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Guiding Children's Social Development and Learning: Theory and Skills 9th Edition
Marjorie J. Kostelnik, Ph.D | Anne K. Soderman, Ph.D. | Alice Phipps Whiren, Ph.D. | Michelle L. Rupiper, Ph.D.
ISBN-13: 9781305960756 | ISBN-10: 1305960750
© 2018 | Published |  576  Pages
Previous Editions: 9781285743707

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Paperback
US $210.95
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Updated throughout and featuring an emphasis on NAEYC and other standards, GUIDING CHILDREN'S SOCIAL DEVELOPMENT AND LEARNING: THEORY AND SKILLS, Ninth Edition, provides a comprehensive overview of child guidance and social development. Focusing on children from 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. Readers learn how to help children develop social competence and positive feelings about themselves, and how to work with children and families from many different backgrounds and circumstances. 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.



  • 1. Making a Difference in Children's Lives.
    2. Good Beginnings: 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-Regulation in Children: Communicating Expectations and Rules.
    11. Fostering Self-Regulation in Children: and the Role of 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.

    • Readers learn how to support long-range goals in the classroom while addressing short-term concerns.
    • Information about children with special needs is presented in all chapters, as well as examples and guidelines on how teachers can adapt the material to their work with these children. In addition, case studies of children with special needs appear in the Appendix. Cases are referenced throughout the text and activities at the ends of chapters help students apply text material to a case scenario.
    • The text spans the entire age-range from infants to age 8 and beyond, making it ideal for students in early childhood/elementary programs. It also provides a developmental progression of skills from early days relationship building to providing behavior supports for children with challenging/extreme behavior.
    • Examples of children's art are included as a way to represent authentic "young voices" in the text.
    • NAEYC standards are emphasized throughout the text. Every chapter begins with a list of the standards to be addressed. Relevant standards-related content -- and why it is important -- is highlighted in the material that follows and identified by an icon. A detailed correlation chart listing the standards coverage in each chapter appears on the inside front and back covers of the book.
    • 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, illustrating how the skills presented in that chapter fit into an overall program of social support and intervention.
    • Theory and research provide a broad basis for understanding child behavior and establish a foundation for appropriate action. The authors draw upon research and practice from a variety of fields, and show readers how theory can be translated into classroom applications.
    • Step-by-step instructions for how to implement skills associated with the content are presented in each chapter, as are many real-life examples to illustrate key points. The authors also describe typical pitfalls associated with learning each skill and how to avoid them.
    • The book discusses the strong links between social competence and academic success.
    • Chapter-opening student learning objectives are numbered and closely aligned with the newly numbered main headings throughout the chapters.
    • Over 250 new references make this edition current with the most recent literature and research.
    • Items identified as "Professional Resource Downloads" throughout each chapter offer customizable content (e.g., forms and checklists) for immediate use.
    • Streamlined end-of-chapter summaries closely align with the learning objectives and the main heads, providing an integrated chapter structure that reinforces students' grasp of the content and facilitates review.
  • "This book will be the most valuable book a young teacher will have on her bookshelf and will refer back to it for many years to come."

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  • 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.

    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 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.

    Michelle Rupiper is an Associate Professor of Practice at the University of Nebraska-Lincoln. She has served as a classroom teacher for infants through school-aged children as well as directed community-based programs during her career. She frequently provides professional development and consults with early childhood programs on a variety of topics. She has been active in the state and regional affiliates of the National Association for the Education of Young Children (NAEYC) and has served on the NAEYC Affiliate Council and the National Coalition for Campus Children's Centers (NCCCC).