Pelo, Ann. The Goodness of Rain. Redmond, WA: Exchange Press, 2013.
Piaget, Jean. The Origins of Intelligence in Children. New York: International Universities Press, 1952.
Sammons, William, and T. Berry Brazelton. The Self-Calmed Baby. New York: St. Martin’s Press, 1991.
Schiller, Pam. “Early Brain Development Research Review and Update,” in Exchange magazine, Nov./Dec. 2010 (www.childcareexchange.com/library).
Shore, Rima. Rethinking the Brain: Research and Implications of Brain Development in Young Children. New York: Families and Work Institute, 1997.
Siegel, Daniel J., M.D., and Tina Payne Bryson, Ph.D. The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind. New York: Delacorte Press, 2011.
Siegel, Daniel J., M.D., and Mary Hartzell, M.Ed. Parenting from the Inside Out: How a Deeper Self-Understanding Can Help You Raise Children Who Thrive. New York: Tarcher Putnam, 2003.
Singer, Dorothy G., and Tracey A. Revenson. A Piaget Primer: How a Child Thinks. New York: Plume, 1996.
Summers, Susan Janko, and Rachel Chazan-Cohen, eds. Understanding Early Childhood Mental Health: A Practical Guide for Professionals. Baltimore: Brookes Publishing, 2012.
Zentner, Marcel, and John E. Bates. “Child Temperament: An Integrative Review of Research, Programs, and Concepts,” in European Journal of Developmental Science, vol. 2, no. 1/2, 2008.
ADDITIONAL RESOURCES
CCFC: Campaign for a Commercial-Free Childhood, c/o Judge Baker Children’s Center, 53 Parker Hill Avenue, Boston, MA 02120–3225. Ongoing information available at www.commercialfreechildhood.org.
For free downloadable, month-by-month or annual milestone checklists, go to: www.cdc.gov/ncbddd/actearly/milestones. These checklists also include warning signs of behaviors that should be assessed.
Circle of Security. www.circleofsecurity.net.
Duffy, Roslyn Ann. “From a Parent’s Perspective,” bimonthly column in Exchange magazine (Exchange Press, Redmond, WA 98073-3249, 800-221-2864). Information for parents and childcare programs at www.childcareexchange.com.
Early Moments Matter: Small Steps, Long-Lasting Effects, a handbook and DVD produced in collaboration with the PBS television series This Emotional Life (www.pbs.org/thisemotionallife).
Frieden, Wayne S., and Marie Hartwell Walker. Family Songs. Available as downloadable MP3 files at www.positivediscipline.com.
Guys Read. www.guysread.com
La Leche League. 1400 N. Meacham Road, Schaumburg, IL 60173-4808, 847-519-7730. www.lalecheleague.org.
Mothers of Preschoolers. www.mops.org.
Parents Action for Children. www.parentsaction.org.
PEPS: Program for Early Parent Support. www.pepsgroup.org.
Positive Discipline information:
www.positivediscipline.org (for information about the nonprofit Positive Discipline Association and its workshops and training)
www.positivediscipline.com (for books, other products, and helpful information)
www.positivediscipline.ning.com (a free online community of parents, teachers, and professionals who are using Positive Discipline)
Sensory Processing Disorder Foundation: www.spdfoundation.net.
TRUCE: Teachers Resisting Unhealthy Children’s Entertainment. P.O. Box 441261, West Somerville, MA 02144. More information at www.truceteachers.org.
Zero to Three: National Center for Infants, Toddlers, and Families. www.zerotothree.org.
INDEX
Abstract concepts, 3.1, 9.1, 16.1
Abuse, 3.1, 3.2, 20.1
Academics, early, 1.1, 3.1, 3.2, 19.1
Accountability
Actions, teaching with
Active listening
Active temperament
Activity level, 10.1, 10.2
Adaptability, 10.1, 10.2, 10.3
Adaptations, 3.1, 8.1
Adler, Alfred, 2.1, 16.1, 18.1
Age-appropriate behavior
autonomy and, 9.1, 9.2
distraction and redirection
in public places
skill development and
supervision and
understanding, 9.1, 9.2
Aggression
biting, 6.1, 12.1, 16.1, 19.1, 20.1
hitting and kicking, 3.1, 6.1, 8.1, 9.1, 12.1, 16.1, 16.2, 19.1, 20.1
Alcohol abuse
Allergies, food-related
American Association of Pediatrics, 6.1, 13.1, 13.2, 13.3
American Medical Association
Angelou, Maya
Anger
dealing with
gender and
labeling feelings
managing
validating feelings
Anxiety, 11.1, 17.1
Approach responses
Attachment
importance of
insecure
Attention, crying and
Attention deficit disorder (ADD/ADHD)
Attention span, 10.1, 10.2, 10.3, 18.1
Autism
Autonomy, 2.1, 2.2, 2.3, 3.1, 5.1, 6.1, 8.1, 12.1, 12.2, 13.1, 13.2, 14.1
age-appropriate behavior and, 9.1, 9.2
defined
development of, 2.1, 8.1, 8.2, 8.3
developmentally appropriate behavior and, 8.1, 8.2, 8.3
distraction and choices and, 8.1, 8.2
encouraging, 8.1, 8.2, 8.3
as life skill
safe exploration and
safe promotion of
triple A’s of
Baby blues
Baby swings
Back sleeping
Bartlett, Kelly, n
Beds, choice of
Bedtime ABCs
Bedtime routine
Behavior, understanding belief behind
Belonging, sense of, 2.1, 2.2, 2.3, 2.4, 3.1, 11.1, 16.1, 21.1
Beyond Remote-Controlled Childhood: Teaching Young Children in the Media Age (Levin), 18.1n
Biology of Belief, The (Lipton), 4.1n
Birth order
Biting, 6.1, 12.1, 16.1, 19.1, 20.1
Blame
Blankies
Board games
Books versus technology, 18.1, 18.2
Bottle-feeding, 1.1, 14.1
Boundary setting, 1.1, 4.1
Brain development, 2.1, 3.1, 17.1, 18.1, 18.2
Brain research, 1.1, 2.1, 2.2
Brain scans
Bread and Jam for Frances (Hoban), 14.1n
Breast-feeding, 1.1, 6.1, 7.1, 14.1
Breath, holding
Breathing, to calm down, 6.1, 6.2, 6.3
Bruner, Jerome
Bryson, Tina Payne
Calm atmosphere, 6.1, 17.1
Candy Land
Capability, sense of, 1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 2.5, 8.1, 9.1, 11.1, 12.1, 13.1, 20.1
Cause and effect
Chess, Stella, 10.1, 10.2, 10.3, 10.4
Child abuse, 3.1, 3.2, 20.1
Childcare, 1.1, 3.1, 19.1
assessment systems and
attitudes and theories about
benefits of
choices
consistency and, 19.1, 19.2, 19.3
curriculum, 19.1, 19.2
discipline, 19.1, 19.2
early intervention and
as extended family
finding quality, 3.1, 19.1
global perspective
involvement in
licensing, 19.1, 19.2
physical setting, 19.1, 19.2
quality, 19.1, 19.2, 19.3
safety and health procedures, 19.1, 19.2
staff, 19.1, 19.2
technology and
work and
Childproofing, 3.1, 8.1, 10.1, con.1
Children: The Challenge (Dreikurs and Soltz)
Child’s world, getting into, 4.1, 5.1
Choices
acceptable
distraction and, 8.1, 8.2
offering limited, 9.1, 12.1, 12.2
wr
ong sorts of, 8.1, 9.1
Chutes and Ladders
CLASS Toddler
Classroom Assessment Scoring System (Toddler) (LaParo, Hamre, and Pianta), 19.1n
Cognitive development
Colic, 1.1, 13.1, 20.1
Communication, 1.1, 2.1 (see also Language development)
nonverbal, 6.1, 6.2
Compassion, 1.1, 16.1, 16.2
Competence, 2.1, 8.1, con.1
Competency experiences, 11.1, 11.2
Computers (see Technology)
Confidence, 2.1, 2.2, 3.1, 8.1, 9.1, 11.1, 14.1, 14.2, 20.1, con.1 (see also Autonomy)
Connection, sense of, 2.1, 2.2, 3.1, 3.2, 5.1, 6.1, 21.1
Consequences, understanding
Consistency, 13.1, 13.2, 18.1, 18.2, 19.1, 19.2, 19.3
Contingent communication
Contribution, sense of, 2.1, 2.2, 2.3
Cool-out space
Cooperation, 2.1, 12.1, 12.2, 13.1
at mealtimes
Courage, 1.1, 8.1, 8.2, 12.1
Creativity, 3.1, 4.1, 10.1, 17.1
Crib mobiles
Criticism
Crying, 1.1, 1.2, 6.1, 7.1
at bedtime, 13.1, 13.2, 13.3, 13.4
colic, 1.1, 13.1, 20.1
differences in
Cuddling, 1.1, 3.1
Cultural differences, 4.1, 4.2
Cultural values, sharing and
Curfew
Curiosity, 3.1, 12.1
Curiosity questions, 5.1, 9.1, 11.1
Curriculum, in childcare, 19.1, 19.2
Date night
Dear Parents: Caring for Infants with Respect (Gerber), 3.1n
Death, experience of
Defiance, 8.1, 9.1, 9.2
dealing with
Dentists
Depression, 3.1, 17.1
gender and
postpartum
Developmental abilities and needs, 2.1, 2.2, 2.3, 4.1, 4.2, 5.1, 5.2, 5.3, 7.1, 8.1 (see also Age-appropriate behavior)
Diapers, disposable
Dignity, 2.1, 9.1, 12.1, con.1
Disappointment
Discipline (see also Positive Discipline)
in childcare, 19.1, 19.2
defined, 2.1, 2.2
methods to avoid
root meaning of word
vs. punishment
Discouraged child, 11.1, 16.1
Disrespect, 2.1, 5.1
Distractibility, 10.1, 10.2, 10.3, 10.4
Distraction, 5.1, 5.2, 5.3, 8.1, 9.1, 10.1, 12.1, 14.1, 15.1
choices and, 8.1, 8.2
DNA
Doubt and shame, 2.1, 2.2, 5.1, 5.2
autonomy versus
punishment and
Dreikurs, Rudolf, 2.1, 3.1, 5.1, 6.1, 10.1, 11.1, 11.2, 13.1
Drug abuse
Duffy, Roslyn, n
Eating, 13.1, 14.1, 17.1
bottle-feeding, 1.1, 14.1
breast-feeding, 1.1, 6.1, 7.1, 14.1
food fights, avoidance of
food labels
formula
meal planning and preparation
mealtime cooperation
nutritional needs
power struggles over, 14.1, 14.2
presentation of food and
regular family meals
in restaurants, 5.1, 9.1, 9.2, 9.3
snacks
solid foods, introduction of
special diets
sugar and fat content, 14.1, 14.2
unhealthy foods, 14.1, 14.2, 14.3
weaning
Einstein Never Used Flash Cards: How Children Really Learn—and Why They Need to Play More and Memorize Less (Hirsh-Pasek)
Emotional development
Emotional literacy
Emotions (see also Trust)
active listening and
anger (see Anger)
appropriate expression of
calm atmosphere and
connection and
fear and insecurity
gender and
nonverbal communication and, 6.1, 6.2
tantrums (see Temper tantrums)
validating, 6.1, 6.2, 12.1
Empathy, 16.1, 16.2
Enactive representation
Encouragement, 2.1, 4.1, 11.1, 19.1
art of
difference between praise and
loving the child you have
patience with child’s development
providing opportunities for success
self-fulfilling prophecies and
showing faith
teaching child skills
Enjoyment of children, 3.1, 7.1, 8.1, con.1
Erikson, Erik, 3.1n, 7.1, 7.2, 8.1, 8.2, 8.3, 8.4
Erwin, Cheryl, 1.1n, 6.1n, 19.1n
Ethics
Everything Parent’s Guide to Raising Boys, The (Erwin), 6.1n
Excessive praise, 11.1, 11.2
Exchange Press
Exercise, 14.1, 17.1, 21.1
Expectations, 4.1, 9.1, 9.2, 11.1, 11.2
Exploration
safe, 3.1, 8.1, 8.2
Expressing (pumping) breast milk
Eye contact, 4.1, 4.2, 8.1
Failure, fear of, 11.1, 11.2
Family, forms of
Family bed
Fantasy and reality, line between
Fat and sugar content, 14.1, 14.2
Fear and insecurity
Feeding (see Eating)
Feelings (see Emotions)
Field Guide to Boys and Girls, A (Gilbert), 4.1n
“Fight” or “flight” mode
Fine motor control
Firmness, 1.1, 1.2, 2.1, 2.2, 5.1, 5.2, 8.1, 8.2, 9.1, 9.2, 9.3, 9.4, 10.1, 12.1, 12.2, 14.1, 16.1, 19.1
Flexibility
Food fights, avoidance of
Food labels
Food (see Eating)
Formula
Foster, Steven, n
Four R’s of Punishment
Freedom and independence, 8.1, 8.2
Freud, Sigmund
Frustration, 3.1, 3.2, 4.1, 4.2, 16.1
Garcia, Joseph, n
Gender differences
emotions and
Gender identity
Genes, 3.1, 4.1
Gerber, Magda, 3.1, 3.2n
Gilbert, Susan, n
Glenn, H. Stephen
Gluten
Goodness of Rain, The (Pelo), 17.1n
Gopnik, Alison, n
Grandparents, 1.1, 1.2, 3.1
Guilt, 2.1, 8.1, 9.1, 13.1, 19.1, 19.2, 19.3, 21.1
Hair pulling
while nursing
Hamre, Bridget, n
Harlow, Harry F.
Hartzell, Mary, n
Head banging
Head Start
Healy, Jane M., 3.1, 3.2
Hearing problems, 20.1, 20.2
Help! My Child Is Addicted to Screens (Yikes! So Am I): Positive Discipline Tools for Managing Family Screen Time (Nelsen and Bartlett), 18.1n
High/Scope Perry Preschool Study Through Age 40
Hirsh-Pasek, Kathryn
Hitting and kicking, 3.1, 6.1, 8.1, 9.1, 12.1, 16.1, 16.2, 19.1, 20.1
Hoban, Russell, n
Hobbies
Honesty, 1.1, 1.2
Hope
Houseplants, care of, 17.1, 17.2
Humiliation, 2.1, 5.1
Humor, sense of, 5.1, 12.1
Imagination, 3.1, 4.1
Imitation, 2.1, 3.1, 16.1
Impulse control, 5.1, 8.1, 16.1, 16.2
Individuality
Individuation process
Infant seats, 3.1, 3.2
Infants (see Eating; Parenting; Sleeping)
Initial response (approach or withdrawal), 10.1, 10.2, 10.3
Initiative, 2.1, 2.2, 2.3, 3.1, 12.1, 12.2, 13.1, 20.1
Insecure attachment
Institute of Medicine
Intensity of reactions, 10.1, 10.2, 10.3
Internationa
l Mud Day
Internet (see Technology)
Involvement of child
Jared’s Cool-Out Space (Nelsen, Wilkinson, and Schorr), 5.1n
Judgment skills
Kagan, Jerome
Kicking (see Hitting and kicking)
Kindlon, Dan, 6.1, 6.2n
Kindness, 1.1, 1.2, 2.1, 2.2, 5.1, 5.2, 8.1, 8.2, 9.1, 9.2, 9.3, 9.4, 10.1, 12.1, 12.2, 14.1, 19.1
Know Your Child (Chess and Thomas), 10.1n
Kuhl, Patricia, n
La Leche League, 1.1, 14.1, 21.1
Language development, 3.1, 3.2, 6.1, 16.1, 16.2, 17.1
reading aloud
talking to child
LaParo, Karen, n
Learning, early, 3.1, 3.2, 19.1
Learning opportunities, mistakes as, 1.1, 1.2, 8.1, 11.1, 11.2, 14.1, con.1
Lecturing, 2.1, 8.1, 9.1, 9.2
“Let’s Pretend,”
Levin, Diane E., n
LGBT community
Libraries
Life skills (see Social and life skills)
Lipton, Bruce H., n
Listening, 2.1, 4.1
active
of child
Logical consequences
Logical decisions
Lott, Lynn, n
Love, 5.1, 8.1
boundary setting and
things done in name of
unconditional, 1.1, 11.1, 11.2
Love You Forever (Munsch), 1.1
Main, Mary
Manipulation, 1.1, 5.1, 7.1, 7.2, 7.3, 15.1
Maori people
Marital satisfaction
Mayo Clinic
McNally, David, n
Meal planning and preparation
Mealtimes (see Eating)
Media (see Technology)
Meltzoff, Andrew, n
Mindsight
“Mine” stage of development
Mirror neurons, 2.1, 3.1, 6.1, 11.1, 13.1
Mistakes, as learning opportunities, 1.1, 1.2, 8.1, 11.1, 11.2, 14.1, con.1
Mistrust, trust versus, 7.1, 7.2
Mobile devices, 18.1, 18.2, 18.3 (see also Technology)
Monitors
Montessori programs
Mood, quality of, 10.1, 10.2, 10.3
Mothers of Preschoolers
Motor skills, 4.1, 13.1
Munsch, Robert
Muscle control
Music, brain development and
Mutual respect
Naps
National Accreditation Commission for Early Care and Education Programs (NAC)
National Association for the Education of Young Children (NAEYC)
National Scientific Council on the Developing Child, n