Know

为什么时间表和例程重要？

花点时间思考你今天的一天。如果你到达你的工作地点，被告知，“你会在今天的不同时间开始。你今天的小时将是上午11:45至7:00至下午7:00。我们还需要您在不同的位置帮助。我们需要您在另一日保育中心的婴儿课堂上与老师合作。当你明天来到这里时，你可能会再次在不同的位置帮助。我会让你知道。”

你觉得如何？您的感受如何影响您找到新位置的能力？您的感受将如何影响您在其他教室的教师和婴儿的行为？如何在不同和不可预测的时间表和常规中适用于婴儿和幼儿的感受和行为？

婴儿和幼儿不了解时间的概念，因此他们由他们所在的人组织自己以及发生的事件。当事情发生在每天相同的顺序时，婴儿和幼儿对自己的世界更好地了解并感觉更安全。一种充满一致和响应例程的可预测的计划有助于他们知道要期待的内容，并帮助他们对他们周围的世界感到更加自信。

A Daily Schedule for Infants and Toddlers

Each infant and toddler is different from the next. For infants and toddlers, we think of a daily schedule as something to help maintain routines that are consistent and supportive of individual children’s needs. We also think about schedules in terms of how much time is given to different routines. For example, some infants may take a number of short naps throughout the day, whereas others may take one or two longer naps. For very young children, differences from one child to the next are normal. Children develop best when teachers modify their schedules to accommodate infants’ and toddlers’ needs rather than trying to get children to fit a set classroom schedule.

基于通过与家庭的观察和联系所学到的内容，由主要护理人员引导和支持婴儿或幼儿的计划。主要的照顾者努力了解孩子的需求，帮助他或她从一个经验到另一个经验的过渡。

护理人员以及其他计划人员，帮助确定一天中包含的内容。然而，当关心婴儿和幼儿时，重点应该保持在他们的照顾顺序以及事情的发生，而不是保持时间表。每日时间表通常包括：

• 经历：Caregivers should remain close by to offer support to infants and toddlers as they play and explore their environment at their own pace.
• Caregiving routines:Arrival, feeding or eating, diapering or toileting, sleeping, departure, etc.
• 过渡：在儿童节中发生的变化时间，例如小吃到户外游戏。

可预测的时间表有助于为照顾婴儿和幼儿提供护理人员的框架和方向。反过来，当时间表和例程可靠时，婴儿和幼儿感到安全;这告诉他们他们可以信任护理人员来提供他们的需求。例如，一些婴儿将在喂食期间短暂小睡。其他婴儿可以快速吃，并在完成后立即入睡。在一贯的日程安排中，护理人员能够在婴幼儿和幼儿的自然习惯上建立惯例。

婴儿幼儿课堂的日程计划可能包括：

• 抵达/迎接家庭
• Breakfast/feeding
• Indoor/outdoor developmentally appropriate experiences, naps as needed
• 尿布和厕所
• 小型群时间与歌曲
• 午餐/喂食
• 尿布和厕所
• 根据需要小睡一下
• 尿布和厕所
• 快餐/喂食
• Indoor/outdoor developmentally appropriate experiences
• 离开

When considering your schedule, and particularly diapering or toileting routines, remember infants and toddlers should be checked and changed (or asked to try the toilet) at least once every two hours or more as needed (e.g., at family’s request or for temporary diaper rash). In addition, children should always be immediately changed if they have soiled themselves.

Responsive Routines

Routines are the consistent, predictable daily experiences of an infant and toddler, such as greetings, diapering, sleeping and feeding. The ways caregivers create and support routines enables them to help infants and toddlers build trust and independence. Explaining to infants and toddlers what is happening during routines and transitions can help build a sense of predictability and trust. For example, when diapering, a teacher could say, “I’m going to take your pants off now, OK?” Or, when preparing to eat, “First we need to wash your hands, and then we can have a snack.” It is important for teachers to help interpret children’s experiences by acknowledging their feelings (“I’ll bet you’re hungry, aren’t you!”). Using songs to accompany routines can reduce stress during transitions and make these experiences more enjoyable for children and teachers. They can also serve as a cue for children about the upcoming activity, e.g., a “clean up” song before going outside to play. In addition, as we will discuss in the Guidance course, giving children warnings about an upcoming transition, can help them feel more in control and prepared for the next part of the day (“In five minutes we will clean up snack. Does anyone else need something to eat?”).

Time spent in interactions during diapering, feeding, toileting, etc. also encourages children’s learning. For example, we can encourage language development during a feeding with an infant by describing foods, tastes and smells. “Oooh, I smell the peaches. Do you? Don’t they smell sweet?” Using pictures that show routines like sleeping or diapering can help older infants and toddlers anticipate what is happening next. Time spent holding and cuddling an infant during feeding builds strong relationships between teachers and children that are the foundation of learning during the infant and toddler years. Demonstrating the steps in a routine (e.g., hand washing), explaining aloud what you are doing, and including pictures that show the steps in the routine are all ways that caregivers can help toddlers become familiar with routines and learn how to complete them more independently.

婴幼儿wh的意义世界en routines meet their needs and are completed in familiar ways. Infants and toddlers with medical issues or disabilities may have needs that differ from those of the other children, and accommodations are necessary in caregiving routines. It is also important to respect what families want for their infants and toddlers and to honor diversity.

与年轻婴儿，照顾者必须特别灵活地满足孩子的需求。随着时间的推移，例程变得更加可预测，这允许相似且相互作用。通过这种可预测性，婴儿和幼儿觉得可以理解并能够影响他们周围的世界。随着时间的推移，婴儿和幼儿了解某些行动通常遵循别人，他们得知成年人值得信赖。

通过参加日常例程，婴儿和幼儿收到他们能够做出非常重要的事情的信息。参与令人愉快和有意义的惯例有助于促进健康的发展，并建立自信心。例如，虽然大多数幼儿不能完全放在外套上，但他们经常喜欢参加这个过程。一旦开始，幼儿可能会握住他的手臂或完成拉链。通过鼓励婴儿和幼儿参加惯例，他们变得更加自足，以他们的尝试和成就感到自豪。但是，重要的是要记住，并非所有文化都以同样的方式观看早期独立和参与惯例。护理人员可以联系并学习家庭关于日常生活的想法，以及关于最重要和有价值的东西。

对于幼儿，特别是具有特殊需求的幼儿，有助于支持他们在惯例中的成功参与的图片可能是非常有帮助的。例如，您可以在水槽附近显示一小集图片，以提醒孩子涉及必要的洗手步骤。或者，也许在零食桌子附近，有一部小系列图片，提醒他们前（例如，洗手，收集餐巾纸）和（清理空间，投掷垃圾垃圾）之前的重要步骤。查看更多信息，包括如何支持您的环境中的所有儿童：http://www.kitonline.org/

看

Watch this video and identify how these caregivers supports infants and toddlers in their daily routines.

婴幼儿响应例程

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婴儿和幼儿通过日常惯例了解他们的世界和周围的人。尝试在学习环境中的以下操作，以支持您的护理中婴儿和幼儿的响应时间表yabo电子游艺和例程：

• 请记住，计划和例程必须灵活地适应个人儿童的需求。与儿童家庭合作，制定适合每个孩子的时间表。
• 当通过例程引导婴儿和幼儿，谈谈和唱歌关于您正在做的事情，并大声解释孩子的经历。
• 在儿童眼程水平的日常惯例中张贴日常计划和步骤的照片。
• 审查与幼儿的经验，例程和转换序列：“我们吃早餐，然后我们走了外面。”
• 与关于他们对惯例的期望的家庭谈话。有些家庭可以寻找他们的移动婴儿和幼儿在各种例程中更容易地合作，而其他家庭则将期望在某些惯例中独立。