Know

The learning environment is not just made up of the materials and equipment, but also the activities and experiences that take place within it. As a school-age staff member, part of your role involves planning activities and experiences that support positive behavior.

支持积极行为的经验

• Vary activities：Plan a variety of activities and experiences that reflect the current interests of the children. You can fight boredom by providing activities that spark children’s interest. When children become bored, they are more likely to act out or engage in negative behaviors or peer conflicts. Keeping them on task and interested will help promote positive behaviors.
• 满足所有能力水平：规划活动时，应对该计划中所有能力和发展水平有挑战性，有趣和右拟合活动的组合。
• Support social skills and teamwork：计划支持合作游戏和学习以及社交技能的活动。yabo电子游艺（有关社交技能的更多信息，请参阅社交课程。）应以一种允许儿童共同努力，共同发展社交技能的方式进行计划。
• Celebrate diversity：计划支持和庆祝多样性的活动和经验。让孩子们计划有助于教导他们的文化或家族生活方式的同伴的经验。

Giving school-age children choices over their activities will help reduce negative behaviors by sparking their interest and keeping them involved. According to the Council on Accreditation’s Standards for Child and Youth Development Programs, children should:

• 有机会在计划活动中选择
• 可以选择退出任何计划活动或实地考察
• 参与开发，规划，实施和评估反映其需求和利益的活动，政策和倡议

When children are actively engaged in the planning and implementation of activities, experiences, material selection, field-trip locations and other aspects of the program, they tend to be more interested and excited, which will lead to positive behavior. You can involve them in a variety of ways; some examples are:

• Hold regular planning meetings where children can come prepared with ideas or brainstorm with their peers about what they would like to see in their learning environment. Encourage their creativity and flow of ideas as they discuss what they would like to see. Before the end of each meeting, come away with a few concrete ideas that you know you will be able to put into action. This way, children will know that you take their ideas seriously and they will be more willing to participate in the future.
• 创建选择板，让孩子们看看有哪些活动并选择他们想去的地方。这也缓解过渡，因为孩子可以从一个活动从一个活动移动到另一个活动，只要有空间就可以了。选择板可以以各种方式创建。这里有些例子：
  
  
• 制定允许儿童从未来观察或提供自己的建议的活动的调查。并非所有孩子都会感到舒适地参加计划会议，但他们可能有很大的想法。您还可以实现一个建议框，让孩子们为学习环境写下想法，并将它们留在匿名盒子中供您查看。yabo电子游艺

给孩子们有机会协助实施活动也有助于增加他们的利益和参与。当孩子们参与并对计划感兴趣时，他们更有可能从事并参与积极的方式。你可以以各种方式涉及它们;一些例子是：

• Develop a peer tutoring or buddy program. Children may be interested in helping other children learn a skill or subject that they excel in. Match children up and allow them to help each other with their homework, reading skills, or athletic skills. This is a great way to keep children engaged in the learning process and to keep their interest.
• 邀请孩子们教授特殊技能或人才。许多孩子们可以享受分享他们喜欢做的东西，并且可以做得很好。让孩子们有机会教授工艺，电脑技能，乐器或运动，他们觉得他们擅长。您可以让他们帮助他们为同行创建扩展活动。孩子们将享受“老师”并创造活动计划。这将使他们从事并鼓励他们继续履行他们的特殊技能或人才。
• 邀请孩子们分享一个特别的文化element or activity. Giving children an opportunity to share something that is special or unique to them is always a great way of increasing their interest in the program. Give them the chance to share clothing, food, holiday events, or activities that are special in their culture. You can work with the child’s family to plan a special experience to celebrate their culture.
• Give children the opportunity to be a “teacher’s assistant” when you are implementing their activity idea. When children come to you with an activity or experience they want to see implemented in the program, it is always a good idea to let them help you bring it to life. Children will benefit from seeing how an idea becomes an activity plan and how that plan gets implemented into the learning environment. Let them help you make supply lists and gather materials. This will encourage them to continue thinking of ideas they would like to see and give them an idea of what kind of work it takes to make it happen.

解决冲突

在儿童通过青春期之间的儿童之间是共同的分歧和冲突。在这些压力期间选择干预的方式可以直接影响情况展开的情况。成年人可能会试图帮助学龄儿童通过玩太活跃的角色来解决冲突。成年人可能会推动他们的成年人，而不是让孩子解决分歧，而不是让他们推动他们的协议，也许是因为时间限制。虽然可能需要更多的时间，教育孩子如何解决自己的冲突是积极指导的重要组成部分。这里有两种策略，我们将在此描述：“五指公式”和小组会议。

Dan Gartrell, in民间社会教育, recommends teaching children the five-finger formula for social problem solving. This method involves assigning a definition or purpose to each finger. Once children are taught this technique, they can use their own bodies to calm themselves down during times of disagreement. The five steps are listed below, and you can read more about this technique by reviewing the article in the Learn section.

1. 冷却（拇指）
2. 确定问题（指针）
3. 头脑风暴解决方案（高大）
4. 去吧（ringer）
5. 随访（PINKY）

通常，问题涉及多个孩子。在这些情况下，小组会议可以是有效的策略。你应该采取更加被动的角色，让孩子们促进会议。在一些学龄计划中，“和平表”用作指定空间，以帮助提供解决问题的环境和结构。

群组会议应鼓励每个孩子的积极参与，为每个孩子提供安全的空间，为每个人彼此听到的机会。每个孩子都能够分享他或她的思想，感受和对问题的问题或解决问题的想法，而不必担心同龄人或成年人的惩罚。小组会议指南应保持一致。当发生冲突时，它们可以每天，每周或根据需要发生。根据Gartrell的说法，小组会议帮助孩子识别问题并向解决方案工作，他们帮助儿童建立技能，帮助他们成为民主公民。

解决冲突时争取一些结果：

• 所有各方都对结果感到满意。The conflict won’t actually be resolved if the children do not feel comfortable with the outcome. It is important to continue working toward a compromise and mutual feeling of satisfaction. Otherwise, conflicts will continue to come up.
• 儿童之间的关系涉及的年代trengthened or improved in some way.这并不意味着冲突中的儿童将成为密切的朋友，因为冲突得到解决。相反，这意味着所涉及的孩子们将更深入地了解彼此，并将共同努力达成相互协议，并将在未来避免相互冲突。
• 孩子们以建设性的方式解决未来冲突的能力已经加强或改进。Through the process of resolving the conflict, children should learn methods of resolving future conflicts in constructive ways. You want children to be able to resolve conflicts positively and constructively on their own. This is a major life skill that will benefit them academically, socially, and in their future careers.

To learn more about the five finger formula, click on the following link to Dan Gartrell’s article that introduces the concept:https://drjuliejg.files.wordpress.com/2015/02/3-mar-06-yc-gm-mediation.pdf。

响应挑战的行为

Despite a program’s use of prevention strategies, there will still be some children who engage in challenging behavior. Similar to progressing through developmental stages, there are certain behaviors that are considered typical for specific ages as children grow. Although certain behaviors are common in school-age children, they can be challenging to adults. Behaviors, such as being overly aggressive, talking back to staff or being overly distracted, could mean something is disturbing in that child’s life and they are unable to express their feelings in an appropriate way. In most situations there is a reason for school-age children’s behaviors. You must be prepared to respond appropriately when challenging behaviors occurs. Possible reasons for their behavior include: health problems, learning disabilities, or emotional abuse.

如果您注意到频繁的具有挑战性行为，重要的是要在这种行为中识别您自己的角色。频繁的行为可能是一个迹象，即需要进行一些改变。考虑以下重定向策略：

• 如果孩子们在群体时间内脱离，则将小组时间短于计划，并切换到更加活跃的儿童定向活动。
• 帮助无聊的孩子们找到有趣的事情。如果你注意到一个孩子在无所事事徘徊，提供孩子的建议（“艺术区是开放的，布拉登。你想尝试陶器活动吗？”）。
• 当孩子参与具有挑战性的行为时，您必须响应并准备为孩子提供可接受的替代品。在规划活动时，它有助于将此孩子纳入其中。

Involving Families

所有工作人员，无论年龄组或职位如何，都应该了解如何促进与孩子有挑战性行为的家庭会议。根据早期学习的社会和情感基金会中心的介绍，有几件事可以帮助自己帮助这些会议：yabo电子游艺

• Begin the discussion by expressing concern for the child.
• Let the family member know that your goal is to help the child.
• Ask the family member if he or she has experienced similar situations and if he or she is concerned.
• 告诉家庭成员，您希望与家庭合作，帮助孩子培养适当的行为和社交技能。
• 告诉家庭成员关于课堂或计划发生的事情，但只有在家庭成员理解你对孩子们担心之后，并不责怪家庭。
• 提供与家庭成员合作开发可以在家和课堂使用的行为支持计划。
• Emphasize that your focus will be to help the child develop the skills needed to be successful in the program. The child needs instruction and support.
• Stress that if you can work together, you are more likely to be successful in helping the child learn new skills.

Connect families with community agencies that provide behavior support. The Kids Included Together (KIT) program can also be a valuable resource to share with families. Families can get the individualized support they need from experts in their own homes. Many behavior consultants will work with your program, as well, to make sure the child has a consistently implemented plan.

当有理由认为孩子需要一个个性化行为支持计划时，家庭应该从一开始就参与其中。家庭应参与该儿童的观察，分享他们对家庭和计划的关注的看法，参与对孩子的行为的假设，为计划的贡献战略以及参与实施和评估计划。国家金字塔模型创新中心（NCPMI）提供了许多资源，帮助您在行为支持计划过程的每一步中涉及家庭。

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Do

As you plan activities and experiences for your school-age program, it is important that you ensure it is a collaborative process. Your program goals are based on your knowledge of child development, but the activities, materials, and physical environment should be chosen with the help of the children in your program. By observing and talking with the children in your program, you can implement a collaborative approach.

• 观察：Listen to children and notice how they are using the materials in the environment.
• Ask:向儿童寻找关于他们希望在程序中发生的事情的想法。
• 头脑风暴：提出问题，例如“你想了解什么？”或者“你已经知道了什么？”这将帮助您根据儿童兴趣计划活动。
• 识别：基于观察和对话，识别对计划中儿童感兴趣的主题。