Some error occured while loading the Quick View. Please close the Quick View and try reloading the page.
Learn how to reach children who need special help.
Almost anyone who works with 3- to 6-year-olds knows what it feels like to spend time with youngsters who are particularly puzzling or hard to help. When Young Children Need Help examines how early childhood educators can make sense of what is going on for such children and then use that understanding to help promote growth and mastery. Written for child care center staff, family child care providers, preschool teachers, and pre-service teachers, this book can be useful to any adult who wants to learn more about reaching the most troubling children in his or her care.
When Young Children Need Help provides a framework for understanding a range of emotional, behavioral, and developmental challenges. It explores a process through which early childhood teachers and providers can translate their growing understanding of a child’s difficulties into sensible goals for intervention. The author lays out practical strategies that help kids connect and communicate with ease, focus their attention, manage their bodies and their feelings, engage in constructive problem-solving, and experience themselves as successful friends and learners. The book suggests approaches for collaborating with parents and other caregivers and emphasizes that even when a child needs outside services and supports, what goes on in school or care remains central to making progress.
Almost anyone who works with 3- to 6-year-olds knows what it feels like to spend time with youngsters who are particularly puzzling or hard to help. When Young Children Need Help examines how early childhood educators can make sense of what is going on for such children and then use that understanding to help promote growth and mastery. Written for child care center staff, family child care providers, preschool teachers, and pre-service teachers, this book can be useful to any adult who wants to learn more about reaching the most troubling children in his or her care.
When Young Children Need Help provides a framework for understanding a range of emotional, behavioral, and developmental challenges. It explores a process through which early childhood teachers and providers can translate their growing understanding of a child’s difficulties into sensible goals for intervention. The author lays out practical strategies that help kids connect and communicate with ease, focus their attention, manage their bodies and their feelings, engage in constructive problem-solving, and experience themselves as successful friends and learners. The book suggests approaches for collaborating with parents and other caregivers and emphasizes that even when a child needs outside services and supports, what goes on in school or care remains central to making progress.
Price: $34.95
Pages: 320
Publisher: Redleaf Press
Imprint: Redleaf Press
Publication Date:
05 May 2015
Trim Size: 10.00 X 7.00 in
ISBN: 9781605542386
Format: Paperback
BISACs:
Beautifully written and a delight to read, this invaluable new book will help early childhood educators everywhere to rediscover the strengths in struggling children, their parents, and themselves, and to learn new problem-solving processes that will become their own.—Joshua Sparrow, MD, co-author of Touchpoints: Three to Six - Your Child's Emotional and Behavioral Development
A much-needed resource for teachers who are looking for guidance in their struggle to help difficult children in the early childhood classroom. When Young Children Need Help goes beyond star charts to help staff really look at kids in need, and to build bridges between understanding and intervention that are strong enough to support their development, learning, and emotional well-being.—Lesley Koplow, LCSW, Director of the Center for Emotionally Responsive Practice at Bank Street; Editor, Unsmiling Faces: How Preschools Can Heal
Deborah Hirschland’s new book, When Young Children Need Help, vividly illustrates the complexities faced by teachers who strive to meet the needs of children with challenging or “hard to pin down” behaviors. Rich with practical strategies, and brought to life with actual classroom scenarios, it guides the practitioner through a bounty of helpful responses and interventions. Utilizing this wonderfully readable book as a faithful resource would be a wise choice to support healthy child development in our preschool classrooms.—Sally Quinn Reed, Executive Director of the Center for Parents and Teachers, Inc.
Deborah Hirschland’s When Young Children need Help: Understanding and Addressing Emotional, Behavioral, and Developmental Challenges explores the fundamentals of how to support three-to-six-year-olds who have emotional and behavioral problems, and provides ideas that can be used in a busy classroom environment. From handling kids with histories of neglect to helping when language is limited, this book is a ‘must’ for teachers and childcare providers working in diverse classrooms or situations.—The Education Shelf, Bookwatch
In this book, Deborah Hirschland shares her considerable experience, compassion, and wisdom so that teachers of young children might better support those many children who need special help. The book provides practical advice on how to observe so as to understand, how to assess so as to plan, and how to help so as to support a child's developing in ways that insure a child will thrive. Rejecting easy answers having to do with diagnostic labels as well as abstract discussions of theory, Hirschland explains in clear and interesting prose the meaning and practical value of key concepts, the host of strategies that are worth considering, and the process that we all need to go through in order to be of help. I recommend this wise and accessible book to anyone who teaches young children and especially to those who feel frustrated or unsatisfied in their work with young children our are in particular need of our help.—W. George Scarlett, Senior Lecturer and Deputy Chair, Eliot-Pearson, Department of Child Development, Tufts University
A much-needed resource for teachers who are looking for guidance in their struggle to help difficult children in the early childhood classroom. When Young Children Need Help goes beyond star charts to help staff really look at kids in need, and to build bridges between understanding and intervention that are strong enough to support their development, learning, and emotional well-being.—Lesley Koplow, LCSW, Director of the Center for Emotionally Responsive Practice at Bank Street; Editor, Unsmiling Faces: How Preschools Can Heal
Deborah Hirschland’s new book, When Young Children Need Help, vividly illustrates the complexities faced by teachers who strive to meet the needs of children with challenging or “hard to pin down” behaviors. Rich with practical strategies, and brought to life with actual classroom scenarios, it guides the practitioner through a bounty of helpful responses and interventions. Utilizing this wonderfully readable book as a faithful resource would be a wise choice to support healthy child development in our preschool classrooms.—Sally Quinn Reed, Executive Director of the Center for Parents and Teachers, Inc.
Deborah Hirschland’s When Young Children need Help: Understanding and Addressing Emotional, Behavioral, and Developmental Challenges explores the fundamentals of how to support three-to-six-year-olds who have emotional and behavioral problems, and provides ideas that can be used in a busy classroom environment. From handling kids with histories of neglect to helping when language is limited, this book is a ‘must’ for teachers and childcare providers working in diverse classrooms or situations.—The Education Shelf, Bookwatch
In this book, Deborah Hirschland shares her considerable experience, compassion, and wisdom so that teachers of young children might better support those many children who need special help. The book provides practical advice on how to observe so as to understand, how to assess so as to plan, and how to help so as to support a child's developing in ways that insure a child will thrive. Rejecting easy answers having to do with diagnostic labels as well as abstract discussions of theory, Hirschland explains in clear and interesting prose the meaning and practical value of key concepts, the host of strategies that are worth considering, and the process that we all need to go through in order to be of help. I recommend this wise and accessible book to anyone who teaches young children and especially to those who feel frustrated or unsatisfied in their work with young children our are in particular need of our help.—W. George Scarlett, Senior Lecturer and Deputy Chair, Eliot-Pearson, Department of Child Development, Tufts University
Deborah Hirschland, MSW, has been working with young children and the adults who care for and teach them for over 25 years. A frequent presenter on early childhood issues, she provides training and consultation to Head Start and other early care and education programs across Massachusetts. Deborah is an early childhood consultant for the Freedman Center for Child and Family Development at the Massachusetts School of Professional Psychology, a contributor to the Zero to Three Journal, and the author of Collaborative Intervention in Early Childhood: Consulting with Parents and Teachers of 3- to 7-Year-Olds.
Working Table of Contents
Preface
Acknowledgments
Introduction
Part I. GETTING SPECIFIC BEFORE GETTING TO WORK
Introduction
1. From Reflection to Action: Looking Closely, Thinking Clearly, Intervening Effectively
2. Generating "Maybes": Observing with Depth, Breadth, and an Eye for Surprises
3. Spotlight on Development: Understanding the Building Blocks of Early Childhood Mastery
4. Spotlight on Causation: Considering the "Why's" Behind Worrisome Behavior
5. Developing Child-Specific Portraits: Making Sense as a Foundation for Making Progress
6. Pathways to Growth: Joining Big Picture Thinking with Practical Strategies
Part II. CONNECTION IS KEY
Introduction
7. Spotlight on the Three C's: Connection, Communication, and Cue Responsiveness
8. Getting to Work with Hannah: Helping a Child with Dark Moods and a Dark Past
9. Getting to Work with Hannah, Continued: Seeding the Day with Connection and Other Strategies
10. Getting to Work with Jenny: Helping an Intensely Shy Child
11. One Child is Delayed, The Other Despondent: Helping Children Climb (or Re-Climb) Developmental Ladders
12. When Language is Limited: Helping Two Boys Who Struggle to Communicate
Part III. ADDRESSING PROBLEMS IN SELF-REGULATION
Introduction
13. Getting to Work with Gabrielle: Helping Out When Energy is High and Focus is Low
14. Getting to Work with Brian: Helping an Easily Frustrated Child
15. Getting to Work on “Big Feelings”: Helping Children Who Get Swamped by Anger or Anxiety
16. Spotlight on Parenting: Helping Families Set Effective Expectations at Home
Part IV: PUTTING IT ALL TOGETHER
Introduction
17. A Letter About Sam: Helping a Child with Multiple Challenges
18. Successes in the Sandbox: Big Changes Start with Small Steps
Appendices
References
Index
Preface
Acknowledgments
Introduction
Part I. GETTING SPECIFIC BEFORE GETTING TO WORK
Introduction
1. From Reflection to Action: Looking Closely, Thinking Clearly, Intervening Effectively
2. Generating "Maybes": Observing with Depth, Breadth, and an Eye for Surprises
3. Spotlight on Development: Understanding the Building Blocks of Early Childhood Mastery
4. Spotlight on Causation: Considering the "Why's" Behind Worrisome Behavior
5. Developing Child-Specific Portraits: Making Sense as a Foundation for Making Progress
6. Pathways to Growth: Joining Big Picture Thinking with Practical Strategies
Part II. CONNECTION IS KEY
Introduction
7. Spotlight on the Three C's: Connection, Communication, and Cue Responsiveness
8. Getting to Work with Hannah: Helping a Child with Dark Moods and a Dark Past
9. Getting to Work with Hannah, Continued: Seeding the Day with Connection and Other Strategies
10. Getting to Work with Jenny: Helping an Intensely Shy Child
11. One Child is Delayed, The Other Despondent: Helping Children Climb (or Re-Climb) Developmental Ladders
12. When Language is Limited: Helping Two Boys Who Struggle to Communicate
Part III. ADDRESSING PROBLEMS IN SELF-REGULATION
Introduction
13. Getting to Work with Gabrielle: Helping Out When Energy is High and Focus is Low
14. Getting to Work with Brian: Helping an Easily Frustrated Child
15. Getting to Work on “Big Feelings”: Helping Children Who Get Swamped by Anger or Anxiety
16. Spotlight on Parenting: Helping Families Set Effective Expectations at Home
Part IV: PUTTING IT ALL TOGETHER
Introduction
17. A Letter About Sam: Helping a Child with Multiple Challenges
18. Successes in the Sandbox: Big Changes Start with Small Steps
Appendices
References
Index