This book has been written specific

This book has been written specifically for those
adults who make an invaluable contribution to society
by caring for and teaching the youngest and most
vulnerable—our children. The book is intended as a
foundation for effective problem solving and as a guide for adults as they strive to meet
the developmental needs of children from infancy through early childhood. Every child
has unique needs. Consequently, no single guidance strategy will be appropriate for all
children at all ages.
This book addresses typical characteristics
and needs of children as they proceed through
developmental stages. It provides a broad range
of practical, effective, and flexible guidance
methods that are based on principles of honest
communication and assertiveness. The focus is
on respect for the dignity and human rights of
the infant and young child. Guiding children
effectively always takes effort. But the methods
presented here promise to make the process less
frustrating and more satisfying for both adult
and child.
Many child guidance authors have focused
mostly on behaviorist learning theory, a view
that learning can best be explained as the result
of externally reinforced (or rewarded) behavior.
External control in the form of ignoring negative behavior and rewarding appropriate behavior is referred to as behavior modification. If
used well in certain types of situations, it can be
extremely useful.
For many people, however, discipline means simply giving rewards and punishments to control children’s behavior externally. Many schools rely completely on competitiveness, grades, stickers, and time-outs to motivate and control children. A problem
with reliance on external control is that children may respond only when they know
that rewards or punishments are close at hand. They may not learn to behave appropriately simply because it is the “right” thing to do.
Additionally, rewarding children for behaving a certain way raises several sticky issues. Because human beings of all ages are infinitely complex, the praise or prize that reinforces one child may embarrass, bore, or alienate another. Doling out privileges and prizes
may place an adult in the role of a stingy gift giver, rather than that of a democratic guide
and role model, and may stimulate competition rather than cooperation among children.
Doling out attention and praise as reinforcement risks implying to children that compliance is a condition for affection and that only “good” children are valued.
Planning for positive child guidance should not rely only on strategies for external
control but instead should support the child’s naturally unfolding motivation for selfcontrol. Children should be helped to become self-directed and less dependent on others to manage their behavior. As they grow toward adolescence and adulthood, they
must begin to make critical choices about what to do and how to behave.
Because imitation of adult modeling is an important way young children learn,
how adults cope with stress and frustration is critical. Children tend to do what we do
rather than what we say to do. Remember, the purpose of child guidance is to support
the growth of effective life skills—not just to control annoying behaviors.
Positive, persistent assertiveness takes more deliberate patience than intimidating
children into obedience by scolding, screaming, or spanking. And it definitely requires

Kết quả (Việt) 1:

Cuốn sách này đã được viết đặc biệt cho những ngườingười lớn những người làm cho một sự đóng góp vô giá cho xã hộibởi chăm sóc và giảng dạy các trẻ nhất và hầu hếtdễ bị tổn thương-trẻ em của chúng tôi. Cuốn sách được thiết kế như là mộtnền tảng cho giải quyết hiệu quả vấn đề và như một hướng dẫn cho người lớn như họ cố gắng đáp ứngnhu cầu phát triển của trẻ em từ giai đoạn trứng thông qua thời thơ ấu sớm. Moãi moät treû emcó nhu cầu duy nhất. Do đó, không có chiến lược hướng dẫn duy nhất sẽ được thích hợp cho tất cảtrẻ em ở mọi lứa tuổi.Địa chỉ cuốn sách này đặc điểm điển hìnhvà nhu cầu của trẻ em khi họ tiến hành thông quagiai đoạn phát triển. Nó cung cấp một phạm vi rộnghướng dẫn thiết thực, hiệu quả và linh hoạtphương pháp được dựa trên các nguyên tắc của trung thựcgiao tiếp và sự quyết đoán. Trọng tâm làtrên tôn trọng nhân phẩm và quyền con người củacon trẻ sơ sinh và trẻ. Hướng dẫn trẻ emhiệu quả luôn luôn cần nỗ lực. Nhưng các phương pháptrình bày ở đây lời hứa để làm cho quá trình ít hơnbực bội và đáp ứng hơn cho cả hai người lớnvà trẻ em.Nhiều trẻ em hướng dẫn tác giả đã tập trungchủ yếu là trên behaviorist học lý thuyết, một cái nhìnhọc tập mà tốt nhất có thể được giải thích như là kết quảhành vi bên ngoài tăng cường (hoặc khen thưởng).Các kiểm soát bên ngoài trong hình thức bỏ qua hành vi tiêu cực và đáng theo đuổi các hành vi thích hợp được gọi là hành vi sửa đổi. Nếusử dụng tốt trong một số loại tình huống, nó có thểcực kỳ hữu ích.For many people, however, discipline means simply giving rewards and punishments to control children’s behavior externally. Many schools rely completely on competitiveness, grades, stickers, and time-outs to motivate and control children. A problemwith reliance on external control is that children may respond only when they knowthat rewards or punishments are close at hand. They may not learn to behave appropriately simply because it is the “right” thing to do.Additionally, rewarding children for behaving a certain way raises several sticky issues. Because human beings of all ages are infinitely complex, the praise or prize that reinforces one child may embarrass, bore, or alienate another. Doling out privileges and prizesmay place an adult in the role of a stingy gift giver, rather than that of a democratic guideand role model, and may stimulate competition rather than cooperation among children.Doling out attention and praise as reinforcement risks implying to children that compliance is a condition for affection and that only “good” children are valued.Planning for positive child guidance should not rely only on strategies for externalcontrol but instead should support the child’s naturally unfolding motivation for selfcontrol. Children should be helped to become self-directed and less dependent on others to manage their behavior. As they grow toward adolescence and adulthood, theymust begin to make critical choices about what to do and how to behave.Because imitation of adult modeling is an important way young children learn,how adults cope with stress and frustration is critical. Children tend to do what we dorather than what we say to do. Remember, the purpose of child guidance is to supportthe growth of effective life skills—not just to control annoying behaviors.Positive, persistent assertiveness takes more deliberate patience than intimidatingchildren into obedience by scolding, screaming, or spanking. And it definitely requires