知道

Preschoolers in your care need daily opportunities in a safe and supportive environment to participate in experiences and activities that allow them to explore and celebrate the person they are growing to be. As you meaningfully engage children in this process of self-discovery and identity, you should provide them with ongoing, multiple opportunities to explore their interests, interact with exciting materials, try out new things, and learn. You may already have an “All About Me,” or “My Family” corner in your classroom and you may have weeks in your program designated to exploring diversity, children’s interests, or unique talents. You should embed such opportunities for promoting a healthy sense of self and identity throughout your day and school year in preschool.

促进学龄前儿童自我感的经验和活动亚慱彩票

Embracing Diversity

理解反歧视教育,还管辖规模helpful to reflect on how children learn to see themselves and others in an anti-bias classroom or program. In the words of Louise Derman-Sparks (2010, p. 1), “In the anti-bias classroom, children learn to be proud of themselves and their families, to respect human differences, to recognize bias, and to speak up for what is right.” These are outcomes that most educators would agree are important, but it takes a great deal of intentionality to make them a reality. Anti-bias educators are thoughtful every day of the subtle ways bias is embedded into systems and experiences. They are mindful of the impact that media messages, choices of classroom materials, and responses to questions have on children’s development of self. They plan experiences around four main goals of anti-bias education (Derman-Sparks & Edwards, 2010):

1. Each child will demonstrate self-awareness, confidence, family pride, and positive social identities。这是反偏见教育的基础，必须在其他目标之前解决。计划通过确保（a）所有家庭和家庭结构在计划中可见并尊重，（b）儿童在材料和课程中看到自己，（c）儿童有经验让他们探索种族，文化，语言和经济差异。
2. Each child will express comfort and joy with human diversity, accurate language for human differences, and deep, caring human connections。Programs do this by embracing and exploring the similarities and differences within each child’s classroom, program, and—eventually—community. They help children learn about people as individuals.
3. Each child will increasingly recognize unfairness, have language to describe unfairness, and understand that unfairness hurts.
4. 每个孩子将演示赋权和skills to act, with others or alone, against prejudice or discriminatory actions.

We encourage you to explore the readings in the References and Resources section for practical ideas and reflection on anti-bias education.

Embracing Multiple Social Identities

亚慱彩票学龄前儿童开始培养复杂的自我感，并了解他们可以拥有多种社会身份。您的计划中的每个孩子都远远超过他们的性别，年龄，种族或身体特征。虽然可能会鼓励一些孩子强烈地确定他们的身份的这些部分，但提醒所有孩子都有许多不同的身份也很重要。例如，您可以在您的计划中拥有一个孩子，他们认为自己是女儿，姐姐，朋友，助手和狗爱好者。其他人可能会认为自己是画家，歌手和未来的消防员。

You can influence and expand how children see themselves by pointing out, in a positive and encouraging way, that they have many traits and interests. Encouraging children to embrace their multiple social identities develops their sense of self and helps them become more flexible in their thinking about others’ identities. For example, flexible thinking about others could be observing a group of boys playing with trains and thinking of them as children who like to play with trains rather than thinking that only boys like to play with trains. Flexible thinking about others allows children to be more open and accepting of others’ interests and attributes.

Children who recognize their multiple identities may develop better problem-solving skills and a better ability to collaborate with others. This helps them come up with more and creative solutions to everyday problems. You likely have pretend play home living items such as dishes and food in your classroom, and it is likely that pieces go missing from time to time. A child who is a flexible and creative problem-solver may recognize that there are no more aprons in the kitchen and instead may fashion an “apron” out of a baby blanket.

拥抱性格

如在课程中突出显示，我们的自我感包括我们认为对自己最重要的角色，属性，行为和关联（Ylvisaker，2006）。性格和人格特质是帮助我们发展我们作为个人的元素的例子;这些通过与他人的互动进行培养和培养，塑造我们当前和未来的生命。

Your program may use a formal character education curriculum. One example is the Character Counts curriculum by the Josephson Institute. This curriculum proposes six pillars of character. Whether you use this (or any other) character education curriculum, consider how these six pillars may influence the sense of self, positive relationships, and pride in one’s identity and culture:

• Trustworthiness.Be honest, loyal, and keep your promises.
• 尊重。Act courteously. Accept others.
• Responsibility.Follow through on your actions and complete your tasks.
• Fairness.Treat people equitably.
• Caring.Show compassion and gratitude.
• Citizenship.Improve the well-being of others.

You can learn more about the six pillars athttps://charactercounts.org/program-overview/six-pillars/。

这些支柱如何指导或塑造您的工作？他们如何引导或塑造您的个人生活？花几分钟才能思考这六个柱子如何塑造你对职员的工作，促进自己的工作人员。

Embracing Culturally Responsive Experiences

文化反应经验是那些help children see themselves represented in your program. This may mean opportunities for self-reflection and expression. It may also mean broad exposure to people, ideas, and experiences from around the world. Exposure to the world around them sparks curiosity and creative thinking in children. You should provide experiences that help children define a sense of self and a sense of the world around them. This may include racial or ethnic identity, but it can also include identities related to family values, beliefs, or experiences. For example, children may explore the culture of living on a military installation, being an only child, or transitioning to kindergarten.

Strengthening Families

Families are critical partners in your programs. You have a commitment to respect families and to help each family feel proud of its identity and culture. Recall these family-centered practices that were introduced in the Families course:

Family-Centered Practice- Family-centered practice is a set of beliefs and actions that influence how we engage families.
信仰	行动s
家庭是孩子生命中最重要的决策者。	我们了解家庭的想法和偏好。 We provide choices in programming. We involve families in program leadership. We involve families in decision-making.
Families are unique and their differences enrich our programs.	We honor and respect diversity. We involve all the important people in a child's life. 我们聘请并涉及家庭。 We develop responsive and reciprocal relationships. We represent families in our programs.
Families are resilient.	我们了解家庭的优势，需求和环境。 We connect families with resources. 我们建立家庭的优势。
Families are central to development and learning.	We share information with families. 我们听家人。 We view families as their child's first teacher. 我们尊重家庭对孩子的专业知识。
家庭是我们的合作伙伴。	We use respectful, responsive, and two-way communication. We reach out to families. We involve families in all aspects of our program.

These practices help families feel respected and valued. They also help families gain confidence and a sense of their role in your program.

Families everywhere go through times in their lives when they need help accessing information to help them navigate the circumstances they are dealing with. And you may be just the person they come to for help. A family member may have a question or concern, and you may be asked to provide information, suggestions, or recommendations about a variety of topics, such as child development, challenging behavior, literacy, in- and out-of-school activities, community connections, healthcare providers, and so forth. Sometimes you may have answers and sometimes you may have to look for answers. Above all, if a family member shares a need or concern with you, respect his or her privacy.

与家人沟通他们孩子的发展感

Cultural practices deeply influence how adults support children’s development of self. All children develop in the context of their cultural background and their family’s values. It is important that you demonstrate respect for each family and child enrolled in your classroom and program.

与家庭成员合作是您在学龄前工作的非常重要的方面。亚慱彩票您需要与每个家庭建立关系以了解他们的价值观和信仰。发布了书面政策和课堂规则，可以帮助家庭成员了解他们的孩子在课堂和计划中遇到的护理措施。

Demonstrating mutually respectful and trusting relationships for all children and families must always be your goal. Your role is critical to maintaining a warm, responsive environment where children feel safe to develop their sense of self.

支持ing Yourself by Reducing Stress: Taking Care of Yourself while Taking Care of Others

As highlighted in Lesson Three, taking care of your own self and thinking about your own wellness is as significant as taking care and providing for those around you. Many of us are accustomed to saying “yes” to everything that is asked of us for fear of appearing weak or uncooperative. Learning how to say “no” is a good skill to cultivate and it shows you know your limits and are able to prioritize your needs. It is also important that you learn to let go of stress. Here are a few tips:

• 考虑保留期刊。在纸上写一天的活动和您的观点，它可以是治疗性的。您也可能考虑保持一种感谢日记，帮助您注意您生活的积极方面。
• Make connections. Reach out to friends, family, and acquaintances. Go out for lunch or a cup of coffee with a friend. Speak to the person in front of you in line at the grocery store. These small moments can help you feel connected and supported.
• Even a little regular exercise can help you feel better, sleep better, and cope better with life’s daily stressors. Healthful eating can make a difference, too.
• Finally, remember to breathe. As we get stressed out, we tend to breathe shallower. By taking a moment to take a few deep breaths we are not only taking time for ourselves, but helping to lower our stress levels.

It is important to be able to acknowledge signs of stress in yourself or others. The table below identifies signs of stress in adults.

When you see signs of stress in yourself, take action. You will find “stress busting” resources in the Apply section.

As you develop your skill at managing your own stress, you should also observe the children in your classroom and program for signs of stress. The first steps in responding to stress are to recognize when there is a problem and to help access resources. Look for these signs of stress in children:

See

Preschool Teachers’ Sense of Self: Self-Care Practices

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Young children experience stress as a normal part of development and learning. Stress can result from different experiences, positive and negative. While you cannot shield all children from stressful experiences, your caring, safe, and predictable relationship with a young child can help protect them from the effects of stress. Consider the following strategies as you support preschoolers experiencing stress:

• Stay close to young children in your care, reassure them, and let them know you are there as they move away and explore.
• Provide simple explanations for stressful experiences using a calm, soothing voice. “You miss your daddy. He is thinking about you and will come after nap and his job is done. Let’s look at his photograph together.”
• Let children know when you are leaving and when you are coming back.
• 帮助孩子们把强烈的情绪放入言辞中。
• Encourage children to use their words to express their wants and needs with you and with their peers.
• Engage with children’s families and learn about what is going on in their lives.