DOCUMENT RESUME ED 381 244 PS 023 068 AUTHOR Gartrell, Daniel TITLE A Guidance Approach to Discipline. REPORT NO ISBN-0-8273-5520-3 PUB DATE 94 NOTE 364p.; Foreword by Sue Bredekamp. AVAILABLE FROMDelmar Publishers, 3 Columbia Circle, Albany, NY 12212. PUB TYPE Books (010) Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MFO1 /PC15 Plus Postage. DESCRIPTORS *Behavior Change; Behavior Development; Behavior Problems; Behavior Theories; *Change Strategies; Child Development; *Classroom Techniques; Developmental Stages; *Discipline; Discipline Problems; Early Childhood Education; *Guidance; Intervention; Parent Child Relationship; Social Development; Teacher Student Relationship; *Young Children ABSTRACT Noting that the early childhood age group encounters--and poses--particular challenges that require understanding by early childhood teachers, this book presents theories and practical skills needed to administer discipline that will promote the educational development of young children and help them learn from their behavior. The guidance approach presented, which focuses on children ages 3 to 8 years, addresses mistaken behavior, teaches children to solve the problem, and protects self-esteem. The book includes ten chapters, grouped in three units. Chapter 1 provides a, historical overview of the guidance tradition. Chapter 2 presents three levels of mistaken behavior, a basic construct of the guidance approach. Chapter 3 discusses principles of a guidance approach, and chapter 4 presents implementation. Chapter5 discusses classroom management through the use of learning centers and classroom routines. Chapter 6 explores management of the daily program to reduce the need for mistaken behavior. Chapter 7 introduces skills and strategies for communicating with children in order to reduce the need for mistaken behavior and techniques for communicating with parents. Chapter 8 presents conflict resolution strategies for addressing mistaken behavior. Chapter 9 offers information to help prospective and practicing teachers cope with and remediate serious mistaken behavior, while chapter 10 defines liberation teaching as a concept which integrates: viewing human nature positively; preventing problems by accommodating the developmental needs of young children; teaching children empathy and problem-solving skills; practicing nonpunitive intervention; and building a team relationship with parents. Four appendices include sample greeting letters, surveys, brochure, and flyer; a position statement of the Minnesota Association for the Education of Young Children, and an individual guidance plan worksheet. (AA) 4 U S DEPARTMENT OF EDUCATION Office of Eoucahonat Research ane trnerovement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) yThis document has been reproduced as received from the person or organization originating it GI Minor changes have been made to improve reproduction quality Points of view or opinions slated in this document do not necessarily represent officiat OERI position or policy -PERMISSION TO REPRODUCE THIS BEST COPY AVAILABLE MATERIAL HAS BEEN GRANTED BY L 0-1c, OSca-c- TO THE EDUCATIONAL RESOURCES 2 INFORMATION CENTER (ERICI o 1 MI I EM I I I I M. 01 1.111.11111111...111 A Guidance Approach to Discipline 3 A Guidance Approach To Discipline Daniel Gartrog LAD. r3Delmar Publishers Inc.TM Tp TM NOTICE TO THE READER Publisher does not warrant or guarantee any of the products described herein or perform any independent analysis in connection with any of the product information contained herein.Publisher does not assume, and expressly disclaims, any obligation to obtain and include information other than that provided to it by the manufacturer. The reader is expressly warned to consider and adopt all safety precautions that might be indicated by the activities described herein arid to avoid all potential hazards. By following the instructions contained herein, the reader willingly assumes all risks in connection with such instructions. The publisher makes no representations or warranties of any kind, including but not limited to, the warranties of fitness for particular purpose or merchantability, nor are any such representations implied with respect to the material set forth herein, and the publisher takes no responsibility with respect to such material. The publisher shall not be liable for any special, consequential or exemplary damages resulting, in whole or in part, from the reader's use of, or reliance upon, this material. Cover photo design courtesy of Monte Draper Cover design bySpiral Design Studio Delmar Staff Executive Editor: Lucille Sutton Associate Editor: Erin J. O'Connor Project Editors: Carol Micheli Andrea Edwards Myers Production Coordinator: Sandra Woods Art and Design Coordinator: Karen Kunz Kemp For information, address Delmar Publishers Inc. 3 Columbia Circle, Box 15-015 Albany, New York 12212 Copyright ©1994 by Delmar Publishers Inc. The trademark ITP is used under license. All rights reserved. No part of this work covered by the copyright hereon may be reproduced or used in any form or by any meansgraphic, electronic, or mechanical, including photocopying, recording, taping, or information storage and retrieval systems without written permission of the publisher. Printed in the United States of America Published simultaneously in Canada by Nelson Canada, a division of The Thomson Corporation 1 2 3 4 5 6 7 8 9 10 XXX 00 99 98 97 96 95 94 Library ofCongress Cataloging-in-Publication Data Gartrell, Daniel. A guidance approach to discipline / Daniel Gartrell. 1st ed. p.cm Includes ISBN 0-8273-5520-3 1. School disciplineUnited States.2. Child psychologyUnited States.3. Problem solving in children.4. Interpersonal relations in childrenUnited States.I. Title. LB3012.2.G371994 371.5'0973d c20 93-25150 Cl P In memory of Two Education Professors: Ben Thompson of Antioch College, Yellow Springs, Ohio and Maurice Lucas of the University of North Dakota, Grand Forks 6 Contents Preface xii Foreword xvi Acknowledgments xix UNIT ONE: FOUNDATIONS OF A GUIDANCE APPROACH xxii Chapter 1: The Guidance Tradition 3 Pioneers of the Guidance Tradition 4 Froebel's Kindergarten 6 Maria Montessori 6 John Dewey 7 Mid-Century Influences: The Developmental and Self Psychologists 9 Jean Piaget 9 The Self Psychologists 9 Theodore Dreikurs 11 Haim Ginott 12 The Eighties: Guidance or Punishment? 12 Assertive Discipline 13 The Transition from Discipline to Guidance 15 The Contribution of Developmentally Appropriate Practice 17 Parents and the Guidance Tradition 19 Parents and Froebel's Kindergarten 19 Parents and Montessori's Children's Houses 20 Parents and the Nursery School Movement 20 Parents and Head Start 20 Parents and the Public Schools 21 The Role of Parents in Developmentally Appropriate Practice 22 Summary 23 Chapter 2: Mistaken Behavior 30 The Concept of Mistaken Behavior 31 Relational Patterns: A Paradigm for Social Development 33 Relational Patterns and the Teacher 34 Three Levels of Mistaken Behavior 37 Common Sources of Motivation 38 Level One: Experimentation Mistaken Behavior 39 Level Two: Socially Influenced Mistaken Behavior 40 Adjusting to the Situation 41 Level Three: Strong Needs Mistaken Behavior 43 vii 7 VIII Contents Health Factors and Level Three Behaviors 43 Emotional Factors and Level Three Behaviors 44 Mistaken Behavior and Intentionality 46 Visual Summary: Three Levels of Mistaken Behavior 48 Communicating with Parents about Mistaken Behavior 49 Summary 52 Chapter 3: Guidance Discipline: The Bottom Line 58 A Guidance Approach Depends on Positive Teacher-Child Relations59 Unconditional Positive Regard 60 Ginott's Cardinal Principle 64 Guidance Discipline Reduces the Need for Mistaken Behavior 67 The Nature of Childhood 68 The Match of the Child and the Program 69 Guidance Discipline Takes a Solution-Orientation 72 Problem Solving 72 The Teacher as Democratic Leader 74 Crisis Intervention 74 Learning While Teaching 75 Accepting Our Humaness 76 Guidance Discipline Means Teamwork with Other Adults on Behalf of the Child 77 The Teaching Team 78 Guidance Discipline Means Partnerships with Parents 83 Summary 85 Chapter 4: Creating the Climate for a Guidance Approach 92 A Professional, Not a Technician 94 The Learning Dynamic 94 Piaget and Developmental Stages 95 Erikson: Initiative and Industry 100 Developmentally Appropriate Practice and Teacher-Child Relationships 104 DAP in the Primary Grades 106 Working Together 107 Role of the Principal 108 School Anxiety 109 Liberation Teaching 110 A Climate for Partnership with Parents 111 Case Study: How Judy Builds Partnerships 112 Summary 114 UNIT TWO: REDUCING THE NEED FOR MISTAKEN BEHAVIOR 120 Chapter 5: Managing the Classroom 123 Using Learning Centers to Organize the Classroom 124 Contents ix Centers in the Preprimary Classroom 124 Carpentry and Active Play 126 Independent Activity at the Preprimary Level 128 Centers at the Primary Level 129 Learning Centers and Integrated Curriculum 130 The Theme Approach: A Case Study 131 Independent Activity at the Primary Level 135 The Place of Routines in Effective Classroom Management: A Teacher's Perspective 135 Encouraging Parents to Volunteer in the Classroom 139 Roadblocks to Involving Parents 140 Gradual Encouragement 142 Summary 143 Chapter 6: Managing the Daily Program 150 The Daily Program 150 Three Sample Schedules 152 Tracking the Daily Schedule 154 Mixing Active and Quiet Times 155 Rest and Relaxation 156 Active Play 158 The Place of Large Groups 159 Taking Attendance 161 Calendar and the