Secondary tabs

Objectives:

描述典型的儿童发展和发展适当的行为期望。
Observe and provide feedback on staff members’ expectations for children’s development and behavior.

Learn

Teach

你已经认识到，了解儿童发展是防止虐待和忽视儿童的一个保护因素。你为什么认为这是真的？工作人员不了解儿童发展有哪些风险？如果工作人员不了解孩子的发展，他们可能会认为孩子应该表现得比他或她大。他们可能会把孩子们置于对他们来说太具挑战性的境地。工作人员和孩子可能会感到沮丧。孩子不明白工作人员想要什么，工作人员也不明白孩子为什么不“表现”，这可能导致虐待或忽视儿童的情况。你的职责是支持员工，所以这不会发生。

Imagine you overhear the following comments from staff members:

婴幼儿: “Rachel needs to learn to sit still. She’s moving up to the preschool class next year, and she won’t get away with this kind of behavior there.”
亚慱彩票: “Javeon and Daniel, you two need to play nicely and be friends. Quit tattling.”
School-Age: “Lila is so concerned with what her friends think. Yesterday, she completely ignored me and my directions. She is out of control and needs to learn to listen.”

这些评论有什么共同点？它们是典型儿童发展的反映。不幸的是，他们也代表那些不完全了解发展及其对行为的影响的工作人员。这些成年人有可能对孩子的行为做出不恰当的反应。

We all go through stages as we grow, and certain behaviors can be expected at certain stages. This does not mean that all behaviors are easy for adults to deal with. It does mean that we can help staff members be prepared to recognize behaviors as reflections of growth and help children develop and mature. You will learn more about this in the Cognitive course.

在他们自己的防止虐待儿童课程中，工作人员学习了他们服务的婴儿、幼儿、学龄前儿童或学龄儿童的典型发育。尽管您对儿童发展有着坚定的理解，但回顾一下直接护理人员学到的里程碑可能会对您有所帮助。你可以在申请部分找到从出生到12岁的发展里程碑。亚慱彩票

工作人员还了解了气质以及个人特征对发展的影响。在你的角色中，思考一下孩子的脾气和工作人员的脾气是如何相互作用的，这会很有帮助。我们生来都有某些气质特征或风格，气质被认为是贯穿整个人生的始终如一。考虑这三种气质类型（托马斯、国际象棋和桦树，1968年）：

适应性: These are “easy-going” individuals. They are open to new situations, have a moderate activity level, and are generally happy. These children and adults “go with the flow.”
Feisty：这些人有很高的活动水平，通常对新刺激有很强的反应。他们可能被认为精力充沛，自信，充满感情。这些人总是动来动去，喋喋不休。其他人可能认为他们的行为具有挑战性。
Cautious：这些人需要时间和支持，才能在新情况下感到舒适。他们可能被认为胆小或严肃。你可能会看到一些谨慎的人在一旁观望，或等待介绍或指示。

What do you think happens when there is a mismatch between a staff member’s temperament and a child’s temperament? For example, what do you think happens when a feisty staff member interacts with a cautious child? Consider these dynamics:

脾气暴躁的工作人员可能很难理解脾气谨慎的孩子。工作人员可能会认为孩子害羞，或者认为孩子害怕。工作人员可能对孩子感到不耐烦。

的工作人员谨慎的性格可能feel overwhelmed by the energy of a feisty child. The staff member might consider the child’s behavior challenging.

You should be prepared to help staff members understand the interplay between development and temperament. The following sections will help you learn concrete strategies for doing so.

模型

You are a role model for staff as they learn about development and temperament. Staff members consider you a resource. Encourage staff members to talk to you when they are concerned about a child.

模型self-reflection. 谈谈你自己的发展和你自己的个性特征，或气质。花时间参加员工会议、一对一会议或其他场所，帮助员工思考他们为工作带来的特点。帮助员工确定他们对待工作的方式：他们是精力充沛、适应性强、谨慎，还是三者的结合？确定自己的偏好，并与员工讨论这对工作的影响。

Have problem-solving discussions. Help staff learn active problem-solving techniques. When a staff member is concerned about a child’s behavior or development, spend time observing the child and helping the staff member observe the child. Talk with the staff member about what you both observe. Think out loud about the child’s development and reflect on whether the behavior or concern reflects typical development. Brainstorm solutions together that promote positive development.

Observe

Take some time to think about scenarios you might encounter in your programs. As you read each scenario that follows, think about how you might respond. Then read suggested ways you might approach the situation with each staff member. Remember to consider child development and temperament.

观察设施内是否有虐待和忽视的迹象

Infants & Toddlers: Spoiled Rotten

Scenario	You Hear Staff Say: 玛西亚一直在哭。她被宠坏了，认为她需要一直被抱着。
You Say	对工作人员说： "When Marchia gets upset and cries, we know she's trying to tell us something. We try to figure out what's wrong and help soothe her." “马奇亚可能需要更长的时间来适应这里，而且天性谨慎。让我们看看是否有一个她觉得最舒服的成年人可以帮助她探索。”
You Do	采取行动：安排一个时间让工作人员观察不同教室的婴儿和看护者。帮助员工注意“典型”哭声的范围以及员工的反应。

Infants & Toddlers: Mean Spirited

Scenario	You Hear Staff Say: Decklen bites other children because he is a mean-spirited kid.
You Say	对工作人员说： “德克伦还没想好如何索取他想要的东西，当他沮丧的时候，他会咬牙切齿。我们需要密切关注，并在这之前介入。” “Decklen’s temperament makes him more active and outgoing than other children. It’s important to stay close and help him express himself.”
You Do	采取行动： Work with the staff member and Decklen's family to observe Decklen, identify reasons and situations when biting occurs, and make a plan. Provide support in the classroom to help the staff member use the plan. Help staff member talk to concerned families.

婴幼儿：识字的耐心

Scenario	You Hear Staff Say: 这些孩子需要学会盘腿坐着听故事。他们明年就要上学前班了，所以他们一定要得到这个。亚慱彩票
You Say	对工作人员说： "The kids love to choose stories to read during free play and to sit on adults' laps for stories. It's so fun to read and have conversations about the books." “Some children are going to need frequent breaks and lots of movement. Let’s brainstorm ways to incorporate what you know about each child’s temperament.”
You Do	采取行动： Talk with staff members about goals for children's early literacy. Help them identify ways to reach goals by using developmentally appropriate practices.

Infants & Toddlers: Caregiver Attachment

Scenario	You Hear Staff Say: 考德威尔太粘人了。当我试图让他和另一个成年人坐在一起时，他躲在我的腿后面哭了。他必须克服害羞。
You Say	对工作人员说： “每当一个新的项目助理走进教室，考德威尔都相当紧张。确保他的主要护理者总是在附近，帮助他感到舒适。”
You Do	采取行动：与工作人员讨论婴儿护理的连续性和对气质的理解。提供描述依恋和安全关系重要性的资源或情况表。帮助工作人员注意儿童对成人的反应。

亚慱彩票幼儿园：遵循指示

Scenario	You Hear Staff Say: Toni never listens! I tell her to go inside, wash her hands, sit on the carpet, and pick a book. What does she do? She stops and plays with dolls.
You Say	对工作人员说： “当你一步一步地给托尼指路时，我注意到她做得很好。我不知道她是不是很难理解一长串要做的事情。” “Toni is active and has strong ideas. Let’s think about her temperament and how we can give her the activity she needs.”
You Do	采取行动：获取有关成人方向和托尼行为的数据。与团队分享这些信息。

亚慱彩票学前班：燃烧能量

Scenario	You Hear Staff Say: 卡勒姆今天开始在教室里跑来跑去，所以当我们去操场时，我让他在我身边站了10分钟。
You Say	对工作人员说： “卡勒姆今天有很多精力要消耗。你可以在户外自由地花额外的时间玩粗大运动。”
You Do	采取行动：方便人员配备和操场安排，因此可以有一定的灵活性。 Brainstorm active play experiences in the classroom.

亚慱彩票学前教育：培养领导者

Scenario	You Hear Staff Say: Camden is bossy. I need to put him in his place.
You Say	对工作人员说： “卡姆登正在学习成为课yabo电子游艺堂上的领导者。让我们集思广益，为他运用这些技能找到一些好的渠道。” “听起来你发现了你和卡姆登之间紧张的根源。让我们集思广益，找出预防这些情况的方法。”
You Do	采取行动： Brainstorm classroom jobs with the teacher. Brainstorm appropriate responses or ways to redirect Camden if he makes inappropriate demands.

入学年龄：友谊深厚

Scenario	You Hear Staff Say: 费利莎和卡西迪不停地谈笑。我们需要把这两个分开。
You Say	对工作人员说： “费利沙和卡西迪的友谊对他们来说真的很重要。”
You Do	采取行动： Make sure children's choices are honored in the program. 与员工讨论提高社交技能和扩大社交网络的应对措施。

学龄：不诚实

Scenario	You Hear Staff Say: Acklen lied to me about washing his hands. He is completely dishonest.
You Say	对工作人员说：阿克伦正在测试边界。我们需要确保我们对他始终如一但公平。”
You Do	采取行动：帮助员工反思自己在权力斗争中的角色。建立促进儿童独立的制度。

学龄：身体意象

Scenario	You Hear Staff Say: Brooks has a round belly, so I call him our little Buddha. He's too young to get it.
You Say	对工作人员说： “这个年龄的孩子太有自我意识了。我们怎样才能专注于健身和健康的生活方式而不把任何人挑出来呢？”
You Do	采取行动：监控员工和布鲁克斯之间的情况和互动。提供有关身体形象和健康的培训。

探索

我们可以互相学习，帮助工作人员了解儿童发展。观看行为视频的现实期望。然后下载、打印并完成反思对行为活动的期望. When you are finished, review the suggested responses.

对行为的现实期望

Reflecting on Expectations for Behavior

Reflecting on Expectations for Behavior Sample Answers

Apply

找到有助于您的员工了解儿童发展的资源是很重要的。疾病控制和预防中心为出生至12岁的儿童制定了优秀的指南。这些可以是与家人共享的好资源，但它们也是您与员工共享的好工具。下载并打印Milestone Checklistsfor the age group(s) of children with whom you work.

里程碑检查表（从出生到5岁）

里程碑事实（6-8岁）

Milestone Facts (Ages 9-11)

词汇表

期限	说明
发展里程碑	孩子们通常在一定年龄左右发展起来的一种技能或行为
Disposition	一个人内在的思想和性格品质