In this follow-up to
Guidance for Every Child, author Dan Gartrell, Ed D, expands on the advice broached in that book—that children need guidance rather than discipline. Guidance is teaching for healthy emotional and social development. On a day-to-day basis as conflicts occur, guidance is teaching children to learn from their mistakes, rather than punishing them for the mistakes they make; helping children learn to solve their problems, rather than punishing children for having problems they cannot solve.
In
A Guidance Guide for Early Childhood Leaders, Dan explores secure relationships as the foundation for guidance and how to build them with children, families, and colleagues. He gives examples of how children’s mistaken behavior (not misbehavior) can play out in the classroom and provides strategies on how early childhood professionals can help others to gain the emotional health they need to be socially responsive, and then support the social skills they need to build relationships and solve problems cooperatively.
Table des matières
A Readable Introduction
Chapter 1: Guidance—What It Is
Chapter 2: Guidance Communication
Chapter 3: The Theory Chapter
Chapter 4: Guidance with Children
Chapter 5: Readiness—Not a State of Knowledge, but a State of Mind
Chapter 6: Guidance Leadership with Parents
Chapter 7: Guidance Leadership with Staff and Outside Professionals
A propos de l’auteur
Known as ‘The Guidance Guy, ‘ Dan Gartrell has studied and written about the topics of child guidance and liberation teaching for the past 50 years. He received his master’s degree from Bemidji State University and his Ed D from the University of North Dakota. For many years, he was the director of the child development training program and a professor of early childhood and foundations education at Bemidji State University, where he is now professor emeritus. Gartrell is the author of four books, including
Guidance for Every Child and was the principal author of the “Guidance Matters” column in NAEYC’s
Young Children for many years.
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