Positive Discipline- the First Three Years

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Positive Discipline- the First Three Years Page 32

by Jane Nelsen


  National Scientific Council on the Developing Child, n

  Native American culture

  Nature, 3.1, 17.1

  Needs

  basic, 2.1, 7.1

  vs. wants, 2.1, 3.1, 7.1

  Nelsen, Jane, 1.1n, 1.2, 1.3n, 4.1n, 5.1n, 5.2n, 13.1n, 13.2, 18.1n, 19.1n, 20.1n

  Neurotransmitters

  Newton, Isaac

  Nightmares

  “No,”

  as abstract concept

  how not to say

  hugging

  teaching with actions

  Nonverbal communication, 6.1, 6.2

  Nursery rhymes, 6.1, 6.2

  Nursing (see Breast-feeding)

  Obesity, 2.1, 14.1, 14.2, 17.1

  Optimism

  Outdoor exploration

  Overprotection, 1.1, 11.1

  Overscheduling

  Pacifiers

  weaning from

  Pampering

  Parallel play

  Parenting (see also Childcare; Eating; Emotions; Encouragement; Positive Discipline; Sleeping; Social and life skills; Toilet training)

  advice on

  birth of baby

  couple relationships and

  education and training and, 1.1, 7.1

  fantasy versus reality

  gender identity and

  getting into child’s world, 4.1, 5.1

  guilt and, 8.1, 9.1, 13.1, 19.1, 19.2, 19.3, 21.1

  from the heart

  importance of long-term parenting

  learning skills

  as partnership

  rearranging roles

  self-care and, 1.1, 3.1, 9.1, 20.1, 21.1, 21.2

  single parents, 1.1, 1.2, 1.3

  stay-at-home parents, 19.1, 19.2, 19.3

  support networks, 1.1, 1.2, 20.1, 21.1, 21.2

  Parenting from the Inside Out: How a Deeper Self-Understanding Can Help You Raise Children Who Thrive (Siegel and Hartzell), 3.1n

  Passive temperament

  Pat the Bunny

  Patience, 4.1, 4.2, 5.1, 7.1, 11.1, 12.1

  Peanuts cartoon strip

  Peekaboo game, 3.1, 18.1

  Pelo, Ann, n

  PEPS (the Program for Early Parent Support)

  Perfect child, myth of, 10.1, 10.2

  Permissiveness, 1.1, 2.1, 9.1

  Persistence, 10.1, 10.2, 10.3

  Personality (see also Temperament)

  influence of genes on

  understanding child’s

  Pets

  Physical stimulation

  Piaget, Jean

  Pianta, Robert, n

  Planning

  involving child in, 9.1, 12.1

  preventing problems with advance

  Play

  importance of

  parallel play

  private time

  Playpens, 3.1, 3.2

  Pollock, William

  Portion sizes

  Positive Discipline, (see also Encouragement)

  acceptable choices

  accepting uniqueness of child

  building blocks of

  connection before correction

  creating routines

  getting into child’s world

  helping opportunities

  involving child

  kind and firm action

  patience

  rethinking time-outs

  supervision, distraction, and redirection

  teaching respect

  ten basics for implementing

  using sense of humor

  work of Dreikurs and Adler and

  Positive Discipline (Nelsen), 4.1n

  Positive Discipline A–Z (Nelsen and Lott), 13.1, 15.1

  “Positive Discipline: Birth to Five” (Nelsen), n

  Positive Discipline for Childcare Providers (Nelsen and Erwin), 1.1n, 19.1n

  Positive Discipline for Children with Special Needs (Nelsen, Foster, and Raphael), 20.1n

  Positive Discipline for Preschoolers (Nelsen, Erwin, and Duffy), 4.1n

  Positive Discipline for Single Parents (Nelsen)

  Positive Time-Out and Over 50 Ways to Avoid Power Struggles in the Home and the Classroom (Nelsen), 5.1n

  Postpartum depression

  Potty training (see Toilet training)

  Power struggles, 2.1, 5.1, 6.1, 8.1, 8.2, 8.3, 9.1, 9.2, 13.1, 13.2, 14.1, 14.2, 15.1, 15.2, 15.3

  Praise

  difference between encouragement and

  excessive

  Prefrontal cortex, 3.1, 6.1, 6.2

  Private time

  Problem-solving skills, 2.1, 2.2, 3.1, 9.1

  Punishment, 1.1, 3.1, 4.1

  doubt and shame and

  Four R’s of

  negative effects of, 2.1, 2.2

  slapping hands, 2.1, 2.2, 4.1, 8.1, 8.2

  spanking, 1.1, 1.2, 2.1, 2.2, 8.1, 8.2, 8.3, 19.1

  time-outs, 2.1, 5.1, 6.1

  vs. discipline

  Puppet pretend

  “Push, The” (McNally), n

  Quality of mood, 10.1, 10.2, 10.3

  Raising Cain: Protecting the Emotional Life of Boys (Kindlon and Thompson), 6.1n

  Raising Self-Reliant Children in a Self-Indulgent World (Glenn and Nelsen)

  Raphael, Arlene, n

  Rational thought

  Reactions, intensity of, 10.1, 10.2, 10.3

  Reading aloud, 3.1, 6.1, 18.1

  Reality and fantasy, line between

  Rebellion, 2.1, 2.2, 8.1

  Redirection, 5.1, 8.1, 9.1, 10.1, 12.1, 12.2, 16.1

  Reggio Emilia programs

  Repetition, learning through, 3.1, 5.1, 9.1

  Resentment

  Resilience, 1.1, 2.1, 7.1, 12.1

  defined

  storytelling and

  Resistance, 2.1, 9.1, 9.2

  Respect, 2.1, 9.1, 12.1, 19.1, con.1

  teaching

  Respite care

  Responsibility, 1.1, 2.1, con.1

  Restaurants, 5.1, 9.1, 9.2, 9.3

  Retreat

  Revenge

  Rewards, 1.1, 5.1, 15.1

  Rhythmicity, 10.1, 10.2, 10.3

  Risk taking

  Rothbart, Mary

  Routines and rituals

  bedtime

  charts, 5.1, 20.1

  establishing, 5.1, 7.1

  Safety and health procedures, in childcare, 19.1, 19.2

  Saying it and meaning it, 5.1, 13.1, 13.2, 16.1, 20.1

  Schorr, Bill, n

  Scientist in the Crib, The: What Early Learning Tells Us About the Mind (Gopnik, Meltzoff, and Kuhl), 3.1n

  Screaming (see Yelling and screaming)

  Screen time (see Technology)

  Secure attachment

  Security, 3.1, 17.1

  Security blankets

  Self-awareness

  Self-care, parents and, 1.1, 3.1, 9.1, 20.1, 21.1, 21.2

  Self-confidence, 7.1, 11.1, 11.2, 13.1

  Self-control, 4.1, 6.1, 9.1

  Self-discipline

  Self-esteem (see Self-worth)

  Self-fulfilling prophecies

  Self-reliance, 1.1, 2.1, 3.1, 7.1, 13.1, 13.2

  Self-soothing, 2.1, 4.1, 6.1, 7.1

  Self-worth, 1.1, 2.1, 2.2, 2.3, 3.1, 8.1, 14.1

  defined

  encouraging, 11.1, 11.2

  ineffective methods for building

  learning from mistakes, 11.1, 11.2

  Sense of humor

  Senses, 3.1, 6.1, 17.1, 17.2

  Sensory processing disorder (sensory integration dysfunction), 10.1, 20.1

  Sensory threshold, 10.1, 10.2, 10.3

  Separation anxiety, 4.1, 4.2

  Sexual abuse

  Sexual relationship, of new parents

  Shaking

  Shame (see Doubt and shame)

  Shaming words

  Sharing, 5.1, 13.1, 16.1

  Showing faith

  Siblings, birth order and

  SIDS (Sudden Infant Death Syndrome), 6.1, 13.1, 13
.2, 13.3

  Siegel, Daniel, 3.1, 3.2n, 6.1

  Sign language, 16.1, 16.2

  Sign with Your Baby (Garcia), 16.1n

  Significance, sense of, 2.1, 2.2

  Singing, brain development and

  Single parents, 1.1, 1.2, 1.3

  Slapping hands, 2.1, 2.2, 4.1, 8.1, 8.2

  Sleeping, 1.1, 13.1, 17.1

  alone

  avoiding power struggles, 13.1, 13.2

  back sleeping

  bed choice

  bedtime ABCs

  bedtime routine

  bedtime videos

  bedtimes

  crying at bedtime, 13.1, 13.2, 13.3, 13.4

  establishing good habits

  with parents

  problems with

  self-soothing

  sleep environment, 13.1, 13.2

  sleep patterns

  Small steps, celebration of

  Snacks

  Sneakiness

  Snuggling

  Social and life skills, 2.1, 2.2, 3.1, 9.1, 11.1, 16.1

  aggression and (see Aggression)

  compassion

  parallel play

  sharing, 5.1, 13.1, 16.1

  social interest and

  Social media

  Solid foods, introduction of

  Soltz, Vicki, n

  Spanking, 1.1, 1.2, 2.1, 2.2, 8.1, 8.2, 8.3, 19.1

  Special diets

  Special needs children

  abuse awareness

  crisis situations

  needs of caregivers

  screenings

  sharing attention

  siblings and

  Speech development, 6.1, 20.1

  Speech therapists

  Spoiling, 3.1, 7.1

  Sports activities

  SquareTrade

  Stare-down

  Stay-at-home parents, 19.1, 19.2, 19.3

  Storytelling, 6.1, 11.1

  Stress

  impact of trauma

  recognizing and managing, 3.1, 21.1

  Success, providing opportunities for

  Suffocation, risk of

  Sugar and fat content, 14.1, 14.2

  Suicide, gender and

  Supervision, 5.1, 5.2, 8.1, 9.1, 11.1, 14.1, 14.2, 16.1, 18.1

  Support networks, 1.1, 1.2, 20.1, 21.1, 21.2

  Synapses, 3.1, 3.2, 3.3

  Talking to children

  Tantrums (see Temper tantrums)

  “Teaching Parenting the Positive Discipline Way” workshops

  Technology

  alternatives

  books versus, 18.1, 18.2

  brain development and, 18.1, 18.2

  childcare and, 18.1, 19.1

  commercialism and

  content and

  location of, 18.1, 18.2

  screen time, 2.1, 3.1, 18.1, 18.2

  Teeth, pacifiers and

  Teething

  Television, 2.1, 3.1, 6.1

  advertising, 14.1, 18.1

  at bedtime, 13.1, 13.2

  (see also Technology)

  Temper tantrums, 2.1, 2.2, 3.1, 4.1, 6.1

  dealing with

  giving in to

  head banging

  self-calming and

  Temperament, 5.1, 8.1, 10.1, 11.1

  active and passive

  activity level, 10.1, 10.2

  adaptability, 10.1, 10.2, 10.3

  distractibility, 10.1, 10.2, 10.3, 10.4

  goodness of fit

  influence of genes on

  initial response (approach or withdrawal), 10.1, 10.2, 10.3

  intensity of reactions, 10.1, 10.2, 10.3

  myth of perfect child, 10.1, 10.2

  persistence and attention span, 10.1, 10.2, 10.3

  quality of mood, 10.1, 10.2, 10.3

  rhythmicity, 10.1, 10.2, 10.3

  scientific investigation of

  sensory threshold, 10.1, 10.2, 10.3

  understanding, 10.1, 10.2, 10.3

  Texting

  Thinking skills, encouraging

  Thomas, Alexander, 10.1, 10.2, 10.3, 10.4

  Thompson, Michael, n

  Thompson, Ross A.

  Thumb sucking

  Tickling

  Time management

  Time-outs, 2.1, 6.1

  rethinking

  Toilet training, 1.1, 11.1, 13.1, 15.1

  accidents

  emotional readiness for

  environmental opportunities for

  physical readiness for

  Touching and holding

  Trauma, impact of

  Triple A’s of autonomy

  Trust, 3.1, 7.1, 8.1, 14.1, 17.1, con.1

  development of, 7.1, 7.2

  enjoyment of child and

  versus mistrust, 7.1, 7.2

  routines and rituals and

  Unconditional love, 1.1, 11.1, 11.2

  Unconscious life decisions

  Uniqueness of child, acceptance of

  Videos, bedtime

  Vision

  development of

  problems, 20.1, 20.2

  Waldorf programs

  Weaning

  Whole-Brain Child, The (Siegel and Bryson)

  Wilkinson, Ashlee, n

  Withdrawal responses

  Word games

  Working parents (see Childcare)

  Yelling and screaming, 2.1, 2.2, 4.1, 6.1, 16.1

  Zero to Three National Center for Infants, Toddlers, and Families

 

 

 


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