• Summary
  • Contents
  • Subject index

“Teachers of young children will feel validated by this book that explains the issues underlying behaviors that challenge us on a daily basis and shows how to address them effectively.”

-Xiomara S´nchez, NBCT, Dual Language Pre-K Teacher, Darwin Elementary School, Chicago, IL

“Covers the breadth of children's behaviors that teachers are likely to see, and describes the major motivators for them very well. The examples and scenarios are highly interesting, meaningful, and transferable to classroom practice.”

-Gail Hardesty, Early Reading First Mentor, Chicago Public Schools, IL

Increase your understanding of children to guide and shape behavior in positive ways!

Teachers are masterful in balancing the diverse backgrounds, social-emotional needs, and academic goals of children in their classroom-that is, if they can only get them to sit still, pay attention, keep their hands off of each other (or out of the fish tank), or a host of other effective aggravations! But creating a classroom of attentive learners takes more than swift discipline-it involves helping children make good behavioral choices by developing their self-control rather than controlling them to make the choices we prefer.

Difficult Behavior in Early Childhood offers insight into understanding why certain children behave in certain ways, so teachers can react appropriately to individual behaviors and needs. In an engaging, conversational tone, the book covers:

Reconciling the different behavioral expectations of families and schools; Applying timeout effectively; Motivating children immediately and powerfully; Establishing and following through with boundaries; Developing behavior incentive plans that work; Identifying early signs of depression, anxiety, grief, and special needs

Through informed practice, teachers can bring about positive behavioral change and healthy, productive development.

How and Why Punishment Works—And Doesn't Work
How and why punishment works—And doesn't work

Mom: [Removing note from her son's backpack] What's this note from your teacher? It says you stole a toy from another child. What is this all about?

Tyler: [Looking her in the eye] I wanted the toy.

Mom: Did you know it was not your toy and that it was wrong to take it?

Tyler: Yeah. Just tell me what my punishment is.

Wait a minute. What happened there? It seems that Tyler knew he'd be punished for taking a toy from another child, but he went ahead and did it anyway. His misbehavior flies in the face of a key theory of punishment: the assumption that the underlying motivation for the negative behavior isn't as ...

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