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Understanding Behavior and Development

学龄儿童正忙着促进他们的身体和思想，因为他们提高了他们的独立性，并减少了对家庭和教师的依赖。随着他们越来越多的独立水平，学龄儿童也将增加责任，选择和期望。大多数学龄儿童都将有琐事和任务，他们负责，如清洁房间，照顾宠物，或帮助家务。在学习环境中，yabo电子游艺他们可能有责任，如在自己的清理之后，将材料放在正确的斑点和浇水植物中。向学龄儿童提供的选择数量及其对这些选择所需的意识也将增加。孩子们将开始决定他们的服装，发型，房间装饰，活动和友谊。发育，学龄儿童也更加了解自己的情绪和感受。他们能够理解他们的感受以及为什么他们感受到某种方式，并增加对他们的情绪反应的控制。（有关开发的更多信息，请参阅认知和社交情绪课程。）

典型的年代chool-Age Children

Similar to other areas of development, there are certain behaviors that are typical as children progress through developmental stages. Although these behaviors are often challenging adults, they are to be expected. Consider the examples of behaviors that are both developmentally appropriate and challenging in the table below and begin thinking about how you can prepare to respond appropriately to these behaviors:

Age Group （近似）	Behaviors that are developmentally appropriate (or expected) but may challenge adults
年轻学龄儿童 （5到8年）	非常关心公平 开始注意到性别之间的差异，并且可以使用性别差异作为扮演决策的基础或从游戏中排除其他人（“不允许男孩”） 撒谎或伸展真相 “Tattling” or telling on others 在游戏中“欺骗”或沮丧，不想玩耍
较旧的学龄 (8 to 12 years)	Avoiding adults and preferring peers Talking back 试验咒骂词和“成人”行为 Wanting to appear “cool” to peers

由于学龄儿童发育阅读y to start processing and handling their own emotions and feelings, they will experience higher expectations for their behavior. School-age children will be expected to behave in a way that is appropriate and safe for their environment, and developmentally appropriate for their age. If we think about behavior as a form of communication and revisit the American Academy of Pediatrics’ definition of behavior—“the conduct, actions, and words that children employ—a signal with which they express their thoughts, feelings, needs, and impulses”—then we can see how development and behavior go hand in hand. As school-age children begin to develop their individual personalities and have a world of choices, decisions, and opportunities available to them, they will start trying new and different ways of communicating their complex feelings and emotions. We see these forms of communication as behaviors. As a school-age staff member, it is your job to help children understand and meet their behavior expectations. You support positive behavior helping children to behave appropriately by setting boundaries and expectations and using guidance techniques to reinforce positive behaviors and to influence challenging ones.

支持积极的性能变化or: Setting Boundaries

Boundaries are a positive way of helping school-age children understand what is expected of them. Boundaries can also be referred to as setting limits or expectations. In the physical sense, a boundary, such as a fence, gives a person a line that they should not cross. This is the same for behavior boundaries. You are setting the limit for the acceptable behavior standard in the learning environment. If a child goes beyond the “fence” they will be held accountable for their actions with a designated set of consequences. While boundaries may have been designed to limit challenging behaviors, they also allow children to have the confidence and freedom to take safe risks, explore, and make themselves accountable for their own behavior. Teaching children to hold themselves accountable for their behavior provides an important skill that they will need throughout their lifetime. Accountability means that a child is expected to justify his or her actions or decisions. Mastering this skill means children will be purposeful about their behaviors, actions, and choices and will not be afraid to admit a mistake or lapse in judgment.

As a school-age staff member, you will set behavior expectations for your learning environment. It is important to include children in this process as much as possible. Allowing children to have input in their own behavior expectations will help them to hold themselves and their peers accountable. It also gives you a chance to make sure that the children fully understand what is expected of them. Some other aspects to keep in mind when setting boundaries and expectations are:

• 说清楚，并以语言可以轻松理解的语言。使用发育合适的词汇表，尽可能清晰。
• Make the expectations reasonable and achievable。期望和边界旨在支持积极的行为，因此应该写入他们以帮助儿童成功。
• 在加强期望的方式中保持一致。让所有儿童以同样的方式对他们的行为负责。通过在期望中指出的奖励或后果始终遵循奖励或后果一致。
• 具有广泛和特定的期望组合。An example of a broad behavior expectation would be, “Respect yourself.” This one expectation can encompass many behaviors. You can also create very specific boundaries depending on the needs of the program or learning environment.
• Be positive in the way you write the expectations。Always reinforce the positive behavior instead of focusing on the challenging one. For example, instead of “no yelling,” you could use “always use an appropriate volume.” This tells children the behavior you want to see, without using the word “no” or stating the challenging behavior.

有多种方法来编写行为期望，一些程序具有一定的核心值，始终包括，因此请务必为您的教练，教练或主管核对任何项目特定列表。在下面的图表中，您将看到四个广泛的行为期望以及如何与您希望在学龄儿童中看到的日常行为相对应。您可以在自己的学习环境中编写行为期望时将其用作指南。yabo电子游艺利用广泛的期望可能会有所帮助，然后让孩子们对日常行为进行主机风暴的思考。

Broad Behavior Expectation	Everyday Behaviors
Respect Yourself	总是尽力而为 妥善说话，行动和衣服 注意安全
Respect Others	把手和脚保留给自己 善待和体贴 Share materials and space 认识到其他人的成就
Respect the Environment	在自己之后清理 Keep the environment clean and safe 安全且适当地使用设备，家具和材料
应对	Follow behavior expectations 相信你的行为 当你错了时承认

支持积极行为：指导技巧

Guidance is the way you can resolve issues, direct behaviors and actions, and share advice, information, and knowledge in the learning environment. As a school-age staff member, you should use guidance techniques that support positive behavior and teach children how to demonstrate appropriate behaviors, resolve conflicts, and deal with life’s issues. The goal of all guidance techniques should be to promote positive behavior and reduce challenging behavior. The guidance techniques below are examples of commonly used techniques and approaches. Be sure to check with your trainer, coach, or supervisor for guidance policies and techniques used in your program.

Proactive Guidance

主动指导是“教师的尽心关​​富的努力，提供课堂环境，让学生成为自己，冒险，从错误中学习，并了解如何对他们的行为和感受负责”Proactive Classroom Management。作为一名学龄员工，您应该努力使这项技术成为管理学习环境中行为的指南。yabo电子游艺使用此指导技术允许您在开始之前停止挑战性行为，冲突和其他问题。通过积极主动和有意义地对学习环境中的计划和行动，您将以社区感创造相互尊重的氛围。yabo电子游艺有关在学龄学习环境中创造社区感的更多信息，请参阅社会课程。yabo电子游艺

Proactive Guidance: How will you use it?

主动指导是您将每天使用的方式，作为为学龄儿童创造积极学习环境的一种方式。yabo电子游艺您将创建一致，可预测和适当的日程计划，例程和转换。有一个明确发布和易于追随的例程将有助于学龄儿童知道预期的内容以及他们的选择是什么。选择委员会还允许儿童选择活动并对他们的日程安排负责。这些是主动指导的例子，因为它们为儿童创造了预定的常规，这将限制具有挑战性的行为，混乱和爆发。您将在本课程后面了解有关日常生活和选择板的更多信息。

您将使用主动指导的另一种方式是通过学习程序中儿童的行为模式和触发。yabo电子游艺花时间观察孩子很重要，以便你了解活动或人物可能会让他们感到沮丧或让他们行事或表现出具有挑战性的行为。您可以帮助这些儿童避免在他们开始之前阻止他们的挑战性行为。例如，您可能会注意到许多孩子令人肠炎，似乎很容易彼此冲突。为避免任何进一步挑战的行为，您可能决定将外面的孩子带到外面，有一个即兴舞会，或播放节目游戏。所有这些活动都将有助于释放能源并避免冲突。身体活动始终是避免具有挑战性行为的好方法。重要的是要记住，孩子们经常在学校日期的课堂环境中，没有许多自由游戏的机会。允许儿童时间运行，玩耍，聊天，放松会有助于避免具有挑战性的行为。

In order for children to feel emotionally safe in the learning environment, you must work to eliminate bullying, name calling, and challenging peer pressure. You can do this by observing the daily interactions of the children, being aware of any drastic changes in personalities, and creating an atmosphere that encourages open discussion and sharing.

Positive Reinforcement

Using the positive reinforcement guidance technique, you will support appropriate behaviors by rewarding them in a positive way. The theory of positive reinforcement was developed by B.F. Skinner, a theorist who focused on behavior modification. This technique can be used in a variety of ways such as recognizing positive behaviors with encouragement, small tokens, or privileges. According to Skinner’s research, children who are recognized or rewarded for their positive behavior will continue to behave accordingly, while those children who were demonstrating challenging behaviors will attempt to change their behavior in an effort to receive the recognition or reward.

Positive Reinforcement: How will you use it?

为积极行为提供鼓励和识别是最基本的积极增强形式之一，通常产生最佳成果。当孩子在您为他们所设定的期望和边界内行为时，他们应该言语鼓励和认可。阳性强化的一些例子是：

• Giving a nonverbal acknowledgment like a smile, nod, or thumbs up。例如，当孩子遵循日常指导方针时，如零食后清理，你可以通过快速的微笑或竖起大拇指承认这一点。
• Providing recognition for a job well done。For example, if you observe a child complete an art project or work hard to master tying her or his shoes, you can acknowledge this by saying what a great job they did. (“I love the way you kept working at tying your shoes—I am so proud of you!”)
• 承认善意的行为。例如，你注意到一个孩子帮助朋友清理一团糟，你可以为整个小组承认这一点看：“关注朋友，朱莉奥帮助丹尼尔清理了建筑区，因为他是一个好朋友。这是善良 - 伟大的工作Julio的一个伟大榜样！“然而，重要的是要了解儿童和青少年的个性性和乳房。有些孩子可能更倾向于更私人的认可。
• 鼓励通过言语认可进行积极行为。For example, when you know a child is working on a behavior that has been a challenge in the past, you want to provide encouragement when you observe their positive behavior. For example, “Louis, I noticed that you took turns with Elizabeth at the computer station today. I saw how happy Elizabeth was to work out that computer plan with you – keep up the good work!”

The Self-Regulation Approach

根据Barry Zimmerman的说法，yabo电子游艺自我监管是一个涉及发展影响一个人学习的一系列积极行为的发展过程。A Social Cognitive View of Self-Regulated Academic Learning（1989）。这些行为可能不会自然地对儿童自然，但可以被教导或学习（Zimmerman，1994; Zimmerman，Bonner，＆Kovatch，1996）。作为一名学龄员工，重要的是，您提供积极的指导，使儿童能够做出自己的决定，解决问题并讲述右侧和错误之间的差异。自我监管是一种方法，你可以教学的孩子，帮助他们学习如何回应和对他们的环境做出反应以及如何为所需结果设定目标。这项指导技术还侧重于让孩子通过解释自己的情绪，思想和环境来确定他们的需求。教学自我控制让孩子们通过给予他们的工具和方法来帮助他们规范自己的行为来指导自己的道路。

自我监管方法：你将如何使用它？

You can help children learn how to use the self-regulation technique by using the following questions to encourage children to think about their desired outcome.

• 我的目标是什么？
• 需要做些什么来实现我的目标？
• Why is my goal worth achieving?
• 我该如何实现我的目标？或者我应该采取哪些步骤？
• What skills or resources do I need? Are there any tools that would help me?
• 做I have these skills or resources? If not, how will I acquire them?

Remember, a goal can be something like having a turn at a particular area, finishing a new book, or tying your shoes. Of course, they can also be more in depth, like learning a new skill, improving one’s health, or making a team. This approach will help you encourage children to make choices that will help them reach whatever their desired outcome or goal may be. You can use the questions above as a guide. For younger children, you may have to help them see the goals they share in everyday interactions, for example, “You said you really wanted to build a paper airplane that could fly across the playground. That sounds like a great goal for this week! What do you think could help you design a great plane?” Not all questions need to be answered for every goal. The diagram below will also help you to guide children before, during, and after the process.

考虑以下例子：

Before the response	During the response	在回应之后
Alicia目前穿着魔术贴网球鞋。然而，她有兴趣获得更多“真实”的运动鞋来打篮球。艾丽西亚的妈妈所说的妈妈在购买一对之前，她必须知道如何将她的鞋带绑架。艾丽西亚希望学习在网球鞋上系鞋带，所以她可以得到她想要的篮球鞋。	You help model how to tie laces and provide some materials for Alicia to practice. 艾莉娅继续使用您提供的材料和观察她尝试结果的材料。她可以说，你提供的提示，例如，“制作两个兔子耳朵”或“一个循环并缠绕”，以帮助指导她的行为。她也可能练习捆绑别人的鞋子，看看不同的鞋带如何工作。	Alicia judges the tightness of the knots she constructs, and how quickly she can tie and untie the laces. She informs her mom of her new skill. Together they purchase “real” athletic shoes with laces and Alicia experiences playing basketball in them.
Ron saw a local competitive jump rope team at a recent community festival. He was impressed by the different moves and has decided he wants to try out for the younger team of 9-12 year olds.	After discussing with Ron what materials and experiences may help him reach his goal, you help gather what is needed, perhaps identifying relevant books or websites and different sized jump ropes. You may also help coordinate a field trip or a special visitor that can provide an opportunity for Ron to learn skills from an experienced member of the jump rope team. You could also work with Ron to recruit other children who can help twirl the ropes so Ron can practice different tricks. 罗恩可以通过写下每天完成的成功伎俩的数量和类型来跟踪他的进展。他可能会大声谈谈，以帮助他保持节奏，或者如果他使用这个练习，可以计算音乐节奏。	After practicing individual moves for several weeks, Ron puts together a routine and practices this until he can do it multiple times with no errors. He judges his own success when he is able to do his routine in front of the other children in the program, with minimal mistakes (one mis-jump). 罗恩现在准备好为球队试试。虽然他做了第一轮比赛，但他没有第二轮。虽然他很失望，但经验丰富的跳绳成员评论了他高水平的技能和承诺。他们给了他一些关于如何改进的详细反馈。你坐在罗恩坐下来帮助他计划下一步，所以他可以继续追求这个目标。

处理挑战性行为时避免的策略

您和您计划中的所有工作人员都有专业责任，让儿童免受伤害。这包括情感，心理和精神伤害。有某些类型的行为（通常以“惩罚”的名义）有可能造成伤害和模型侵略的可能性。当工作人员使用与儿童有攻击性技巧时，他们和他们的家庭就会了解对行为的侵略性回应是好的。这不是发送儿童和家庭的信息。以下做法有害：

• Corporal punishment：在任何情况下，您可能都不会罢工，击中，鞭打，打击，或对任何年龄的孩子使用任何其他形式的身体惩罚。
• 扣留身体需求：在任何情况下，你可能都没有，从孩子那样扣留食物，睡眠，身体活动或其他需要，就像厕所一样。
• Yelling, shaming, belittling,或威胁孩子：在任何情况下，你可能不会故意为他或她的身体或心理安全做出孩子的恐惧。工作人员可能不会称呼儿童伤害名称，威胁孩子，或让孩子感到羞耻。
• 隔离孩子: You may not punish a child by leaving him or her alone (e.g., leaving a child on the playground alone because he did not line up with the group) or by putting the child in “time out” in an enclosed space like a closet, restroom, or cardboard box.
• 绑定或限制孩子的动作：您可能无法通过阻止他或她能够移动或说话（例如，覆盖孩子的嘴或带胶带的手）来惩罚孩子。

In addition, the Council on Accreditation’s Standards for Child and Youth Development Programs, prohibits negative approaches to behavior management, including, but not limited to:

• 体罚
• aversive stimuli
• withholding nutrition or hydration
• inflicting physical or psychological pain
• 贬低，羞辱或有辱人格的语言或活动
• unnecessarily punitive restrictions
• forced physical exercise to eliminate behaviors
• punitive work assignments
• punishment by peers
• group punishment or discipline for individual behavior

Your program has a Guidance and Touch policy. In the Identification and Reporting Child Abuse and Neglect course, you will learn more about this policy.

See

做

As a school-age staff member, it is important for you to always model the behaviors you expect to see in children.

• Arrive on time, meet appropriate dress codes, and always be on task.
• Show the same level of respect for all children.
• Demonstrate accountability by following through with promises, being consistent, and admitting mistakes or errors. Show children that it is okay to make mistakes, and that you can always learn from them.
• Model “making things right” when you do make mistakes or errors. Encourage children to do the same when they intentionally or accidently hurt another person, their work or property.
• Maintain a positive attitude. Provide positive feedback and encouragement to children.
• 通过使用举止的眼睛接触，使用举止表达同理心来模拟社交技巧。