by Jane Nelsen
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
&nb
sp; 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