DOUBLE TAB TO ZOOM ON PHONE OR TABLET
We Create Positive Emotional Environments for Children
27 healthy and mature? I often question my own maturity, and I have
reached the ripe old age of fifty-eight! Secondly, how does this au-
thor intend to support a teacher who feels, as she describes: “op-
pressed and burdened” or “with basic needs unmet”? These broad
statements about apparent flaws in teachers’ personalities are left
hanging for an educator to pass over on her way to becoming the
best teacher she strives to be. Except for leaving the profession if
one has these undesirable human frailties, no other solution or as-
sistance is offered.

actions to take
Read Some of the Literature for Yourself
For the past ten years or so, I have been collecting early childhood
publications that discuss managing young children’s emotions or
suggest guidance strategies about their behaviors. Please refer to
the suggested reading section at the end of this chapter for a list of
some of these resources. Some address how to handle boys, specifi-
cally, and others are about children with special needs. Some de-
scribe the importance of quality relationships in terms of influenc-
ing earliest emotional memories in the brain as well as enhancing
academic success later in life. Many describe, in detail, which exact
strategies to use for this or that behavior problem or issue. There
are many instructive and thorough books suggesting worthwhile,
positive, and appropriate approaches for teachers of young children
to use in their classrooms. As you browse through some of the ref-
erences at the end of this chapter, you will surely identify strategies
that fit your belief system or the way you approach discipline. As
COPYRIGHTED MATERIAL