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安全附件的重要性

第二次世界大战后，被约翰布比的名义的精神科医生被要求学习被无家可归和孤儿的儿童所经历的困难。由于这项工作，他开发了attachment theory。Attachment theory says that infants need to develop a relationship with at least one primary caregiver for social and emotional development to occur normally. This bond between the infant and the attachment figure (usually a caregiver) supports the infant's need for security. This is the reason that assigning infants and toddlers a primary caregiver when they are in early childhood programs is so important.

婴儿结缘responsi的人ve to them. Infants develop patterns based on those responses, and those patterns lead to expectations that are used throughout their lives. As an example, let's think about two infants with very different experiences. Dara is being cared for by a variety of family members while her mother goes through an extended illness. She spends a week or two at each family member's house as their schedules allow. Some caregivers are able to bring her to her child development center, and some are not. Each of the family members who are caring for Dara have different ideas about what is best for her. Sometimes Dara is moved from car seat to floor to infant seat to crib with little interaction from adults. Sometimes she cries for long periods of time and is given a bottle to feed herself. Many evenings she sits in a portable crib with cartoons on TV. Although Dara has a caring family who are working together to care for her during a crisis, she is having experiences that could impact her development. How do you think Dara comes to think about the world and her place in it? What does she come to expect from adults and from her environment? How does she learn to interact with others? Now think about Damion. Damion spends his time in a variety of different settings, but his settings are very different from Dara's. Damien has a variety of safe spaces to play and explore: his home, his child development center, his babysitters' homes when his parents have extended missions or work hours, and his maternal grandparent's home. Adults in those settings talk to Damion throughout the day and respond quickly when he cries. Although he does not yet use words, they respond to his sounds by asking questions, making comments, or guessing his needs. He plays simple back-and-forth games while he and his caregivers giggle. What do you think Damien is learning about the world and about adults? Which child do you think will be more comfortable exploring the world around them?

Although Dara and Damian might both develop secure attachment relationships with important adults in their lives, Damian's experiences are offering him a consistent secure base. Infants need adults to be there for them physically, emotionally, and socially. As they become attached, they use their attachment figures as a secure base to leave and come back to. When a young child inches over to another child and then quickly moves back to a caregiver, that's an example of secure attachment. Over time, they will stay away for longer periods, but will still check in visually to make sure a caregiver is there. These relationships give infants the sense of safety they need for positive development.

Relationships Across the Age Groups

What children need from you, one of their attachment figures, will change over time. Security is the focus for infants, so they need you to be there for them. Exploration is the focus for pre-toddlers, so they need you to create a safe and interesting environment for them to discover. Toddlers are forming their identities, so they need you to set positive limits and help them work through their frustrations and disagreements.

If you were teaching in a multi-age classroom, your day might go something like this: Anna who is 6 months old has been out of sorts latelyPUBLICas her mother has been working unusually long hours and has been unable to care for her as she has in the past。作为她的主要照顾者，你知道住在附近，在哪里可以看到你的脸并听到你的声音，立即回复她的提示。您的课堂上有几个幼儿，他们很忙。他们特别喜欢倾倒东西，所以你有几个不同的尺寸浴缸，其中包含不同的纹理物品。他们喜欢当你承认他们的戏剧时。同时，近2½的弥迦需要你的支持，因为他试图让他的朋友做他想做的事;他需要你给他要使用而不是拳头的话。因为您已经单独了解每个孩子，因此您能够调整与他们的互动，反过来支持他们的发展和学习。狗万app怎么下载每个孩子都需要你，每个孩子都需要以不同的方式需要你。

Interactions Support Learning

婴儿和幼儿是在工作的科学家。他们是触摸，搬迁，探索，谈话，解决问题，数字，问题，互动和制作混乱的活跃学习者。这些小科学家需要你支持并增强他们的戏剧和身体上的戏剧和学习。狗万app怎么下载您与儿童的互动需要支持和促进戏剧，探索和学习。狗万app怎么下载

Verbal Interaction

As you get to know each child individually, you will learn a great deal about their development and their interests. Stay curious about what makes each child smile, laugh, or seem nervous, and use your own language to describe what you notice. This will help you use language in a way that supports cognitive development. Here are some things to keep in mind when it comes to verbal interactions:

• Use short simple sentences that are rich in vocabulary and descriptive language and are meaningful to them. For example, "You stacked two green blocks on top of the red block." Using the word "stacked" instead of "put" or "placed" introduces new language; using color names reinforces color identification; using "on top" is a directional word; and the number "two" supports math concepts; all of these expand learning in an appropriate way.
• Converse and ask questions during play, learning, and care-giving routines. Infants and toddlers need help to understand the world around them. Talk and ask questions about what they are doing with a toy (pushing, pulling, twisting) or experiencing in an activity (dumping, sorting, identifying). This type of interaction teaches math and science concepts and boosts vocabulary in a natural way. Bathe infants and toddlers in language, but don't drown them in language. Take time to pause and notice what they are doing. Give them time to respond with their actions or words.
• Include a variety of words instead of using the same words all the time. A large vocabulary will help infants and toddlers become successful readers one day.
• Avoid the tendency to tell infants and toddlers what to do, what will happen, or what they are thinking. You may know what will happen when they pour sand through a sieve, but letting them figure it out allows learning to happen and encourages further learning. Telling them what will happen takes away that moment of discovery. A better option would be to ask what happened to the sand after it was poured into the sieve. Consider a few examples:

• Be patient after asking a question or making a statement. Allow infants and toddlers time to process what was said. Too many questions can impede the natural learning process.
• Respond to infants' and toddlers' cues. Infants and toddlers provide cues on what they need and want. Responsive adults act on these cues to meet their emotional needs, let children know they are important, and let them know the adults are there to support them. Keep in mind that respectfully responding to cues also means you respect when infants and toddlers do not want to engage in interactions. An infant or toddler who is glancing at you, leaning towards you, dancing in excitement, or otherwise showing interest is probably eager to interact with you. An infant or toddler who is working intently (e.g., filling and emptying a container, trying to get a lid on a box, etc.), turning her back to you, or looking away may be less interested in interacting right now. You can gently describe what the child is doing, but interrupting the child and forcing your own ideas may actually disrupt their learning.

Physical Interactions

玩婴儿和初学走路的孩子,让他们的助教ke the lead, and being involved in their routines will strengthen your relationship with them. Allow them the supervised freedom to choose what, where, and whom they want to play with. This builds their independence and social skills and supports creativity.

Infants and toddlers want and need you to interact with them. They desire human interaction. The amount and types of interaction they desire during play and learning will differ among infants and toddlers and the types of experiences they are involved in. Always be available.

Watch for cues that infants and toddlers want or need you. Be careful not to focus on just one infant or toddler or group of infants and toddlers to the extent that you may be missing cues from other infants and toddlers.

Let infants and toddlers take the lead in play. Child-led play may be difficult for some adults to follow. We know how materials work and what typically goes together; we solve problems and get things done quickly. But it is the process, and not just the end result, where learning takes place.

有些挣扎在玩耍和学习好。狗万app怎么下载广告ults typically like to make things easier for infants and toddlers: we don't want them to get frustrated or watch them struggle, especially when we can solve the problem. Allowing infants and toddlers to struggle gives them time to solve the problem, builds self-confidence, and supports task persistence. Be sure to step in, though, if a child's struggle escalates to the point it becomes a negative situation.

You enrich play and learning through interactions. Following the lead of infants and toddlers during play does not mean you are a passive participant. Your questions and actions spur their curiosity, which leads to sustained engagement, which leads to new learning opportunities.

The Role of Culture in Interactions

Understanding the meaning of the word "culture" in the context of this lesson is important. The word has different meanings to different people. For this lesson, we rely on Doge, Colker and Heroman, who wrote that "culture involves the customary beliefs, values and practices people learn from their families and communities."

Everyone has a culture. It influences how we communicate, how we interact, how we interpret what people do and say; it even shapes our expectations. Culture plays a large role in child rearing.

Think about all of the interactions you have daily with each member of each family, each child, co-teachers, program staff, and your director. Each of those people has a culture. So each day, you are interacting with many people, including infants and toddlers, who have their own values, beliefs and practices. And, you have your own culture. That is a lot to take into consideration, but you need to ensure that your interactions respect the culture of each and every infant and toddler.

Allowing negative biases to affect your duties as a teacher can negatively affect the development of the infants and toddlers you are entrusted with caring for. When promoting thinking skills, exploration and problem solving, teachers demonstrate bias when they have toys for boys and toys for girls, guidelines that boys may get dirty but girls need to stay clean, dramatic play for girls and building with blocks for boys. These are examples of gender biases; other biases involve race, ethnicity, language, and special needs. Awareness of your own biases is the first step in supporting cognitive development by preventing these biases from negatively affecting the development of infants and toddlers.

When it comes to being culturally relevant, keep the following in mind:

• Infants and toddlers need to learn about their world and their community. Their community includes their families, you and their other caregivers, and their immediate surroundings.
• Infants are especially sensitive during their care-giving routines. For example, they are affected if it takes longer for you to respond to their cries than their parent, or if there is a lot of difference between the way their diapers are changed at home and how they are changed by you.
• 通过学习来自孩子的母语的几句话来支持家庭语言，以帮助他们感狗万app怎么下载到更舒服。年轻的婴儿对你的声音和触摸更感兴趣，而幼儿也将对书籍和音乐感兴趣。
• 保持与家庭的开放式沟通，以了解您提供的内容，以支持他们的孩子的认知发展。

Infants' and toddlers' families are their first teachers, and their family's culture is integral to their development. When you offer culturally relevant experiences on a daily basis that are based on their real life experiences you are supporting their cognitive development.

See

In the following video clips, observe the verbal and physical interactions of the teachers. Pay special attention to the type of interaction, the children's cues and how the teacher's interactions led to sustained engagement and expanded their learning.

Supporting Cognitive Development: Interactions

Do

作为婴儿和幼儿老师，做以下事项来促进认知发展：

• Stay in the moment and pay attention to what you are saying and doing so you can extend learning opportunities.
• Use verbal and physical interactions to make the most of every moment to support development and learning.
• Develop the ability to read cues to adjust interactions to appropriately meet the individual needs of infants and toddlers.
• Reflect on your verbal and physical interactions to inform what you might want to repeat or change.
• 通过提出问题和倾听文化线索来了解每个家庭，并根据他们的偏好计划经验。
• Display and use items from families, such as mounting family photographs within an infant's and toddler's sight and reach.
• Include music for infants and toddlers to play, dance, and sing to that is familiar to them, including music that may be in their home language or played in their home setting. This may include country, jazz, and classical. Sing and dance along with the infant or toddler.
• 允许自愿参与活动，尊重并非所有婴儿和幼儿相同的事实。
• Use daily observations to better understand the learning of the infants and toddlers you care for in order to meet their individual needs.