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Reflection

想想你在生活中遇到挑战的时候。你觉得问题在冒出来吗？你采取了哪些步骤来应对挑战？反思过去的挑战可以创造一个机会，规划和防止同样的挑战再次发生。

预防意味着鼓励你想发生的行为，而不是事后做出反应。正如您在本课程的前几节课中所学到的，通过响应关系、高质量的学习环境和有效的劳动力策略来促进健康的社会情绪发展是防止挑战性行为的最佳方法。yabo11vipyabo电子游艺

社会情感发展

孩子们在出生时就开始发展他们的社会情感技能，所有的孩子都需要支持，才能成长为有情感智慧的成年人。照顾者在支持儿童社会情感发展方面发挥着重要作用。社会情感发展包括五项核心能力：自我意识、自我管理、社会意识、关系技能和负责任的决策，这是学术、社会和情感学习合作（CASEL）所确定的。审查以下案例能力。yabo电子游艺

提高五种案例能力和防止挑战行为的普遍策略

The following universal strategies are specific ways to support developing the CASEL social-emotional competencies in all children. While children who are at risk of or who have challenging behaviors will certainly benefit from caregivers using these strategies, all children need support for social-emotional learning. Think about ways you can purposefully use the following universal strategies during daily routines so that children have frequent opportunities to develop the five CASEL competencies.

Build Competence

Think about learning as a cycle, meaning that you observe children’s abilities and use that information to inform what you do to support them. You build competence, or new skills and knowledge, in children by considering where they are in their learning, their family, and their culture, and tailoring your expectations so that they are successful and so that desired behaviors are reinforced. Ask yourself reflective questions like, “What can the children do now?” and “What can I do so they strengthen and build on these skills?” to help the children in your care build competence.

护理人员演示self-awarenesswhen they thoughtfully consider whether their actions build competence in children. Building competence creates self-awareness in children because it connects, “What do I want or need?” and “What am I feeling?” with “What can I do to get my needs met?”

Positive Communication

你如何沟通和你交流一样重要。当与孩子和同事一起工作时，想想你发送的非语言和口头信息，以及这些信息如何影响你与他人的关系。当你的沟通以积极和鼓励的方式进行时，它告诉别人，你关心他们，通过他们的挑战和庆祝，并且愿意共同解决问题。积极沟通构建relationship skills帮助儿童学会如何以友好合作的方式迎接成长中所期望的挑战。这与虚拟实验室学校积极指导课程中的信息密切相关。yabo11vip

积极沟通有助于儿童lea建模rn to problem-solve in a prosocial way, and children recognize how actions affect others’ feelings. Positive communication shows children that problems, mistakes, and misunderstanding are a natural part of being with other people, and that we can deal with these issues in ways that strengthen friendships andrelationship skills而不是伤害感情和更多的误解。

合作学习yabo电子游艺

学习ing to work with others is an important skill that develops throughout one’s life and promotes社会意识. Through our interactions with others, we learn to problem-solve together, understand others’ emotions, and recognize that we all need support and encouragement to thrive. Expectations for cooperative learning will vary depending on the development of the children. Infants and toddlers grow to be aware of their peers but aren’t likely yet to problem-solve, share ideas, and take turns well. Preschool and school-age children have much more sophisticated社会意识. 他们发明游戏，让别人玩，甚至互相谈判。虽然监控他们的互动是尊重的很重要的，但是冲突可以为你创造一个机会，帮助孩子们一起学习解决问题。学龄儿童了解同龄人的长处和特点，并可能根据他们的具体知识或能力要求个人提供输入。

Self-Reflection and Self-Assessment

Self-reflection and self-assessment are thinking about one’s feeling, thoughts, and actions and how they affect oneself and others. The practices of self-reflection and self-assessment allow for自我管理. Self-management helps you to be a more thoughtful caregiver and helps children build competence, solve problems, and develop relationships. Children and adults who practice self-management are less reactive, meaning that they use self-reflection and their emotions to assess situations and carefully choose to respond or not respond based on how they think it will affect others. This describes the process ofresponsible decision-making.

Balanced Opportunities

Children are most engaged in learning when opportunities provide diverse experiences that meet their needs and interests. It’s important to plan a wide range of learning opportunities, but continue to be flexible in your planning and schedules so you are responsive to the children in your care. Consider the following ways to provide balanced opportunities:

Universal screening

Universal screening is used to assess all the children in your program, such as through a questionnaire that considers what most children can do at a specific age. This is a strategy to ensure early identification of potential learning and developmental concerns. Screening does not confirm that intervention is needed or that a child has a disability. Rather, it informs families and program staff that a child may be on track, or at risk for learning and developmental concerns. You may recommend that families speak with a doctor or specialist if their children’s screening shows a potential delay or concern. Since social-emotional development is foundational to future success and learning in all areas, child care programs should consider screening all children in this area (NAEYC, 2009; Division for Early Childhood, 2007).

In addition to screening tools, your ongoing observation of children’s behavior and development provides valuable data. As a program caregiver, you likely spend a considerable amount of time with the children in your care. Using data from screening tools, caregiver observation, and family input provides a more authentic assessment of children’s behavior and development. While screening tools consider the diversity of children and families, know that there may be reasons an individual child is considered at risk based on culture or family-specific experiences more than development. Think about culture and individual family norms when using data to inform your thinking about children and potential conversations with families.

See

为了彻底评估孩子的行为和发展，您将收集不同类型的信息。观察，或有目的地检查教学，是一种帮助你发展清晰的儿童行为和需要图片的实践。观察不仅仅是看或看，它涉及到使用你看到或听到的东西来创建数据，从而进一步通知你的行动。当你听到罗斯玛丽艾伦博士谈到观察时，要反思你收集的数据类型，以防止有挑战性的行为。当你的程序中有一个具有挑战yabo电子游艺性的行为时，你需要知道什么来指导你的下一步？

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Reflecting on Relationships

Relationships develop at different paces and some take more effort than others. You will quickly form bonds with some of your coworkers and the children in your care, while other relationships may be more challenging and take time to grow. Some children, especially those with challenging behavior, may be more difficult to emotionally connect with. You may feel afraid to admit this to yourself and to others. Know that this is a normal feeling and does not mean that you don’t have unconditional support for the well-being of all the children in your program. If you ever struggle to build a mutually engaging relationship with a child in your care, use the questions below to guide your reflection. If you feel comfortable, share your feelings with a trusted coworker, trainer, coach, or administrator.

• Is the child’s family culture different from my own? Is this affecting my feelings toward the child?
• Am I considering that the child has challenging behavior because they lack specific skills most children this age have developed?
• 做I disagree with some of the family’s parenting practices?
• Am I placing judgment on the child’s interests rather than following their lead and trying to engage in those interests together?
• Is the child’s family under considerable stress or have they experienced trauma, making it difficult for the child to form relationships?