Know

Reflection

Think about a time when you encountered a challenge in your life. Did you feel the issue bubbling up? What steps did you take to address the challenge? Reflecting on past challenges can create an opportunity to plan and prevent the same challenge from happening again.

Prevention means encouraging behaviors you want to happen rather than responding afterward. As you have learned in previous lessons in this course and throughout the Virtual Lab School, promoting healthy social-emotional development through responsive relationships, high-quality learning environments, and effective workforce strategies are the best ways to prevent challenging behavior.

Social-Emotional Development

孩子们开始开发的社会性kills at birth, and all children need support to grow into emotionally intelligent adults. Caregivers play an important role in supporting the social-emotional development of children. Social-emotional development consists of five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, as identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL). Review the CASEL competencies below.

Universal Strategies to Promote the five CASEL Competencies and Prevent Challenging Behavior

The following universal strategies are specific ways to support developing the CASEL social-emotional competencies in all children. While children who are at risk of or who have challenging behaviors will certainly benefit from caregivers using these strategies, all children need support for social-emotional learning. Think about ways you can purposefully use the following universal strategies during daily routines so that children have frequent opportunities to develop the five CASEL competencies.

建立能力

考虑学习作为一个循环，这狗万app怎么下载意味着您观察儿童的能力，并使用该信息来告知您的工作方式。通过考虑他们在学习，家庭和文化中的地方，您构建能力或新技能和知识，并在他们的文化中定制您的期望，以便他们成功，因此加强了所需的行为。狗万app怎么下载问自己的反思问题，“孩子们现在可以做些什么？”“我能做什么，这样他们就可以加强和建立这些技能？”帮助孩子们的护理能力。

Caregivers demonstrateself-awarenesswhen they thoughtfully consider whether their actions build competence in children. Building competence creates self-awareness in children because it connects, “What do I want or need?” and “What am I feeling?” with “What can I do to get my needs met?”

Positive Communication

How you communicate is as important as what you communicate. When working with children and coworkers, think about the nonverbal and verbal messages you send and how these messages impact your relationships with others. When your communication is delivered in a positive and encouraging way, it tells others that you care for them through their challenges and celebrations and are willing to problem-solve together. Positive communication buildsrelationship skillsby helping children learn to navigate the challenges that are an expected part of growing up in friendly and cooperative ways. This is closely related to the information in the Virtual Lab School Positive Guidance courses.

积极沟通有助于儿童lea建模rn to problem-solve in a prosocial way, and children recognize how actions affect others’ feelings. Positive communication shows children that problems, mistakes, and misunderstanding are a natural part of being with other people, and that we can deal with these issues in ways that strengthen friendships andrelationship skillsrather than hurt feelings and more misunderstanding.

Cooperative Learning

Learning to work with others is an important skill that develops throughout one’s life and promotessocial awareness。通过与他人的互动，我们学会解决问题 - 解决，了解他人的情绪，并认识到我们都需要支持和鼓励茁壮成长。对合作学习的期望取决于儿童的发展。狗万app怎么下载婴儿和幼儿增长了解他们的同龄人，但尚未解决问题，分享思想，并进入良好。万博体育全站app幼儿园和学龄儿童更复杂social awareness。They invent games, ask others to play with them, and even negotiate with one another. While it’s important to monitor that their interactions are respectful, conflict can create an opportunity for you to help children to learn to problem-solve together. School-age children are aware of the strengths and traits of peers and may request input from individuals based on their specific knowledge or ability.

自我反思和自我评估

Self-reflection and self-assessment are thinking about one’s feeling, thoughts, and actions and how they affect oneself and others. The practices of self-reflection and self-assessment allow forself-management。Self-management helps you to be a more thoughtful caregiver and helps children build competence, solve problems, and develop relationships. Children and adults who practice self-management are less reactive, meaning that they use self-reflection and their emotions to assess situations and carefully choose to respond or not respond based on how they think it will affect others. This describes the process of负责任的决策。

平衡的机会

当机会提供各种各样的经验时，孩子们最为学习，以满足他们的需狗万app怎么下载求和利益。规划广泛的学习机会非常重要，但在规划和计划中继续灵活，因此您对您的护理中的孩子狗万app怎么下载们对孩子们敏感。考虑以下方式提供平衡的机会：

通用筛选

通用筛选is used to assess all the children in your program, such as through a questionnaire that considers what most children can do at a specific age. This is a strategy to ensure early identification of potential learning and developmental concerns. Screening does not confirm that intervention is needed or that a child has a disability. Rather, it informs families and program staff that a child may be on track, or at risk for learning and developmental concerns. You may recommend that families speak with a doctor or specialist if their children’s screening shows a potential delay or concern. Since social-emotional development is foundational to future success and learning in all areas, child care programs should consider screening all children in this area (NAEYC, 2009; Division for Early Childhood, 2007).

In addition to screening tools, your ongoing observation of children’s behavior and development provides valuable data. As a program caregiver, you likely spend a considerable amount of time with the children in your care. Using data from screening tools, caregiver observation, and family input provides a more authentic assessment of children’s behavior and development. While screening tools consider the diversity of children and families, know that there may be reasons an individual child is considered at risk based on culture or family-specific experiences more than development. Think about culture and individual family norms when using data to inform your thinking about children and potential conversations with families.

See

To thoroughly assess children’s behavior and development, you will gather different types of information. Observation, or purposeful examination of teaching and learning, is a practice that aids you in developing clear pictures of children’s behaviors and needs. Observation is more than looking or watching; it involves using what you see or hear to create data that further informs your actions. As you hear Rosemarie Allen, Ph.D. speak about observation, reflect on the types of data you collect to prevent challenging behaviors. When there is a challenging behavior in your program, what do you need to know to guide your next steps?

Do

Reflecting on Relationships

Relationships develop at different paces and some take more effort than others. You will quickly form bonds with some of your coworkers and the children in your care, while other relationships may be more challenging and take time to grow. Some children, especially those with challenging behavior, may be more difficult to emotionally connect with. You may feel afraid to admit this to yourself and to others. Know that this is a normal feeling and does not mean that you don’t have unconditional support for the well-being of all the children in your program. If you ever struggle to build a mutually engaging relationship with a child in your care, use the questions below to guide your reflection. If you feel comfortable, share your feelings with a trusted coworker, trainer, coach, or administrator.

• Is the child’s family culture different from my own? Is this affecting my feelings toward the child?
• 我是否考虑到孩子的行为有挑战性，因为他们缺乏这个年龄大多数孩子的特定技能已经发展？
• Do I disagree with some of the family’s parenting practices?
• Am I placing judgment on the child’s interests rather than following their lead and trying to engage in those interests together?
• Is the child’s family under considerable stress or have they experienced trauma, making it difficult for the child to form relationships?