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Guiding Children's Social Development and Learning


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Table of Contents

1. Making a Difference in Children's Lives. 2. 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-Discipline in Children: Communicating Expectations and Rules. 11. Fostering Self-Discipline in Children: Implementing Solutions and 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. Appendix A: The National Association for the Education of Young Children Code of Ethical Conduct.

About the Author

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. In addition, she has taught at Michigan State University in the areas of child development and early education. Her publications are in the areas of social development and early childhood education, particularly in the area of play. Anne K. Soderman works internationally with schools in the area of early literacy, assessment, and second language acquisition. Her research has been centered on gender differences as they relate to emerging literacy, particularly in children coming from lower income populations. Other recently co-authored publications include CREATING LITERACY-RICH PRESCHOOLS AND KINDERGARTENS and SCAFFOLDING EMERGENT LITERACY. Kara Gregory has worked in centers and classrooms with children from infancy through first grade. She consults with preschool and elementary school early childhood teachers and support staff on many topics, including social and emotional development, oral language, early reading and writing, and play. Her publications have also focused on these areas. Dr. Gregory also teaches courses in child development and early childhood education for Michigan State University. 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 and child care provider 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. Currently, Dr. Kostelnik is a serving member of the Nebraska Governor's Early Childhood Coordinating Council and the Lincoln Community Learning Centers Advisory Board.


1. Structure and Process of Supervision. 2. Supervision Models: Psychotherapy-based Non-Psychotherapy-based. 3. Effective Supervision. 4. Supervisor. Gender and Perceived Stereotypes. Theoretical Orientation, Interaction and Learning Styles. BTI Types. Negative-Harmful Supervision. 5. Supervisee. Attachment Style. Self-presentation and Self-disclosure. Interaction and Learning Styles. Theoretical Orientation. Gender & Perceived Stereotypes. 6. Assessment of the Trainee. Knowledge and Skills. Personal Dynamics. Formal Assessment Tools. 7. Supervision Ethics. 8. Legal Aspects of Supervision in Psychotherapy. 9. Impacts of Culture and Diversity on the Supervisory Relationship and Process.

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