children’s Social Development by Structuring the Physical Environment.
10. Fostering Self-Discipline in Children: Communicating Expectations and Rules.
11. Fostering Self-Discipline in Children: Implementing Solutions and Consequences.
12. Handling Children’s Aggressive Behavior.
13. Promoting Prosocial Behavior.
14. Fostering Healthy Attitudes about Sexuality and Diversity.
15. Making Ethical Judgments and Decisions.
Appendix A: The National Association for the Education of Young Children Code of Ethical Conduct.

New to this edition

  • New! The book introduces the Social Support Pyramid in Chapter 1 to describe four phases in guiding children’s social behavior. This pyramid appears in each chapter, highlighting how the skills presented in that chapter fit into an overall program of social support and intervention.
  • New! More than one third of the references are replaced with new research-based material dating from 2006 through 2011.
  • New! All chapters contain new figures to highlight key points.
  • New! Examples of children’s art are included as a way to represent authentic “young voices” in the text.
  • New! A new feature box in each chapter focuses on the challenging behaviors exhibited by some children. A brief scenario describes a challenging situation or behavior, followed by a question asking readers to think about what skills presented in the chapter could be used to best address the situation.