A Guidance Approach for the Encouraging Classroom

Описание

In early childhood classrooms young children do on occasion “swear”—even
if they don’t always get the pronunciation right or know what the word really
means. In my view prospective teachers need to face expletive use head on
and develop a response strategy that (on occasion) is not without a tinge of
humor. (See the Guidance Matters column, “Swearing and Words That Hurt,” at
the end of Chapter Three.)
I accept any criticism about informality in the writing style. The challenge of
the text has been to introduce terms and concepts that are important for a paradigm shift away from traditional discipline practices—while at the same time
making the material readable for a broad range of students and (dare I say it in
regards to a textbook) interesting.
In this text, I (as always) advocate for the use of guidance—discipline that
teaches without punishment—bringing numerous references to the material to
vouch for this tradition in early childhood education. This text is from my heart
as well as my mind, and I am pleased to include moments of “real life” humor
and passion that hopefully help the ideas come to life.
Acknowledgments
Many persons have helped to make this fi fth edition possible. First, as always,
appreciation goes to the memory of my mother, Beth Goff, who raised me this
way, and to my wife, Julie Jochum Gartrell, for ongoing assistance and support—
especially with the electronic supplements. Thanks are due to the many students
over the years who have contributed anecdotes and otherwise inspired me with
their guidance teaching, sometimes even as practicum students and student
teachers before graduation. These former students provide continuous renewal
for me as a teacher and author.
Thanks so much to those special teachers over the years with whom I have
had the opportunity to be a colleague. Some of them have contributed anecdotes or to sections of the text, but all have taught me so much: Susan Bailey,
Robin Bakken, Joyce Duffney, Lynn Gerhke, Sharon Hoverson, Terry Leinbach,
Bryan Nelson, Leah Pigatti, Pat Sanford, Kathleen Sonsteng, and Pam Stowe. In
addition I would like to thank staff members of Bi-County Head Start (Bemidji
and Blackduck), Campus Childcare, Mahube Head Start, and Schoolcraft Learning Community. Their positive practices have contributed to the guidance ideas
in this text.
Further, I wish to express appreciation to the colleagues and many former
students who contributed classroom anecdotes. The following shared multiple
or “featured” anecdotes from their classrooms: Robin Bakken, Kelly Grunenwald,
Sharon Hoverson, Julie Curb, Kevin Helgren, Karen Palubicki, Ben Roland, Pat
Sanford, Kathleen Sonsteng, and Marta Underthun. To the many others as well
who gave permission to use their stories, I extend my gratitude.
Special acknowledgment is continued to Dr. Steven Harlow for his important
concept of levels of social relations. His construct has given rise to my concept of
mistaken behavior, a featured concept in the text.
xiv / Preface

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