Includes bibliographical references (p. 347-359) and indexes.

pt. 1. Discipline foundations -- 1. Thinking about guidance and discipline -- Defining discipline -- The goals of discipline -- Discipline models compared -- 2. Physical and emotional development affect child behavior -- Related physical development issues -- Emotional development and guidance -- 3. Intellectual and social development affect discipline -- Intellectual development and behavior -- Social skills and guidance -- Accommodating individual differences -- pt. 2. Discipline approaches -- 4. Creating environments that prevent discipline problems -- The emotional environment -- The physical environment -- 5. Planning programs that prevent discipline problems -- Making learning meaningful -- Organizational strategies -- 6. Teaching desirable behavior through example -- Interaction style -- Expressing feelings -- Accepting feelings -- Caring for others -- Taking risks -- Taking responsibility -- Keeping safe -- Effective role models -- Models of violence -- Curriculum programs that provide examples -- 7. Effective discipline through effective communication -- Why children don't listen -- Talking to children respectfully -- Being a good listener -- Family and community -- 8. Helping children understand and accept limits -- Natural consequences -- Related consequences -- Consequences or punishment? -- Selecting reasonable consequences -- Using consequences -- 9. Controlling behavior externally -- Behavior modification -- Is behavior modification the approach for you? -- Necessary motivation -- Common forms of behavior modification -- 10. Punishment versus discipline -- Results of punishment -- Why punishment is used -- Adult stress --

pt. 3. Matching discipline causes to discipline approaches -- 11. Immaturity -- Physical immaturity -- Undeveloped communication ability -- Undeveloped emotion regulation -- Undeveloped social skills -- Egocentrism -- Other immature perceptions -- Family involvement -- 12. Unmet needs -- Differing needs -- Privacy needs -- Power needs -- Ownership needs -- Attention needs -- Needs for success and challenge -- Need for security -- Need for love and acceptance -- 13. Children experiencing disabilities / Eileen Hughes -- Philosophy and values -- The social environment -- Organizational strategies -- Rules and limits -- Teacher collaboration -- Relationships with families -- 14. Special emotional needs / Lory Britain, Sierra Freeman -- Risk factors -- Behaviors -- Observations -- Therapeutic approach : strategies and techniques -- Classroom culture -- Expanding the teacher role -- 15. Analyzing discipline problems -- Keeping goals in mind -- Finding the cause of the problem -- Matching discipline approaches to the cause -- Evaluating guidance programs -- Whose problem is it? -- Taking time for discipline -- Families and respect for children -- Appendix A. Action guide for media violence and children -- Appendix B. Curriculum guidelines from the National Association for the Education of Young Children -- Appendix C. NAEYC Code of Ethical Conduct and Statement of Commitment -- Appendix D. Three subtypes of ADHA.