An evidence-based text for pre-service teachers explaining how to develop children's capacity for self-regulation in childcare settings and early years of school.
An evidence-based text for pre-service teachers explaining how to develop children's capacity for self-regulation in childcare settings and early years of school.
An adjunct senior lecturer at Flinders University, Dr Louise Porter is a child psychologist with 35 years' experience of working with children. A sought-after international speaker, she is also the author of many books including A Comprehensive Guide to Classroom Management, Parental Guidance Recommended and Gifted Young Children.
Inhaltsangabe
Introduction 1. Principles of early years education 2. Principles of behaviour guidance 3. Needs 4. Understanding emotions 5. Providing a child-centred program: mastery and accomplishment 6. Meeting children's basic needs: survival, safety and wellbeing 7. Meeting children's need for self-esteem: competence and worth 8. Meeting children's need to belong: care and connection 9. Meeting children's need for autonomy: voice and choice 10. Influences on behaviour 11. Listening to children 12. Everyday guidance practices 13. Supporting children's self-regulation 14. Solving persistent problems 15. Solutions to children's emotional difficulties 16. Solutions to children's social difficulties 17. Interventions for children with atypical development 18. Collaboration with parents Resources Notes Bibliography Index
Introduction
1. Principles of early years education
2. Principles of behaviour guidance
3. Needs
4. Understanding emotions
5. Providing a child-centred program: mastery and accomplishment
6. Meeting children's basic needs: survival, safety and wellbeing
7. Meeting children's need for self-esteem: competence and worth
8. Meeting children's need to belong: care and connection
9. Meeting children's need for autonomy: voice and choice
10. Influences on behaviour
11. Listening to children
12. Everyday guidance practices
13. Supporting children's self-regulation
14. Solving persistent problems
15. Solutions to children's emotional difficulties
16. Solutions to children's social difficulties
17. Interventions for children with atypical development
Introduction 1. Principles of early years education 2. Principles of behaviour guidance 3. Needs 4. Understanding emotions 5. Providing a child-centred program: mastery and accomplishment 6. Meeting children's basic needs: survival, safety and wellbeing 7. Meeting children's need for self-esteem: competence and worth 8. Meeting children's need to belong: care and connection 9. Meeting children's need for autonomy: voice and choice 10. Influences on behaviour 11. Listening to children 12. Everyday guidance practices 13. Supporting children's self-regulation 14. Solving persistent problems 15. Solutions to children's emotional difficulties 16. Solutions to children's social difficulties 17. Interventions for children with atypical development 18. Collaboration with parents Resources Notes Bibliography Index
Introduction
1. Principles of early years education
2. Principles of behaviour guidance
3. Needs
4. Understanding emotions
5. Providing a child-centred program: mastery and accomplishment
6. Meeting children's basic needs: survival, safety and wellbeing
7. Meeting children's need for self-esteem: competence and worth
8. Meeting children's need to belong: care and connection
9. Meeting children's need for autonomy: voice and choice
10. Influences on behaviour
11. Listening to children
12. Everyday guidance practices
13. Supporting children's self-regulation
14. Solving persistent problems
15. Solutions to children's emotional difficulties
16. Solutions to children's social difficulties
17. Interventions for children with atypical development
18. Collaboration with parents
Resources
Notes
Bibliography
Index
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