Know

个人反思

Think about an adult who had a positive influence on you as a child. This person might be a family member, teacher, coach or family friend. What do you remember most about this adult? Did this person provide just the right blend of positive guidance and firmness? Did they maintain a nurturing relationship with you while offering sound advice? How did they help you learn how to make good choices and understand the importance of your actions? As a school-age staff member, you have a unique opportunity to help shape children’s behaviors by using positive guidance techniques in the learning environment. This is an important role because the proper use of positive guidance will teach children self-control, responsibility, and accountability. These are all qualities that are important as children grow and develop into their adolescent and teen years.

Understanding Behavior and Guidance

孩子们来自世界各地,不同grounds, personalities, temperaments and abilities, will be coming together in your school-age program to learn, play, grow and discover. You will be encouraging children to interact, to make friends, and to work together on projects and goals. When children work and play together, challenging behaviors can create obstacles. As a school-age staff member, you will use guidance tools to influence the behaviors and experiences of the children in your program.

It is important to understand what行为is before thinking about how you can use tools to guide it. The American Academy of Pediatrics says behavior is communication: it is “the conduct, actions, and words that children employ—a signal with which they express their thoughts, feelings, needs, and impulses.” And behavior is judged on whether or not it fits into social, cultural, developmental and age-appropriate standards. The community within the school-age program can be disrupted when a child behaves in a way that is outside of those standards. Challenging behaviors can result in physical or emotional harm, and the atmosphere and flow of the learning environment can be affected.

在本课程中，我们将指的是积极或挑战的行为。积极行为是适合学龄学习环境的行为，反应和反应的类型。yabo电子游艺这些是您将要建模，鼓励和教学的行为。挑战性行为是那些不适合上面列出的标准的行为。这些行为将需要进一步的指导技术来影响积极行为。

了解基于文化的行为

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, 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.

在儿童的家园和社区文化中可能有可能有价值和加强的技能或行为与您的计划中的重视不同。作为一名学龄员工，您必须在与您的护理及其家人的儿童接触时敏感和尊重个人差异。换句话说，在考虑儿童的行为可能与您所期望的内容中可能存在挑战或不同，您必须在看起来“超越表面”。

指导是什么?

指导是您作为工作人员的帮助，帮助孩子们知道成为您的计划社区的成员意味着什么。这是您帮助孩子学习在各种环境中对行为的期望的期望。指导意味着帮助孩子从他们的错误中吸取教训并做出积极的选择。作为一名学龄员工，您有责任指导，正确，教育儿童适当的社会行为。这被称为正面儿童指导。积极的儿童指导促进学龄儿童的自我控制，教导问责制，并鼓励周到的选择。最有效的指导策略重点关注孩子的发展水平，维护自己的自尊和尊严。理解什么指导也很重要。指导不是惩罚。它不是关于控制或让孩子们担心的成年人。 It is about knowing children and creating the best physical and social environment in which they can learn. When children feel belittled or misunderstood, the relationship with their caregiver can become negative and the child’s desire to learn or to be kind to their peers can be inhibited. Conversely, when school-age children’s feelings and actions are validated, this encourages positive relationships with adults and peers alike. As a school-age staff member, this means you may spend less time dealing with challenging behavior and more time implementing stimulating learning experiences and activities.

生命技巧视角：了解指导的主动方法

Positive guidance can help build important social, emotional, and life skills. The children in your program are the next generation of our country and it is important that children understand how to function civilly in a modern, diverse, and complex democratic society. Dan Gartrell, author of民间社会教育，建议以下五项基本技能，他称之为民主生活技能：

• Finding acceptance as a member of a group and as a worthy individual
• 以非伤害方式表达强烈情绪
• 创造性地解决问题 - 无论是独立还是与他人合作
• 接受他人的独特人体品质
• 智能地和道德思考

申请民主生活技能可以帮助确保我们使我们朝着正确的方向移动我们的长期和短期决策。然而，这可能是挑战，记住在涉及儿童或其他成年人的压力情况下。重要的是要记住谁拥有问题以及我们可以无法控制的问题。我们无法控制其他人选择对待我们的方式。然而，我们确实控制了我们如何对他人的行为做出反应。

A proactive response to challenging behavior relies on guidance to teach the child the skills he or she may be missing. According to Hearron & Hildebrand (2013), guidance can be defined as:

• 积极影响他人行为的言论和行为
• Establishing appropriate expectations and supporting others so that they do the right thing
• Providing ample opportunities for practice and success
• Remaining helpful and encouraging when mistakes occur
• 在尊重他人的价值观的同时理解您自己的价值观

Gartrell（2004），在The Power of Guidance，描述了致力于积极指导的六位教师做法：

Practice	实施过程
The teacher realizes that social skills are complicated and take many years to fully learn.	孩子们正在学习社会可接受的yabo电子游艺行为，并且需要时间和练习来发展社交技能。家庭和教师引导孩子学习社交技能。
老师减少了儿童的需求，以误认为是错误的行为。	The teacher uses developmentally appropriate practices in order to have an appropriate match between the program’s expectations and the child’s skills.
老师练习积极的教师 - 儿童关系。	The teacher builds relationships with each individual child and models cooperation and empathy.
The teacher uses intervention methods that are solution oriented.	教师模型如何平稳地解决冲突，并鼓励孩子们为自己洽谈。老师在管理和监测他或她自己的情感和增长时致力于发展中心。
The teacher builds partnerships with families.	从孩子进入该计划时，老师通过正面笔记，电话，会议和会议与家庭成员建立积极关系。
老师使用与成年人的团队合作。	The teacher understands that she or he cannot do everything alone and creates a team with other adults (including family members and volunteers). Positive guidance involves teamwork with other skilled adults, especially if a child has consistent, intensive challenging behavior.

Developing Relationships

学习环境的氛围和你指导学龄儿童的行为的能力将yabo电子游艺大大取决于孩子们对你的感受。您有责任在您的照顾中建立和发展与儿童的关系。谈到与学龄儿童合作时，底线是儿童需要信任和尊重你。根据理事会认可的儿童和青年发展方案标准，工作人员应通过与他们联系并以积极的方式与儿童制定积极和支持关系。

实践中本标准的例子是：

• 帮助孩子们感到欢迎，舒适，支持
• 认识到积极成就
• Treating everyone with respect
• Listening to what children have to say and responding to them with interest, appreciation, and acceptance
• Being consistent and following through on what you say

支持学龄儿童的积极行为

通过开发积极的关系并使用适当的指导技术，您将帮助支持学龄儿童的积极行为。

Examples of positive guidance tools you will learn about in this course are:

• 冲突resolution
• Positive reinforcement
• 主动指导
• Self-regulation

Each of the above guidance techniques will be explained and demonstrated throughout this course. As a school-age staff member, you will help set the stage for positive behavior through your use of behavior management and guidance techniques. A key piece to the success of any guidance technique is setting boundaries for school-age children. Boundaries help children feel safe and know what is expected of them. They also hold children accountable for their behaviors. Throughout this course, you will learn about the importance of setting boundaries and how it will help you guide the behaviors in the learning environment.

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Do

As a school-age staff member, it is important to remember that along with a child’s family, you serve as an excellent guidance resource. Children will look to you to model how they should behave, so it is important that you are aware of your actions and behavior at all times. Take time to consider how you interact with co-workers, family members, and children throughout the day. These interactions should always be positive and healthy. Arrive to work on time, and comply with dress codes and professional standards. Bring your enthusiasm and energy to work with you each day. The way you behave and act in the learning environment will help to guide the children in your care.

作为一名学龄工作人员，您还必须支持家中使用的指导技术。您应该有一个公开论坛，用于与家庭沟通，了解将在该计划中使用的行为期望和指导技术。当发生挑战性行为时，工作人员应通知家庭成员，并讨论在学龄计划中实施可能的指导策略。您可以参考家庭课程和通信课程以获取有关与家庭合作和会面的信息。

Completing this Course

For more information on what to expect in this course, the Positive Guidance能力反思以及在整个课程中提供的随附的学习，探索和应用资源和活动的列表，参观学龄阶段积极指导Course Guide。

请注意，每个课程结束时的引用和资源部分概述了参考源和资源，以查找有关所涵盖主题的其他信息。当您完成课程时，您预计不会审查所有可用的在线参考。但是，欢迎您进一步探索资源，如果您有兴趣或培训师，教练或管理员的要求进一步探索资源。