Know

The Importance of Relationship-Based Care

基于关系的护理涉及的不仅仅是关心儿童的身体需求（如膳食，活动，户外游戏）;它侧重于建立成人提供者，每个孩子和家人之间强大情感联系的重要性。家庭护理提供商有意识地关注与每个孩子和家人建立强有力的关系。

社会和情感技能的发展形成了儿童后期学术学习的基础。狗万app怎么下载随着幼儿的成长和发展，他们是他们定期与之互动的人，他们将支持其成长和发展。孩子最早的回忆和依恋的感情是他们生命中的重要人物。依恋是一种强烈的情感纽带，在孩子和一个是孩子日常生活的一部分的成年人之间。

Forming strong attachments with parents and other family members is most important for children’s healthy development. In addition to family members, you as a family child care provider are significant in nurturing positive social and emotional development in the children for whom you provide care. You may be the most important adult in a child’s life outside of his or her family.

As a family child care provider, you focus on building positive, nurturing relationships with each child and family. Your daily interactions with children promote relationship-based care. Your focus is on creating strong relationships with each child and each child’s family. Your decisions each day promote relationship-based care: safety, belonging, trust, community.

Trister Dodge, Rudick and Colker(2009) list the following practices that enhance building relationship-based care with children and families:

• Provide responsive, loving care by offering comfort and affection to each child.
• Use daily routines (meals, activities, arrival time) to build trust with each child.
• Talk to all children one-on-one and in groups.
• Use relationships to guide children’s learning and encourage their continuing efforts.
• Comfort and otherwise respond intentionally to children, especially those who are under stress.

了解儿童发展的不同阶段可以帮助提供基于关系的护理。在本课程中，专注于指导，我们已经包括一个关于儿童社会和情感发展的不同阶段的简短列表以及每个阶段可能发生的一些典型的挑战性行为。因此，您提供了与每个孩子的发展阶段相匹配的基于关系的护理。

儿童的社交和情感里程碑不同的年龄

The more you know and understand about children’s social and emotional milestones across the ages, the better equipped you are to apply the best ways to provide relationship-based care at each developmental stage. There are many books and websites that provide information about each stage of development. The following chart developed by Diane Trister Dodge, Sherrie Rudick, and Laura Colker (2009) provides aspects of social-emotional development with examples of how you might respond to each stage in your practice as a family child care provider.

	Aspects of Infants’ Development: Socially and Emotionally	What it Means for Your Practice
Birth to 18 months	Depend on adults to meet their basic needs (keep dry, fed, cuddled, picked up, etc.).	Respond to each child individually, building the child’s sense of trust and security. Once babies trust you, they feel safe to explore the environment.
	Form strong attachments to the important people in their lives.	Offer consistent, responsive care for all infants. Children who are cared for and nurtured consistently are more likely to feel confident and become independent.
	Like to watch other children and be part of the action.	Talk about what other children are doing. “Tamika is beating the drum. We can do that, too.” Include infants in activities with the other children whenever appropriate.
18-36 months	断言自己，想独立做事。	Provide a safe way for them to practice self-help skills (washing hands, tooth brushing) as independently as they can. Offer toys they can use on their own (soft blocks, toddler books).
	开始学习轮流，但等待对他们来说很难。	Provide opportunities for children to learn to take turns. Provide more than one item if it is a favorite toy.
	开始使用关怀行为来帮助和舒适别人。	只要你看到他们照顾他人，就会照顾性行为并承认孩子的行为。
3-5 Years	正在学习狗万app怎么下载通过谈判和妥协解决问题。	聘请儿童在社会问题解决过程中。
	与其他孩子喜欢玩的ten have one or two friends.	为孩子们提供机会玩together. Encourage children to help each other, cooperate on tasks, and comfort other children. Support children as they learn to make friends.
	Are able to recognize, name, and express their feelings to others.	鼓励孩子们标签和谈论他们的emotions. Connect storybook characters’ feelings to the children’s feelings. Emphasize and model respect for others’ feelings.
6-12 Years	Are eager to be independent from adults.	给孩子机会自己参加，学习，并与同龄人一起玩耍。让他们帮助自己营养营养零食。告诉他们他们必须与你一起办理登机手续。鼓励他们帮助年轻的孩子。
	Are concerned about being accepted by peers and often conform to peer expectations.	Create an environment where all children feel they are part of your family child care group and their unique interests and abilities are appreciated.
	享受与规则的合作游戏和游戏，但丢失可能困难。	Offer physical activities through which school-age children can refine their motor skills. When children feel discouraged, invite them to talk about their feelings and plan ways to strengthen their skills.

Your Role as a Provider Providing Positive Guidance

You play a critical role in enhancing the social and emotional development of the children in your care. You serve as a role model when you use positive daily interactions with children in your care to promote healthy emotional development. Your reactions in response to children’s challenging behavior creates a safe, loving atmosphere in your child care setting.

Guidance is how you help children learn the expectations for behavior in a variety of settings. It is the way you help children know what it means to be a member of your community. It means helping children learn from their mistakes and make positive choices. It is also important to think about what guidance is not. Guidance is not punishment. It is not about control or making children fear adults. It is about knowing children and creating the best physical and social environment in which they can learn.

As a family child care provider, you have many opportunities to observe and get to know each child individually. You can learn to read their cues so you understand what a child’s behavior is telling you.

See

Watch the following video and notice how the provider responds to the children in her family child care home with positive guidance.

积极的指导技巧

Do

每个年龄组期望的典型行为是什么？

在每个发展领域，有一些行为在发育阶段期间是儿童的典型。孩子生命中的成年人可能会将这些行为视为具有挑战性，但要预期。考虑这些童年不同年龄段的典型行为的例子可能似乎对成人照顾者有挑战性。您可能会发现计划积极的方式有助于解决具有挑战性的行为。根据文化和成长，另一个成年人可能会被另一个成年人视为有挑战性的行为。

How might you respond in a way that provides guidance and builds a positive relationship with the child?

预期的行为，
but May be Challenging to Providers:

Pre-mobile infants (birth to 6 months)

• Crying

移动婴儿（7-12个月）

• 从别人那里玩具
• Mouthing toys
• Climbing or crawling on others
• Knocking things down (block structures, etc.)
• 陌生人焦虑或拒绝去陌生的成年人

Toddlers (13–36 months)

• Biting
• 说“不”
• High levels of activity; rarely stays still
• Wants to do things on own (“I can do it myself”)
• Whining and crying

Preschool (3–4 years)

• Fears and vivid imaginations (fear of the dark, monsters, etc.)
• Excluding others from play
• Telling others what to do
• Tattling or telling on others

年龄龄（5-8岁）

• 过度关注公平性
• 使用性别差异作为扮演决定或排除其他人的基础（“没有男孩允许”）
• Lying or stretching the truth
• Tattling or telling on others
• Cheating at games or getting upset and not wanting to play

年龄较大的学龄（8-12岁）

• Avoiding adults and preferring peers
• 谈论
• Experimenting with swear words and adult behaviors
• Wanting to appear cool to peers

In addition to a child’s development, expectations about behavior are driven by cultural values and preferences. For example, in some cultures children are not expected to feed themselves independently until they are 3 or 4 years old. In other cultures, children are expected to feed themselves in late infancy and toddlerhood. You want to ask families about their expectations and honor family preferences. In your daily interactions with families and children, you should remind yourself that culture and family priorities influence children’s behaviors.