Moral classroom management in early childhood education / editor, Clodie Tal, Head of MED Program in Early Childhood Education, Levinsky College of Education, Tel Aviv, Israel. [electronic resource]

Includes bibliographies and index.

MORAL CLASSROOM MANAGEMENT IN EARLY CHILDHOOD EDUCATION ; MORAL CLASSROOM MANAGEMENT IN EARLY CHILDHOOD EDUCATION ; CONTENTS ; LIST OF FIGURES; FOREWORD ; INTRODUCTION ; How This Book Came about and What Is Special about Its Approach to MCM; How This Monograph Came about and Acknowledgments; PART I. MORAL CLASSROOM MANAGEMENT: CONCEPTUAL FRAMEWORK AND METHODOLOGY; Chapter 1 MCM DEFINED AS AN EMERGING META-COMPETENCY AND THE PROCESSES THAT FOSTER IT ; Definitions of Classroom Management; MCM Components and How It "Works"

Social Episodes Reflecting Effective and Ineffective Classroom ManagementEpisode 1: Caring for Gal; Why Is This Episode an Example of Effective Classroom Management?; Episode 2: "Calming Down and Thinking before the Action and Trying to Find a Solution to the Crisis"; Implications for Teacher Preparation; Chapter 2 METHODOLOGY: ACTION RESEARCH ASSOCIATED WITH MCM AS AN ENGINE OF PROFESSIONAL DEVELOPMENT ; Methodology Employed in Analysis of the Cases Presented in This Monograph; The Context of the Cases; A Succinct Presentation of the Classroom Management Seminar

Cases Included in the Monograph and Data AnalysisAbout the Methodologies and Methods Used in the Cases; Case Studies as Chosen Methodologies; Social Episode as a Basic Data-Gathering Tool; PART II. MCM AND COPING WITH CHALLENGING BEHAVIOR ; Chapter 3 HOW MCM CAN INFLUENCE A TEACHER'S PERSPECTIVE AND ANALYSIS OF EVENTS IN COPING WITH CHILDREN'S CHALLENGING BEHAVIOR ; How to Set Limits on the Mother or a Non-Educational Punishment; Chapter 4 THE EMERGENCE OF A MORAL APPROACH IN PLACE OF A DISCIPLINARIAN APPROACH

Chapter 5 COPING WITH MULTIPLE CASES OF BEHAVIORAL PROBLEMS USING REPEATED NARRATIVE WRITING OF EMOTIONALLY LOADED EPISODES Summary of Part II: MCM and Coping with Challenging Behaviors; The Main Insights Derived from Part II:; Appendix to Part II; PART III. MCM, CURRICULUM DISCOURSE AND LEARNING ; Chapter 6 MCM, EMERGENT CURRICULUM, AND DISCOURSE IN THE EDUCATIONAL GARDEN; Improving the Planning and Formulation of Goals; Improving the Structure of the Encounters to Allow for Scientific Discourse

Sustained Discourse Among the Children Following Sivan's Decision to Avoid Intervening in the Children's DiscussionsThe Structure of Each Learning Encounter; Insights from Chapter 6; Chapter 7 INTEGRATING SMALL GROUPS AS A PERMANENT ELEMENT OF THE PRESCHOOL CURRICULUM ; Summary of Part III: MCM, Curriculum Discourse, and Learning; PART IV. MCM AND MANAGING DIVERSITY ; Chapter 8 MCM FOSTERING GROUP COHESION AND LEARNING IN A CULTURALLY DIVERSE GROUP OF CHILDREN ; An Opportunity to Encourage Collaboration among Children

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