Know

儿童的行为和成年人对这些行为的回答对儿童的发展产生了强大的影响。yabo电子游艺通过积极的指导学习管理行为对于儿童参与学校和家庭经验以及整体增长至关重要。在自己的生活中考虑一些孩子以及他们在成长的不同行为。

It is important to recognize that guidance is not something that adults do to children. Instead, guidance is a partnership that adults partake with children. When adults have appropriate expectations for children, they are less likely to feel frustrated and to act out. The National Association for the Education of Young Children (NAEYC) refers to this as发展适当的做法。根据Naeyc的2009年职位声明，如果从业人员建立有意决定创造挑战性和儿童挑战的目标的故意决定，这一实践被认为是合适的。Naeyc表明早期的儿童保育工人有理由：

1. 儿童发展与学习，包括与年龄相关的特征yabo电子游艺
2. Each child as an individual
3. The values, expectations, and behavioral and language conventions that shape children’s lives at home and in their communities

It is important to remember that children are developmentally different from adults. Children’s limited reasoning ability combined with their limited experience can bring them to conclusions inconsistent with adult logic, according to Fields, Meritt, Fields and Perry (2014). Oftentimes, children may not realize they have done anything wrong, or the behaviors considered inappropriate by adults may actually be typical behaviors of young children. For example, preschoolers may speak during circle time without raising their hands, or they may talk over other children during a large-group activity.

Children cannot think about what they haven’t experienced. This means they cannot predict what might happen if they do something dangerous (Fields, et al., 2014). They also struggle with empathy; they are unable to process the question, “How would you feel if he did that to you?” We cannot force a child to think in more complex ways than what is developmentally possible, but we can aim for just a little bit more maturity than the child currently exhibits to encourage further development.

犯罪行为的指导方法鼓励学龄前教师认为每个孩子都在判决中作为学习机会的判断。亚慱彩票yabo电子游艺嘲笑或引起儿童情绪痛苦是从不适当或有效的做法，因为它们导致他们尚未学习如何管理的冲突。成年人和儿童必须承担不当行为的责任。您有责任教育儿童较少伤害的管理冲突。同样，孩子有责任从经验中获得技能，并学习表达愤怒的较少伤害方式。

What Behaviors are Typical for Preschoolers?

Similar to progressing through developmental stages, there are certain behaviors that are considered typical for specific ages as children grow. These behaviors, while expected, sometimes challenge adults. The chart below provides examples of some of these behaviors. As you read these examples, think about the children in your care and the ways you respond to some of their behaviors. Remember that just as with every aspect of development, individual differences exist when it comes to children’s responses or behaviors in response to certain events or circumstances.

Age Group	发展是合适的（或预期）但可能挑战成年人的行为
Preschoolers	Fears and vivid imaginations (fear of the dark, fear of monsters, etc.) Excluding others from play Telling others what to do “tattling”或讲述他人
Young School-Age (some of these behaviors are also seen in preschoolers)	过度关注公平性 Uses sex differences as the basis for play decisions or excluding others from play (“No boys allowed”) 撒谎或伸展真相 “tattling”或讲述他人 在游戏中“欺骗”或沮丧，不想玩耍

就像你和里程碑,认为这些本·aviors as points of reference to help you better understand children and their development, so you can be ready to meet their needs. These behaviors should be reminders or typical patterns of growth and development in young children. Use them to help you know what behaviors to look for, and at what age, as children mature. Even though these behaviors may be typical of many children in preschool, each child is unique. Your goal is to help全部孩子们成长并学会他们的潜力。

您还应该记住关于行为的期望是由文化价值观和偏好驱动的。例如，在一些文化中，孩子不会独立喂养自己，直到它们为3或4岁。在其他文化中，预计孩子们将在晚期婴儿婴儿和蹒跚学步开始独立进食。在您与儿童及其家庭的日常互动中，您应该提醒自己，文化和家庭优先事项影响儿童的行为。

Why Do Children Engage in Challenging Behavior?

有很多原因，为什么孩子可能会从事成年人发现具有挑战性的行为。有时，挑战性的行为是典型发展的一部分。然而，在所有情况下，孩子的行为都会传达一条消息。成年人可以学习孩子的“代码”并解释消息。以下是某些消息，孩子的行为可能会发送：

• 我需要你的注意力，但我不知道如何要求它。
• I don’t know what I’m supposed to do.
• I need help.
• I’m bored.
• I’m lonely.
• 我感觉不舒服。
• I’m scared.
• I’m tired.
• I don’t want to do that, or I don’t like that.
• 我被淹没了。

Helping Children Learn to Manage their Behaviors through Developmentally Appropriate Strategies

The strategies listed below work best in the context of strong relationships with children in your classroom and are adapted from the Massachusetts School-Age Coalition and expand on early childhood work by Patricia Hearron and Verna Hildebrand (2013). You will learn more about these strategies in lessons Three and Four of this course.

对儿童的行为有适当的期望：规则，期望或指导方针有助于在课堂和计划中创造积极的社会气氛。考虑涉及教室中的儿童制定规则和期望。将规则或期望限制为广泛适用的一些关键思想。最容易记住一些像这样的规则，“使用步行脚”或“使用善意的词语”。

Manage space, time, and your energy:作为学龄前亚慱彩票老师，您安排并重新排列了物理空间和当天的时间表，以满足儿童需求。一个例子是移动家具，消除儿童用于跑步的大型开放空间。另一个例子是提供许多活动选择，所以等待时间最小化或高效地使用。当孩子在设置中存在问题时，您应该先检查您的环境（物理空间和时间）。您组织您的时间或空间的方式影响儿童在教室中的各种决策。

Create experiences that engage the whole child:如果孩子们感到无聊，过度刺激或无私，他们可能会从事挑战性的行为。繁忙的学习者没有时间挑战行为！是一个故意教师，并定期观察儿童，以确保他们有效且适当地使用材料，以及您的活动和材料连接到他们的兴趣。

利用与孩子的关系：Guidance is based on relationships. It involves finding and recognizing the positive attributes of every child. Strategies for guidance develop as you get to know the children, observe them, and listen to them. Make sure you spend “neutral” quality time with children, just listening, playing, and enjoying time together.

Help children express their feelings:Adults who help children express their feelings nurture empathy. You might look at a child and say, “I can tell you’re sad about what just happened between you and Terese. Would you like me to help you talk to Terese about it?” You must also be genuine and express your own feelings. On a different occasion you might say, “I’m feeling a little bit frustrated that I can’t get this computer program to work. I’m going to go find someone who can help us.”

Notice and recognize children’s positive behaviors:An important part of positive guidance is encouragement. You should notice and describe accomplishments or positive behaviors. For example, you might say, “Jonah, I bet you are really proud of yourself for solving that problem.” Or “I noticed that you gave Sonya a turn on the computer. She really appreciated that.” You should stop and notice all the positive behaviors that happen in your daily interactions with children.

Provide short, clear directions to children:Use a natural tone of voice and make eye contact when giving simple directions to children in your classroom. Check to make sure children understood what you told them. Make it a habit to tell children what to do instead of what not do to.

提供选择：Whenever possible, offer children choices. This promotes independence and self-regulation. It also minimizes challenging behavior. Any time you have to say “no,” you might offer two acceptable choices to children. For example, you might say, “You have to use walking feet in here. But you can run when we go to the gym or when we go outside later today.”

将儿童重定向到适当的行为：当发生有挑战性的行为时，你的工作是帮助孩子回到轨道上。“不，”“停止，”和“不要”一点帮助孩子知道该怎么做。积极重定向的一个例子是，“保持艺术区域的剪刀”或“在大厅里散步”。

促进社会问题解决：Help children learn what to do when they have a problem. You should help them learn to recognize their problem, come up with solutions, make a decision, and try it out. You will learn more about facilitating this process with children in Lesson Four.

Understanding Culture-Based Behaviors

孩子学习行为的上下文relationships with their primary caregivers and within their families and cultures. If you think about how diverse our society is, you can imagine that this diversity is also expressed in the ways children from different backgrounds learn how to express themselves, interact with others, and manage their behaviors and emotions. Consider, for example, eye contact. While in some cultures children are taught to avoid eye contact, other cultures consider eye contact an essential component of social interaction. Another example is that of personal space. You can think of this in the context of your own upbringing. Maybe you grew up in a family where there were a lot of children or other individuals in the home. As a result, you may have developed certain ideas about the significance of personal space and your ability to tolerate being really close to other individuals. Alternatively, maybe you grew up as a single child or with fewer children or individuals in your home. These experiences could have created a different set of views about personal space and being really close to others.

In your daily interactions with children and their families in preschool, it is important that you cultivate the habit of thinking about or addressing children’s behaviors while considering their home and community cultures. To help illustrate this idea, Santos and Cheatham (2014) used the iceberg analogy during the Head Start National Center on Quality Teaching and Learning Front Porch Broadcast Call Series. These researchers suggested that what we can see on top of the iceberg are children’s behaviors and language as expressed in their daily interactions with peers and adults in their classroom and school environment. These may be related to performing tasks independently, making friends, following directions, or being able to control themselves. What we cannot easily see beneath the iceberg, however, is what usually drives or explains some of these behaviors. Norms, perceptions, or traditions drive children’s behaviors, and therefore when children engage in certain behaviors, we should step back and think what may be causing these behaviors instead of rushing to make judgments about children or their families.

There may be skills or behaviors that are valued and reinforced within children’s homes and community cultures that are different from what is valued in your classroom and program. As a preschool teacher, you must be sensitive and respectful of individual differences when engaging with children in your care and their families. In other words, you have to look and think “beyond the surface” when considering children’s behaviors that may be challenging or different from what you would have expected.

See

Do

您应该故意在您的一天内使用特定的策略来支持幼儿的指导。考虑以下与学龄前儿童的日常工作中的以下内容：亚慱彩票

• 响应儿童的互动尝试并建立孩子所说的。
• Engage in frequent, developmentally appropriate social interactions with children and adults in your classroom throughout your daily experiences and routines.
• Follow children’s leads, cues, and preferences.
• Include emotion words in conversations with children.
• 制作讨论每天讨论感情和社交互动的书籍。
• 向儿童提出有意义的问题，了解他们的行为，兴趣，活动和感受。
• 鼓励孩子们用他们的话语并在发生冲突时与同龄人交谈。使用展现适当的语言，并为儿童提供对话模型和提示，如果他们需要帮助解决问题。
• Ensure you are sensitive to children’s unique needs, experiences, and backgrounds.
• 与他们的家人联系并响应他们的需求和偏好。