Teach

Children’s behavior and adults’ response is a common theme in popular culture: angry or witless school principals, drill sergeant-like teachers, clueless parents, and “problem children” are the stuff of many popular shows and movies. Many give extreme portrayals: adults appear either powerless or power-hungry. Children are portrayed as conniving aggressors or bystanders. In all cases, there is a mismatch between the circumstances and an adult’s response. In some of these cases, as in real life, at the root of this mismatch is unrealistic expectations for children’s behavior. Your job is to help staff members develop their knowledge of child development and to use guidance strategies that match a child’s development.

New staff members may have limited knowledge about what behaviors and levels of guidance are acceptable at different developmental stages. Adults who possess good judgment, are well prepared, have the ability to relate to all children, empathize with them, and care for them can be expected to foster the development of these same abilities in children, according to Fields, Meritt, Fields, and Perry’sConstructive Guidance and Discipline(2014)。重要的是要认识到,指导is not something that adults do to children. Instead, guidance is a partnership that adults partake with children. When adults have appropriate expectations for children, children are less likely to feel frustrated and act out. The National Association for the Education of Young Children (NAEYC) refers to this asdevelopmentally appropriate practice。According to the NAEYC’s 2009 position statement, a practice is considered developmentally appropriate if practitioners make intentional decisions toward creating goals that are both challenging and achievable for children. NAEYC suggests that early child care workers have an understanding of:

1. 儿童发展与学习，包括与年龄相关的特征yabo电子游艺
2. 每个孩子都是个人
3. The values, expectations, behavioral, and language conventions that shape children’s lives at home and in their communities

It is important to remember that children are developmentally different from adults. Children’s limited reasoning ability combined with their limited experience can bring them to conclusions inconsistent with adult logic, according to Fields, Meritt, Fields and Perry. Oftentimes, children may not realize they have done anything wrong. Or the behaviors considered inappropriate by adults, may actually be typical behavior for a young child. For example, a toddler might briefly run away from an adult on the playground, or a school-ager might roll his eyes to impress his friends when a staff member gives a direction. For these reasons, it is helpful to always assume best intent with children.

根据田野，梅里特，字段和佩里，孩子们不能考虑他们没有经历的东西。这意味着他们无法预测如果他们做一些危险的情况会发生什么。他们也挣扎着这个问题，“如果他这样做了，你会觉得如何？”我们不能强迫孩子以更复杂的方式思考，而不是开发可能的方式，但我们可以瞄准比孩子目前展示的更加成熟，鼓励进一步发展。

犯罪行为的指导方法鼓励工作人员认为每个孩子的判决中的误解作为学习的机会。yabo电子游艺嘲笑或引起儿童情绪痛苦是从不适当或有效的做法，因为他们创造了他们尚未学习如何管理的冲突。成年人以及儿童，必须承担不当行为的责任。工作人员负责教育儿童的伤害方式来管理冲突。同样，孩子有责任从经验中获得，并学习表达愤怒的较少伤害方式。

What Behaviors are Typical for Each Age Group?

Just as with all areas of development, there are certain behaviors that are typical as children progress through developmental stages. These behaviors often challenge adults, but they are to be expected. Consider the examples in the table below and begin thinking about how you can prepare staff members to respond appropriately to these behaviors:

Age Group	发展是合适的（或预期）但可能挑战成年人的行为
Pre-mobile infants	Crying
Mobile infants	Taking toys from others Mouthing toys 攀爬或爬行他人 Knocking things down (block structures, etc.) 陌生人焦虑或拒绝去陌生的成年人
幼儿	Biting 说“不” High levels of activity; rarely sit still 坚持独立做事（“我自己能够做到”） Whining or crying
亚慱彩票学龄前儿童	Fears and vivid imaginations (fear of the dark, fear of monsters, etc.) Excluding others from play 告诉别人该做什么 “tattling”或讲述他人
Young School-Age	过度关注公平性 Uses sex differences as the basis for play decisions or excluding others from play (“No boys allowed”) Lying or stretching the truth “tattling”或讲述他人 “Cheating” at games or getting upset and not wanting to play
Older School-Age	避免成年人和偏爱同龄人 谈论 Experimenting with swear words and “adult” behaviors 想要出现“酷”到同行

Infants

对于尚未移动的非常年轻的婴儿，员工可以做的最重要的事情是提供一致的护理和培养。他们必须提供一个可预测的环境，满足婴儿的舒适，安全，食物和休息的需求。请记住，哭泣是一种沟通形式。工作人员必须回应婴儿的线索，她或他饥饿，疲惫，无聊或需要尿布变化。提醒工作人员总是在与孩子的关系中思考每个孩子的行为：

• Is the infant new to the program or the room? If so, the infant may be experiencing separation anxiety from loved ones. Infants need a consistent, nurturing adult to help them feel secure.
• 婴儿哭了很多，还是哭泣异常？所有的婴儿都哭了，但有些人比其他人哭泣。寻找宝宝不舒服的迹象。帮助工作人员知道如何通过握住她，摇动她，散步她，唱歌的歌曲和提供像奶嘴等抚养者来抚慰宝宝。他们也可能尝试破坏宝宝。
• Is the infant tired or teething? Talk to family members to gain insight into a baby’s moods and behavior.

The key to guidance is trying to understand the infant and what he or she is communicating through behavior. There is rarely a reason to tell a non-mobile infant “No.” As staff members focus on meeting each infant’s needs, they will naturally use the most effective guidance strategies for this age group: responsiveness and positive interactions.

Mobile Infants

As is the case with younger infants, positive interactions are the foundation of guidance with mobile infants. Staff members help mobile infants learn the foundation of self-control by helping them learn to explore safely and begin soothing themselves. To keep the baby or others safe, there may be times when staff members must help the baby stop a certain behavior. Perhaps the baby is pulling someone’s hair or trying to wiggle out of the stroller safety harness. According to Zero to Three (2009), staff members should focus on redirecting the baby’s attention: Set limits clearly and firmly, but do not get angry. For example, when a mobile infant pulls another child’s hair, a staff members might say, “That hurts Bryson’s head. Let’s pull on this squishy ball.” They might distract the child who is trying to escape the stroller by pointing out an interesting animal, offering him something to hold, or singing a song together. Mobile infants respond well to guidance techniques that:

• 帮助他们知道该做什么，而不是不做什么。工作人员使用阳性语言，“来到登山者”而不是“停止攀登书架”。
• Provide safe spaces for exploration. Make sure everything in the room is safe for tiny fingers and mouths.
• 继续回应婴儿的需求。请记住，哭泣是一种沟通形式。当婴儿饥饿，疲倦，伤害或不舒服时，工作人员必须快速回应。哭泣也可以是婴儿想要参与的提示，或与他或她无法联系的东西互动。观察婴儿的提示（例如，他们的凝视或达到的方向），并试图帮助他们完成他们的目标。

Children from Toddlerhood through School-Age

There are several guidance principles that work consistently once children reach toddlerhood and progress into the school-age years. Although staff members must learn the nuances, such as developmentally appropriate language and interactions, of working with children in each age group, the basic principles of guidance remain constant for toddlers and school-age children.

All of the principles listed below work best in the context of strong relationships with each child. These techniques are adapted from the Massachusetts School-Age Coalition and expand on early childhood work by Patricia Hearron and Verna Hildebrand (2013). Be sure to teach and enforce the following techniques in your program (you will learn more about these techniques in the next two lessons):

对儿童行为的适当期望：Rules, expectations, and guidelines help create a positive social climate in your program. All of the staff and managers in your program might work together to develop the expectations. Staff members might also involve children in developing rules and expectations. Limit the rules or expectations to a few key ideas that apply broadly. It is easiest to remember a few rules like, “Respect each other” or “Be a responsible citizen.”

管理空间，时间和能量：成年人安排和重新排列物理空间和时间表以满足儿童的需求。一个例子是移动家具，消除儿童用于跑步的大型开放空间。另一个例子是提供许多活动选择，因此等待时间最小化或高效地使用。当孩子展示具有挑战性的行为时，教人员首先考虑他们的环境（物理空间和时间）。帮助工作人员看到空间或时间的组织影响儿童的决策方式。

Experiences that engage the whole child:课程或编程是您在程序中所做的一切的基础。如果孩子感到无聊，过度刺激或无私，他们将参与具有挑战性的行为。繁忙的学习者没有时间挑战行为！教人员会员如何使用课程或编程并定期观察，以确保他们有效地使用材料。

最大化我们的关系：指导是基于关系。当您和员工观察，听取，并了解孩子们，策略发展。强有力的关系是基于找到和认识每个孩子的正面属性。确保工作人员与孩子一起度过“中立”时间，只需在一起倾听，玩耍和享受时间。

表达感情：帮助孩子表达他们的感情的成年人培养同理心。一名工作人员可能会说，“我可以告诉你难以刚刚发生在你和Terese之间的悲伤。你想让我帮你和Terese交谈吗？“成年人也必须是真实的，表达自己的感受。工作人员可能会说，“我感到有点沮丧，即我无法让这台计算机程序工作。我要去找一个可以帮助我们的人。“你可能对一名工作人员说，“我真的很失望，我们没有得到新的操场设备。我们下次再试一次。“

Notice and recognize positive behaviors:积极指导的一个重要方面是鼓励。工作人员应注意并描述成就和积极行为。工作人员可能会说，“乔纳，我打赌你真的为自己解决这个问题而感到骄傲。”或者“我注意到你把Sonya打开了电脑。她真的很感激。谢谢。”教人员如何停止并注意每天发生的积极行为。当您观察令人鼓舞的孩子时，向工作人员提供积极的反馈。

提供简短，清晰的方向：工作人员使用自然语调的声音并进行目光接触。他们办理登机手续以确保儿童了解。教人员会员告诉孩子们做什么而不是不做什么。

Provide choices:Whenever possible, staff members offer children a choice. This promotes independence and self-regulation. It also minimizes challenging behavior. Any time staff members have to say “no,” you might suggest they offer two acceptable choices to children. For example, they might say, “You cannot run in here. But you can go to Zumba in the gym, or you can join Ms. Stephanie outside.”

Redirect children to appropriate behaviors:一个具有挑战性的行为发生时,成人必须know how to redirect children’s behaviors to get them back on track. “No,” “stop,” and “don’t” do little to help a child know what to do. An example of a positive redirection is, “Keep the scissors in the sewing area” or “Walk in the hall.”

促进社会问题解决：工作人员帮助孩子们知道什么时候有问题。他们帮助孩子学会认识到他们的问题，提出解决方案，做出决定，并尝试一下。教工作人员有关可用于帮助他们的资源的资源。该策略将在第3课中扩大。

Prevent Inappropriate Responses to Challenging Behaviors

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的侵略性技术时，儿童及其家庭就会了解对行为的侵略性回应是好的。这不是我们想要送儿童和家庭的信息。您必须确保工作人员知道以下做法在儿童发展和学龄计划中没有地方：

• 体罚：Staff may not, under any circumstances, strike, hit, whip, spank, or use any other form of physical punishment on a child of any age.
• Withholding physical needs：在任何情况下，工作人员都可能不会，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。
• 大喊大叫，羞辱，卑鄙那或威胁孩子：在任何情况下，工作人员都可能不会对他或她的身体或心理安全作出儿童恐惧。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：Staff 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, such as a closet, restroom, or cardboard box.
• Binding or restricting a child’s movements：Staff may not punish a child by preventing him or her from being able to move or speak (i.e., covering a child’s mouth or hands with tape).

These practices are not in line with the ethical code of conduct established by the NAEYC (seehttps://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/Supplement%20PS2011.pdf). 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:

• corporal punishment
• aversive stimuli
• withholding nutrition or hydration
• inflicting physical or psychological pain
• demeaning, shaming, or degrading language or activities
• 不必要的惩罚限制
• forced physical exercise to eliminate behaviors
• 惩罚性工作任务
• 同行惩罚
• 针对个体行为的惩罚或纪律

Model

Model a positive approach to behavior in all your interactions with children and staff. Be intentional in the ways you talk to children, families, and staff:

• 正面的状态方向（做什么而不是不做什么）。使用您看到的每个人塑造此行为。这在您的计划的整体气氛中产生了很大的差异。当你看到有孩子在走廊里移动太快时，说，“安全地走路”而不是“停止奔跑”。想象一下，告诉工作人员，“不要再打开你的课程计划。”这将消息发送给您认为他们可能会迟到的计划。通过说，“记住你的计划是在明天到期的情况下发送积极的消息。”这也开设了一个询问工作人员是否需要任何支持的机会。
• Recognize staff for their efforts and achievements. Provide positive feedback individually (“You did so much research on rocks for this week’s investigation. It really paid off in the classroom when the kids started brainstorming what they wanted to learn.”). Consider ways to motivate staff members through recognition bulletin boards or newsletters.
• Follow and talk about the rules or expectations set by your program. If you don’t talk about the expectations, it is unlikely others will. It might feel silly at first to thank the kitchen team for being “responsible” or “safe,” but this provides an important model for staff members.
• Offer staff choices whenever possible. Whenever you can, provide choices about classroom assignments, scheduling, classroom materials, and planning. Also consider whether there are different ways staff can get feedback: do they want you to send them an email about their weekly plans, or do they want to talk in person?
• Coach staff around their interactions with children. Observe all the strategies described in the Teach section. Help staff members notice the details of their interactions, and describe the effect their behavior had on children.

观察

您必须在教室和计划中花时间观察工作人员如何与儿童互动。观看以下视频，并考虑如何支持每个员工。

观察工作人员对行为的期望

指导儿童的行为：婴儿和幼儿

指导儿童的行为：幼儿园亚慱彩票

Now watch as training and curriculum specialists discuss expectations for children’s behavior.

Realistic Expectations: Training & Curriculum Specialist’s Role

To learn more about guidance strategies, follow the link to an article from the National Association for the Education of Young Children:https://www.naeyc.org/resources/pubs/yc/may2017/two-generation-model-reducing-stress