Appropriate Limits for Young Children : A Guide for Discipline. Part One [and] Part Two / Karen DeBord.

This two-part pamphlet assists parents and teachers in setting appropriate limits on children's behavior. Part 1 begins by illustrating the differences between punishment and discipline. It points to four basic reasons for misbehavior: (1) attention; (2) power; (3) revenge; or (4) inadequacy. Each o...

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Bibliographic Details
Main Author: DeBord, Karen
Corporate Author: North Carolina Cooperative Extension Service, Raleigh
Language:English
Published: [Place of publication not identified] : Distributed by ERIC Clearinghouse, 1996.
Subjects:
Genre:
Physical Description:9 pages
Format: Microfilm Book

MARC

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245 1 0 |a Appropriate Limits for Young Children :  |b A Guide for Discipline. Part One [and] Part Two /  |c Karen DeBord. 
260 |a [Place of publication not identified] :  |b Distributed by ERIC Clearinghouse,  |c 1996. 
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500 |a Availability: North Carolina State University College of Agriculture and Life Sciences, Department of Agricultural Communications, Box 7603, Raleigh, NC 27695-7603 (first copy free; additional copies, $0.50 each).  |5 ericd 
520 |a This two-part pamphlet assists parents and teachers in setting appropriate limits on children's behavior. Part 1 begins by illustrating the differences between punishment and discipline. It points to four basic reasons for misbehavior: (1) attention; (2) power; (3) revenge; or (4) inadequacy. Each of these reasons are fully defined, and advice for dealing with the behavior is presented. Developmental milestones in the first two years, the preschool years, and middle childhood are discussed in an effort to characterize meaningful and appropriate expectations of children's behavior. Part 1 ends with a listing of key points addressed in the articles, and activities to assist in setting appropriate limits. The second pamphlet begins with a discussion of the three basic parenting styles: the yielder, the enforcer, and the negotiator. Strategies are presented to help parents and teachers reduce discipline problems, including: (1) proper environment; (2) limits; (3) empathy; (4) share the control; (5) share the reasoning; (6) use choice; (7) maintain self-control; and (8) be consistent. Guidance in dealing with undesirable behavior, including teaching natural consequences, logical consequences, time-out, and redirection, is presented. The guide ends with activities which reinforce key points addressed in the articles. (SD) 
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650 0 7 |a Behavior Modification.  |2 ericd 
650 1 7 |a Behavior Problems.  |2 ericd 
650 1 7 |a Behavior Standards.  |2 ericd 
650 1 7 |a Child Behavior.  |2 ericd 
650 0 7 |a Classroom Techniques.  |2 ericd 
650 0 7 |a Developmental Stages.  |2 ericd 
650 1 7 |a Discipline.  |2 ericd 
650 1 7 |a Discipline Policy.  |2 ericd 
650 0 7 |a Early Childhood Education.  |2 ericd 
650 0 7 |a Elementary Education.  |2 ericd 
650 0 7 |a Parenting Styles.  |2 ericd 
650 0 7 |a Punishment.  |2 ericd 
650 0 7 |a Self Control.  |2 ericd 
650 0 7 |a Timeout.  |2 ericd 
653 1 |a Disciplinary Styles 
655 7 |a Guides, Non-Classroom.  |2 ericd 
710 2 |a North Carolina Cooperative Extension Service, Raleigh. 
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