你知道吗

基于关系的护理的重要性

Relationship-based care involves more than just caring for the physical needs of children (such as meals, activities, outdoor play); it focuses on the importance of building strong emotional ties between adult providers, each child, and their families. The family care provider consciously pays attention to building a strong relationship with each child and family.

The development of social and emotional skills form the foundation for children’s later academic learning. As young children grow and develop, it is the people they interact with on a regular basis who will support their growth and development. Children’s earliest memories and feelings of attachment are to the significant people in their lives. Attachment is a strong emotional bond that grows between a child and an adult who is part of the child’s everyday life.

Forming strong attachments with parents and other family members is most important for children’s healthy development. In addition to family members, you as a family child care provider are significant in nurturing positive social and emotional development in the children for whom you provide care. You may be the most important adult in a child’s life outside of his or her family.

As a family child care provider, you focus on building positive, nurturing relationships with each child and family. Your daily interactions with children promote relationship-based care. Your focus is on creating strong relationships with each child and each child’s family. Your decisions each day promote relationship-based care: safety, belonging, trust, community.

Trister Dodge, Rudick and Colker（2009年）列出以下加强与儿童和家庭建立基于关系的护理的做法：

• Provide responsive, loving care by offering comfort and affection to each child.
• Use daily routines (meals, activities, arrival time) to build trust with each child.
• 和所有的孩子一对一，分组交谈。
• Use relationships to guide children’s learning and encourage their continuing efforts.
• 对孩子，特别是那些处于压力之下的孩子，要有意识地给予安慰和其他回应。

Understanding the different stages of child development can help with providing relationship-based care. In this lesson, which focuses on guidance, we have included a brief list of the different stages of children’s social and emotional development and what some typical challenging behaviors might occur at each stage. Accordingly, you provide relationship-based care that matches each child’s stage of development.

Children’s Social and Emotional Milestones across Different Ages

你对不同年龄段儿童的社会和情感里程碑了解得越多，你就越有能力在每个发展阶段运用最佳的方式提供基于关系的护理。有许多书籍和网站提供关于每个发展阶段的信息。下面的图表由Diane Trister Dodge、Sherrie Rudick和Laura Colker（2009）开发，提供了社会情感发展的各个方面，并举例说明了作为家庭儿童保育提供者，你可能会如何应对实践中的每个阶段。亚慱彩票APP

	婴儿发展的社会和情感方面	这对你的实践意味着什么
Birth to 18 months	依靠成年人来满足他们的基本需求（保持干燥、喂食、拥抱、抱起等）。	对每个孩子都要单独回应，培养孩子的信任感和安全感。一旦宝宝信任你，他们就会觉得探索环境是安全的。
	对生活中的重要人物形成强烈的依恋。	为所有婴儿提供始终如一、反应迅速的护理。 受到一贯照顾和养育的孩子更有可能感到自信和独立。
	喜欢看其他孩子，也喜欢参与其中。	Talk about what other children are doing. “Tamika is beating the drum. We can do that, too.” Include infants in activities with the other children whenever appropriate.
18-36个月	Assert themselves and want to do things independently.	为他们提供一种安全的方式，让他们尽可能独立地练习自助技能（洗手、刷牙）。提供他们可以自己使用的玩具（软积木、幼儿读物）。
	Are beginning to learn about taking turns, but waiting is hard for them.	Provide opportunities for children to learn to take turns. Provide more than one item if it is a favorite toy.
	Are starting to use caring behaviors to help and comfort others.	Model caring behaviors and acknowledge children’s behavior whenever you see them caring for others.
三-5 Years	Are learning to solve problems through negotiation and compromise.	Engage children in social problem-solving process.
	喜欢和其他孩子一起玩，经常有一两个朋友。	为孩子们提供一起玩耍的机会。鼓励孩子们互相帮助，合作完成任务，安慰其他孩子。支持孩子们学习交朋友。
	能够识别、命名并向他人表达自己的感受。	鼓励孩子们标签和谈论他们的emotions. Connect storybook characters’ feelings to the children’s feelings. Emphasize and model respect for others’ feelings.
6-12 Years	Are eager to be independent from adults.	Give children opportunities to play on their own, study, and be with peers. Let them help themselves to nutritious snacks. Tell them when they have to check in with you. Encourage them to help younger children.
	Are concerned about being accepted by peers and often conform to peer expectations.	创造一个环境，让所有的孩子都觉得自己是家庭儿童保育小组的一员，他们独特的兴趣和能力受到赞赏。亚慱彩票APP
	Enjoy cooperative games and games with rules, but may have difficulty with losing.	学龄提供体育活动children can refine their motor skills. When children feel discouraged, invite them to talk about their feelings and plan ways to strengthen their skills.

Your Role as a Provider Providing Positive Guidance

You play a critical role in enhancing the social and emotional development of the children in your care. You serve as a role model when you use positive daily interactions with children in your care to promote healthy emotional development. Your reactions in response to children’s challenging behavior creates a safe, loving atmosphere in your child care setting.

指导是如何帮助孩子在各种环境中学习行为的期望。这是你帮助孩子们了解成为社区成员意味着什么的方式。这意味着帮助孩子们从错误中吸取教训，做出积极的选择。思考什么是指导也很重要。引导不是惩罚。它不是关于控制或者让孩子害怕成人。它是关于了解孩子和创造最好的身体和社会环境，让他们可以学习。

作为一个家亚慱彩票APP庭托儿提供者，你有很多机会观察和了解每个孩子。你可以学习阅读他们的暗示，这样你就能理解孩子的行为告诉你什么。

看到了吗

Watch the following video and notice how the provider responds to the children in her family child care home with positive guidance.

Positive Guidance Techniques

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What are Typical Behaviors to Expect for Each Age Group?

In each area of development, there are certain behaviors that are typical of children during developmental stages. Adults in a child’s life may see these behaviors as challenging, but they are to be expected. Consider these examples of typical behaviors across different ages of childhood that might seem challenging for adult caregivers. You may find it helpful to plan positive ways you can address challenging behavior. What may be a challenging behavior to you might be viewed differently by another adult, based on culture and upbringing.

How might you respond in a way that provides guidance and builds a positive relationship with the child?

Behaviors That Are Expected,
but May be Challenging to Providers:

Pre-mobile infants (birth to 6 months)

• Crying

Mobile infants (7–12 months)

• Taking toys from others
• Mouthing toys
• 攀爬或爬在别人身上
• 拆掉东西（积木结构等）
• Stranger anxiety or refusing to go to unfamiliar adults

幼儿（13-36个月）

• Biting
• Saying “No”
• High levels of activity; rarely stays still
• Wants to do things on own (“I can do it myself”)
• 哭哭啼啼

亚慱彩票学前班（3-4岁）

• Fears and vivid imaginations (fear of the dark, monsters, etc.)
• 把别人排除在外
• 告诉别人该怎么做
• Tattling or telling on others

Younger School Age (5–8 years)

• Overly concerned with fairness
• 使用性别差异为基础决定ns or excluding others from play (“No boys allowed”)
• Lying or stretching the truth
• Tattling or telling on others
• Cheating at games or getting upset and not wanting to play

Older school Age (8–12 years)

• 避开成年人，更喜欢同龄人
• Talking back
• 用脏话和成人行为做实验
• Wanting to appear cool to peers

In addition to a child’s development, expectations about behavior are driven by cultural values and preferences. For example, in some cultures children are not expected to feed themselves independently until they are 3 or 4 years old. In other cultures, children are expected to feed themselves in late infancy and toddlerhood. You want to ask families about their expectations and honor family preferences. In your daily interactions with families and children, you should remind yourself that culture and family priorities influence children’s behaviors.