This column explores bullying from the viewpoints of the bully and the victim. It recommends an approach that goes beyond immediate follow-up to a broad-based effort that includes holding class meetings, building an encouraging classroom, and modeling inclusive group spirit. The authors cite research and illustrate their view through vignettes.…

Guiding children in finding social acceptance is on of the most important parts of the early childhood teacher's job. Opening the column with an anecdote from a pre-K teacher, Gartrell discusses what teachers can do when children cause conflicts on purpose and how teachers might prevent such conflicts.

Notes that time-outs have become a preferred method for setting limits with preschool children, and illustrates why this method is not developmentally appropriate for use with toddlers. Suggests that caregivers should join young children at play, be alert for learning opportunities, and develop practices to minimize conflicts. (LBT)

Suggests that preschool teachers use conflict resolution and discipline techniques such as redirection of activities and face-to-face discussions of infractions or problems rather than the over-used "time-out" form of punishment, according to which the child has to sit in a corner for a period of time. (MDM)

Explains concerns about the use of timeout in early childhood settings and the importance of replacing timeouts with guidance to build an encouraging classroom. Offers suggestions for becoming a guidance professional, teaching democratic life skills, and building an encouraging classroom. Suggestions for building an encouraging classroom relate to…

Presents a model for using guidance in mild and serious conflict situations in the preschool classroom. Describes how classic conflict management techniques are used to make both parties equal contributors to a peaceful settlement through mediation, including guidance talks, self-removal, and class meetings. Discusses use of comprehensive guidance…

Discusses the advantages of using developmentally appropriate guidance as a method of classroom management. Contrasts this method with traditional classroom discipline and clarifies the distinction between misbehavior and mistaken behavior. Analyzes the three levels of mistaken behavior and suggests that adults who approach children as individuals…

Discusses ingredients inherent in democratic, ethical, and moral character and practices and the ways in which early childhood caregivers and teachers can institute democratic practices in their classrooms with young children. Considers the uses of discipline in democratic child care and education. (BB)

Suggests looking at group dynamics when managing conflicts between children in the classroom. Uses an example from the classroom to demonstrate how teachers can facilitate safe and fair conflict management, increase cooperative behavior, and, as a result, contribute to children's self-esteem. Discusses careful observation in the classroom,…