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Imagine you have joined a new fitness class at the gym for the first time. Consider these two different instructors

• 老师1站在房间的前面。她yells general statements like “Don’t drag those feet!” or “Too slow!” She says vaguely insulting things like, “It looks like you guys have been spending too much time behind a desk” or “Now’s the time you pay for all those desserts you’ve been eating.” When someone stops to get a drink of water, she makes a comment about people wasting time.
• Instructor 2 moves around the room. She gently says “Lift your knees like this” as she models the move next to you. She shouts out encouragement like “10 more seconds to go. You’ve got this!” or “You all have been working hard tonight!” When someone stops to get a drink, she says, “Everyone be sure to take care of your needs whenever you need to. We’re going to switch intervals in 30 seconds, so we’ll all take a quick water break then, too.”

What impact would each instructor have on you and your motivation to participate?

相互作用。单词设置我们全天的经验的基调。在儿童发展和学龄儿童方面也是如此。语言工作人员使用和他们对孩子们的互动，家庭，彼此，并且您对程序的质量产生了很大的影响。本课程将帮助您确定支持员工互动的方法。

让我们考虑几种类型的互动，这在您的程序中很重要：

Interactions Between Children

Disagreements and conflicts are common between children from toddlerhood through adolescence. How adults intervene during these times of stress can directly impact the way the situation unfolds. Adults may try to help by playing too active of a role. Instead of allowing children to resolve the disagreement on their own, adults may push children to reach an agreement too quickly, perhaps because of time constraints. Though it may take more time, teaching children to resolve conflicts on their own is an important part of positive guidance. There are two strategies for facilitating conflict resolution that we will describe below: the “five-finger formula” and group meetings.

Dan Gartrell, in Education for a Civil Society, 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. Cool down (thumb)
2. Identify the problem (pointer)
3. Brainstorm solutions (tall guy)
4. 加油(铃声)
5. Follow-up (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。对于学龄亚慱彩票前儿童来说，这可能看起来像一个主要促进会议的成年人。对于年龄较大的孩子，成年人应该采取更加被动的作用，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。

小组会议应该鼓励每个孩子的积极参与，为每个人提供安全的空间，为每个人互相倾听。每个孩子都能够分享他或她的思想，感受以及对问题的解决方案或解决问题的理念，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。它们可以每天，每周或根据需要进行 - 例如当发生冲突时。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。

要了解有关五个手指公式的更多信息，请访问以下丹加尔特最初发布的丹加尔特文章的链接指导事项column in NAEYC’sYoung Children:https://drjuliejg.files.wordpress.com/2015/02/3-mar-06-yc-gm-mediation.pdf.

成年人之间的相互作用

The way adults interact with one another plays an important role in how the children in your program interact with peers and adults. Many of children’s behaviors are the direct result of behaviors they have seen in adults. As an adult, you have great power to positively or negatively influence children. When adults model caring behaviors coupled with reminders about people’s feelings, children learn to think about the impact of their words, according to Fields, Meritt, Fields, and Perry’sConstructive Guidance and Discipline.

Adults can model acceptance of others by demonstrating kindness towards others. It is common to experience disagreements and misunderstandings when working with others. Oftentimes, children are shielded from the direct conflict. The effects of the indirect conflict, such as negative verbal tones or facial expressions, can also be damaging to the work environment and the children within the program. Everyday disagreements should be handled in the presence of children so they can see the full cycle of how problems are properly resolved. It is not appropriate for the adult to solicit the advice of children in an attempt to prove a point or show that someone is wrong.

The message to children should be: Disagreements are bound to happen and can be resolved through communication. By taking this approach, you are relaying the message, “I want to work this out because I care about you.” Adults who know themselves and are comfortable with the expression of emotions are less likely to bottle up their feelings or express them inappropriately. Children who witness adults remaining in control as they openly display and accept their feelings are more likely to model the same behaviors themselves. You can model or role play these behaviors with staff members during daily interactions, staff meetings, and program events.

Interactions Between Children and Adults

The ways adults in your program interact with children can determine whether the climate is one of compliance or guidance. Programs that focus on positive guidance encourage children to solve problems independently. Children are taught that new challenges are to be embraced rather than feared. Adults should help facilitate, not determine the decisions children make. They should guide children toward more complex thinking and encourage children to consider the problem from multiple perspectives before determining a course of action.

If they listen carefully, staff members will learn a great amount about children and the ways they think and feel (Hearron & Hildebrande, 2013). It is the responsibility of adults who regularly interact with children to work toward genuinely understanding them better. Adults should take the time to understand each child’s behavior. They should also make a point of understanding themselves and how they respond to behaviors. For example, are there behaviors that seem to always frustrate a certain staff member (e.g., one staff member gets upset when children don’t clean up after themselves; another gets upset about spitting)? Staff members who are aware of the behaviors and characteristics which evoke negative internal responses within themselves are better prepared to respond to child’s particular needs. It may be necessary at times to help staff members recognize when they need help or a break. Time away from a stressful situation can provide staff members with the necessary time to reflect and recharge. Knowing personal limits will also preserve relationships, which will set the stage for future instances of positive guidance.

Interactions Between Staff and Families

Positive guidance that extends beyond the walls of your program and into the homes of the families you serve helps to strengthen relationships between staff and families. Ongoing communication with families can keep parents and guardians informed of behaviors that occur during the day. Having family support can help reinforce skills that are taught in your program. Methods of communication can be tailored to meet the needs of each family. Some families may prefer daily communication, while others may prefer weekly or biweekly communication. Communication methods can include written notes, emails, phone calls, newsletters, and individual conferences (Gartrell, 2012).

每个家庭都有自己的文化和独特的approaches to behavior and guidance. You must help staff members understand and respect these approaches even if they are different from your own. You can also help managers appreciate and understand family differences. That does not mean, however, that you must endorse inappropriate responses to behavior; you have an important role to model positive approaches for families.

Guiding Behavior through Interactions: Specific Strategies

As you learned in the last lesson, relationships are the foundation of guidance. Relationships are formed through the many simple interactions that happen each day. This section will explain two key strategies that promote positive behavior in children: providing positive directions and providing positive feedback. Then it will provide information on how to help staff members respond to behavior that challenges.

Helping Staff Distinguish between Positive and Negative Directions

When a child engages in a potentially unsafe or inappropriate behavior, the first instinct of many adults is to tell the child to stop. After all, the adult may not care what the child decides to do next—the child just needs to stop what he is doing right now. It’s simply easier to ask the child to stop that one behavior than to think of the many other options the child has! Using directions like “No,” “Stop,” or “Don’t,” however, are not effective in the long term, and may not be effective in the short term—think about how you might respond if someone told you to stop doing something you liked. Providing positive directions that help the child know what to do is much more effective at preventing challenging behavior.

你听到的：	What you might encourage a staff member to say instead:
Don’t run in here.	Walk in the hallways please.
Stop teasing Brynn.	Be respectful.
No biting!	You can bite a teether.
Quit whining.	Please use a calm voice.
Don’t get upset.	Take a deep breath.

Helping Staff Provide Feedback on Behavior

As you might have noticed in the opening vignette about a fitness instructor, one of the instructors was more skilled at providing feedback than the other. It is helpful for adults and children to receive specific information about their behavior or performance. When someone does well, it is helpful to offer information about what exactly went well. When someone performs poorly, it is helpful to suggest specific areas for improvement. This is true for children’s behavior, as well. You can help staff members provide specific feedback to children. Cases of positive feedback should outnumber negative or corrective feedback. Educational researchers recommend a ratio of five positives to every one negative comment or correction (Walker, Ramsey, & Gresham, 2004). In other fields, experts recommend that the most effective business leaders use a ratio of six positives to every one negative comment (Zenger & Folkman, 2013).

Examples of non-specific feedback:	What you might encourage staff members to say instead:
Good job.	You worked hard on building that structure.
那是不对的。	你能尝试不同的方式吗？让我们看看你对的另一个家庭作业问题。
I like your drawing.	You used red, blue, green, and purple. It’s so colorful!
你真聪明。	You stuck with that problem and figured it out.
I like the way you’re listening.	Joni has her eyes on me and her hands in her lap.

Notice in the examples above, there is also an emphasis on describing what the child is doing and on his or her efforts rather than ability (e.g., being smart). Messages like these help children persist in challenging tasks or situations and help children derive internal satisfaction from their work or good deeds, rather than continually seeking outside approval.

Responding to Behavior that Challenges

Despite a program’s use of prevention strategies, there will still be some children who engage in challenging behavior. You must be prepared to help staff members respond appropriately when this happens. This section will present these strategies: redirection and behavior-support planning.

重定向

当一个孩子参与挑战性行为时，成年人必须响应并准备为孩子提供可接受的替代品。

For very young infants, the most common concern staff members experience is an infant’s crying. As discussed in the Communication course, you should teach staff members that crying is communication—not challenging behavior. The most important thing staff members can do is to provide consistent and nurturing care. Staff members must provide a predictable environment that meets the infant’s needs for comfort, safety, food, and rest. Teach staff members to respond to the baby’s cues that she is hungry, tired, bored, or in need of a diaper change. Always help staff members think about each child’s behavior in context of the relationship they have with the child: is she teething, new to the program, or in some kind of distress?

对于行动不便的婴儿和学步儿童，工作人员通过帮助儿童学习安全探索和开始自我安慰来教授自我控制的基础。为了保护孩子和其他人的安全，工作人员有时可能需要帮助宝宝停止某种行为。也许婴儿是拉别人的头发或试图扭动出婴儿车的安全带。根据Zero-to-Three（2009）的说法，你应该帮助工作人员集中注意力转移宝宝的注意力：明确而坚定地设定限制，但不要生气。例如，你可以教一个员工说，“这伤了布赖森的头。工作人员可能会指点一只有趣的动物，给他拿点东西，或者一起唱首歌，以此来分散试图逃离婴儿车的孩子的注意力。移动婴儿对以下指导技术反应良好：

• Help them know what to do rather than what not to do. Teach staff to use positive language like, “Come to the climber” instead of “Stop climbing the book shelf.”
• Provide safe spaces for exploration. Make sure everything in the room is safe for tiny fingers and mouths.
• 确保工作人员对婴儿的需求响应。提醒他们哭是一种沟通形式。当婴儿饥饿，疲倦，伤害或不舒服时，工作人员应该快速回应。

对于学龄亚慱彩票前儿童和学龄儿童来说，重新定向意味着为有问题的行为提供可接受的替代方案。考虑以下示例：

你可能听到的：	What you might encourage a staff member to say instead:
停止击中	Preschool: Use gentle hands like this. School-age: You can hit a pillow or hit a tennis ball if you need to vent.
Stop splashing water out of the water table.	Please keep the water in the table.
Don’t yell.	Use an inside voice please.
Quit fighting.	你怎么能解决这个问题？
不要讨论我。	Listen please.

When a staff member notices frequent challenging behavior, help the staff member recognize her or his own role in that behavior. Frequent behavior is likely a sign that some change needs to be made. Encourage the staff member to consider the following redirection strategies:

• 如果孩子们在小组活动期间变得不活跃，那么就把小组活动的时间缩短到比计划的时间短的时间，并转向一种更积极的、以孩子为导向的活动。定期观察小组时间，帮助工作人员了解小组时间的不同因素如何影响孩子的行为。例如，孩子们坐了15分钟后开始变得不安吗？快节奏的舞蹈课结束后很难再引起孩子们的注意吗？
• Help bored children find something interesting to do. Help staff members notice when challenging behavior is likely to occur and take preventive steps. If a child is wandering around with nothing to do, point it out to a staff member and help her offer the child suggestions (“The art area is open, Braden. Would you like to paint?”)

行为支持计划

It is beyond the scope of this lesson and course to teach you everything you need to know about positive behavior support planning. However, there are excellent resources available to help you do this important work. For early childhood programs, you can explore the resources available through the National Center for Pyramid Model Innovations (NCPMI, which has merged with the Technical Assistance Center on Social Emotional Intervention, or TACSEI). There is more information about this in the Apply section. If you will be responsible for facilitating behavior support plans, take some time now to learn about your role by visiting:http://challengingbehavior.cbcs.usf.edu/pyramid/pbs/index.html.

以下是您将学到的内容的简要总结：

• Behavior support is a team-based process. You may be responsible for convening a team of family members, teachers, administrators, and specialists. If the child is school-age, he or she may be involved as well.
• 行为支持是以人为本的。这涉及将团队共同澄清为孩子的愿景。
• 行为支持重点是理解function (or purpose) of the behavior. All behavior communicates a message. The behavior support process helps you understand that message.
• 该团队开发了一个假设，或“最佳猜测”，了解为什么行为发生。
• The team develops a comprehensive plan that includes prevention strategies, new skills to teach the child, and new ways to respond to behaviors.
• The team monitors outcomes.

Watch this video to see how a Training and Curriculum Specialist begins the positive behavior support planning process with a team.

涉及家庭

所有员工都将less of age group or position, should have an understanding of how to facilitate meetings with a family whose child has challenging behavior. There are several things to keep in mind to help yourself and staff members facilitate these meetings (adapted from the Center on the Social and Emotional Foundations for Early Learning):

• Begin the discussion by expressing concern for the child.
• Let the family know that your goal is to help the child.
• 询问家庭成员如果他们经历过类似的情况，如果他们担心。
• Tell the family members that you want to work with them to help the child develop appropriate behavior and social skills.
• Tell the family members about what is happening in the classroom or program but only after they understand that you are concerned about the child, not blaming the family.
• Offer to work with the family members in the development of a behavior support plan that can be used at home and in the classroom.
• Emphasize that your focus will be to help the child develop the skills needed to be successful in the classroom or program. The child needs instruction and support.
• 强调如果你可以一起工作，你更有可能在帮助孩子学习新技能方面取得成功。

When referring a family to an outside agency or other resource, it is important to have the correct information about the agency’s purpose and services. It is helpful if you have a personal contact at the agency so there is a name the parent can use when they initiate contact. For some families, it may be helpful to offer to go with them if they are unsure about how to approach an agency.

In your outreach to families, you can maintain a parent resource list that includes installation and community agencies. This list should be available in the family corner on the program’s website. You can also provide examples of parent resources about behavior in the program newsletter. The families are an integral part of your program’s community. You and your staff are collaborators with them in their most important task—raising their children. As you build relationships with parents, the children will know that the adults in their lives are working as a team to provide them with loving care.

When there is reason to think that an individualized behavior support plan is necessary for a child, families should be involved from the very beginning. Families should participate in observations of the child, share their perspectives on concerns across home and the program, participate in developing a hypothesis about the child’s behavior, contribute strategies to the plan, and be involved in implementing and evaluating the plan. NCPMI provides numerous resources to help you involve families in every step of the behavior-support planning process.

Model

• Be mindful of how you talk to staff members. Be sure to phrase directions positively and to offer choices whenever possible. Consider these two alternative ways of approaching a staff member about a child’s behavior:

  “Don’t give Darcie extra attention for her behavior. Stop yelling and making a fuss when she misbehaves.”

  vs.

  “Watch what happens when Darcie begins to tantrum. What do the adults do? The key is to stay calm; I know a few strategies that have helped others. Let’s discuss them and you can decide what will work for you.”

  The second example is far more respectful and helps staff members know what to do (instead of what not to do). Adults and children all respond best to positive statements. Simply telling someone to stop a behavior does not help them know what to do instead.

• Encourage staff members’ successes and provide plenty of feedback on their efforts. Interactions can be difficult for staff members to reflect upon; often, interactions feel like unchangeable features of a personality or situation. Many staff members find it easier to reflect upon activities or events. You can model for staff members how to reflect on interactions by providing feedback on the interactions you observe. When you see an adult nurturing a young child, comment on it and recognize that staff member’s important work with children. When a school-age staff member has a deep conversation with a pre-teen, let that staff member know that you appreciate the way they are connecting with children. Describe what you saw or heard and the impact it had on the child or the program. You might say something like:

  “I could see Titus really opening up to you today. You have been really patient with him, and it is paying off. When you asked him about soccer, I could see his eyes light up. When you made the connection between sports and how you handle anger, he just really seemed to get it.”

• 促进行为支持计划。提供工作人员，并提供计划，设计，实施和评估成功行为支持计划的支持和资源。没有工作人员应该单独通过这个过程。它甚至可能是甚至是最经验丰富的工作人员。通过规划过程的每一步，指导工作人员，并模拟询问的立场：

  “What can we do to help this child learn the skills she needs to be successful in our program, at home, and in the community?”

Observe

当您观看以下视频时，寻找儿童和成年人互相互动的例子。你是否看到主要是积极或消极的互动？成年人或儿童在哪里可以引导更加支持的互动？

Now continue by observing interactions with staff members. Count the positive, negative, and neutral interactions you see. How might these interactions affect guidance in your program?

最后，观看这个与家庭互动的工作人员的视频。各种互动对计划和儿童行为的家庭参与有何影响？