Know

As an infant and toddler caregiver, you play an important role in guiding each infant’s and toddler’s behavior and learning. As you explored in Lesson Three, the environment makes a difference in how children develop and learn. Children’s learning and development depend in large part on the caregiver creating responsive and engaging interactions and experiences within the environment.

关于支持指导的互动，经验和活动的思考

Knowing that the environment contributes greatly to infant and toddler development and learning, one of your starting points can be to reflect on the development of the infants and toddlers in your care. Reflect upon your observations, communication with families, and the developmental screening and assessment information you collect. Also, ask questions about each infant’s and toddler’s development and the expectations you have for children. For example:

• What does this family value most about manners and ways young children should behave? What do I value most? How did adults help me keep safe and guide my behavior?
• 家庭用来支持他们孩子的强烈冲动和情感哪些策略？我使用哪些策略和感觉最有帮助？
• 合作看起来像什么，我对年轻婴儿的期望是什么？移动婴儿？幼儿？

By asking these questions and collaborating with families, you have an opportunity to learn how each infant and toddler in your care is expected to learn acceptable behavior considering culture, temperament, and other areas of development. This process can help you and families gather information to support responsive environments, activities, and experiences as infants and toddlers learn new ways to respond to and interact with others. Reflection can also help you further consider meaningful ways to use limits and rules to help guide infant and toddler behavior. For example, young children at certain ages are more apt to play with their food, as they are curious about how the food feels. Establishing a rule that a young child must only eat with a spoon may not fit or be as important of an experience as it is at other ages.

关系和人们是早期护理和学习环境的一大部分，他们对所提供的互动，经验和活动提供了很大的贡献。狗万app怎么下载反思环境中的互动是关键;成年人互动的方式在幼儿与同龄人和成年人互动中发挥着重要作用。幼儿见证的大部分行为是他们在成人中看到的行为的直接结果。作为一个成年人，你有很大的力量来积极地或负面影响孩子。根据Fields，Meritt，Field和Perry的说法Constructive Guidance and Discipline,children learn to think about the impact of their words when adults model caring behaviors and make reminders about people’s feelings.

Adults can, for example, model acceptance of others by demonstrating kindness. It is normal 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 staff disagreements should be handled in the presence of children so they can see the full cycle of how problems are properly resolved. The message to young children should be: Disagreements are bound to happen and can be resolved safely 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 expression of emotions are less likely to express feelings inappropriately. Young children who witness adults remaining in control as they openly display and accept their feelings are more likely to learn how to display the same behavior themselves.

Considering Temperament to Support Guidance

完成课程后，您可能继续考虑婴儿和幼儿的发展可能性。每个婴儿和幼儿在他或她自己的利率和发展中发展取决于持续的，响应关系。

社会和情感发展课程强调了人格早期在婴儿期间看到的基本要素，似乎在整个生命中都是相当一致的。影响个人如何应对世界的特征被称为temperament traits. Alexander Thomas and Stella Chess (1977) conducted research on temperament and compiled a list of traits:

• 活动水平 - 运动和体内活动量
• Regulatory or rhythmicity—regularity of basic functions such as eating and sleeping
• Approach and withdrawal—how an individual responds to a new situation, person, place or thing
• 适应性 - 个人适应变化的快速或缓慢
• 敏感性 - 从触摸，声音，味道等方面敏感个人刺激。
• 强度 - 在表达情绪时，个人的能量水平
• Mood—the amount of pleasant and cheerful behavior contrasted to fussy, crying or negative behavior
• Distractibility—how easily an individual can lose focus on an activity because of outside stimuli (e.g., television on, phone ringing, etc.)
• Persistence—how long an individual will keep at an activity without giving up

当您识别和扩展互动，经验和活动以帮助指导婴儿和幼儿行为时，您将想考虑并定制您对每个婴儿或幼儿的气质特征的方法。随着你变得更加接受的气质，你可能会在帮助所有婴儿和幼儿的回应和参与活动和经验时变得更加成功。反思自己的气质和偏好。了解您自己的气质可以帮助确定每个孩子的“健康的善良”。

Interactions and Experiences with Families

延伸到您支持的家庭家庭中的积极指导有助于加强员工和家庭之间的关系。与家庭的持续沟通可以让您了解收到家庭指导的经验，并使父母和监护人通知当天发生的行为。拥有家庭支持可以帮助建立跨环境的连续性和一致性，并加强您向基础铺设和技能建设提供的经验。可以量身定制通信方法以满足每个家庭的需求。有些家庭可能更喜欢日常沟通。其他人可能会更喜欢每周或双周沟通。通信方法可以包括书面笔记，电子邮件，电话，通讯和个人会议。

Each family has its own culture and approaches to behavior and guidance. It is important to understand and respect these approaches, even if they are different from your own. By learning about families’ values and cultures, you can continue to appreciate and understand family differences. That does not mean that you must endorse inappropriate responses to behavior; it is essential that you model positive approaches for families.

Prevention as a Strategy

As part of Ronald Lally’s book,Infant Toddler Caregiving: A Guide to Social-Emotional Growth and Socialization,Alice Honig和Donna Wittmer写下成年人护理人员可以帮助避免通过前进问题和挑战的方式：

• Child proof the play space.
• Prepare the play environment thoughtfully.
• 提醒孩子们提前提前预期和规则。
• 始终如一。
• 改变当天的速度。有一些忙碌，活跃的时期平衡，不那么忙碌，平静的时间。
• 信守承诺。
• 了解耐受压力的个人差异。
• Refocus a toddler’s inappropriate actions.
• Be nearby and attentive.

You can find information and strategies in the Social-Emotional course, as well, that help provide the foundation upon which interaction strategies are based. In addition, consider the following guidance strategies from Donna Wittmer and Sandy Petersen’s book,婴儿和幼儿开发和响应计划规划:

指导策略	例子
Empathize with the child’s goals, struggles and feelings.	“我可以告诉你不开心。我该怎么办才能帮助你感觉更好？“
Build emotional vocabulary—acknowledge and help children express strong feelings.	“你似乎很伤心。”
Patiently guide children toward controlling their own impulses and behavior.	“沙子留在沙桌上。让我们看看我们是否可以用桌子中的铲子发出声音。“
识别行为作为沟通，并教孩子沟通。	“You pushed your cup and I wonder if you’re trying to tell me you’re all done with your milk.”
Explain and teach the child what to do. Make clear, positive statements to children.	“Please walk.”
Provide limits that keep the child safe, others safe, and materials safe.	“I will keep you safe. I do not want you to climb on the chair because you could get hurt.”
Help children take the perspective of others through other-oriented guidance.	“Look he’s crying. You stepped on him. That hurt his hand. Let’s go help Jerry.”
帮助孩子学习如何解决问题和处理冲突。	“What could we do to help Amy?”
Give children choices that you can live with.	“是时候have your diaper changed. Would you like to walk or would you like me to carry you?”
Create routines to provide security for mobile infants and toddlers.	“It’s cleanup time, it’s cleanup time. It’s time to put our toys away.”
Gradually build toddlers’ ability to wait or to handle disappointment.	“我也很失望。我们今天不能出门，因为下雨了。“
Usetime-in—spend time with a young child helping calm the child and teaching the child what to do instead.	“当你来到,我可以告诉一些不正确的佛r you. I can help you with your strong emotions.”

婴儿和幼儿的实用指导策略

As an infant and toddler caregiver, you recognize the importance of prevention and being intentional about preventing challenging behavior. During moments of intense emotions and behavior that has you feeling worried about a child, however, it can be hard to remember your goal of helping infants and toddlers develop and learn the skills to become more aware of their own and each other’s feelings and to express emotions in healthy ways.

Even with consistent observation and planning, stressful moments can occur. This is the moment where it’s most important for the adult caregivers to stop, take a deep breath, and move forward in a calm fashion. Emotions are contagious! As an infant and toddler caregiver, you recognize that when you feel anxious and stressed, infants and toddlers can begin to feel anxious and stressed. Feeling calm can help you offer comfort to children in distress and express your understanding that they need you. Within the Center for Child and Family Studies’ guide,Visions for Infant/Toddler Care: Guidelines for Professional Caregiving，突出了几种指导策略来帮助支持婴儿和幼儿护理人员：

• Establish trusting relationships with infants and toddlers as a foundation for positive guidance and behavior support.
• Recognize and accept all emotions and help young children learn ways to define and express emotions in healthy ways.
• Provide simple, appropriate and consistent guidelines, limits and rules to help keep children feeling safe and to encourage self-regulation.
• Give warnings to help infants and toddlers know what is happening next.
• Provide clear directions in a positively way — “Use your walking feet,” instead of “Don’t run.”
• 当幼儿过度刺激时观察和改变戏剧。
• 请注意每个年轻的孩子的能力和技能，并相应地使用指导策略。
• Teach desired and acceptable behaviors—explain and model to young children what they can do. For example, if a toddler is throwing balls around the care setting, provide a bucket or other object that he or she can throw them into.
• 支持婴儿和幼儿之间的早期谈判。向他们展示他们如何要求接下来，或者在“5分钟”中使用项目（例如，通过签名或阻止他们的手来表示他们的愿望5）。帮助成为他们的观点的声音，并提供共同努力的可能性。“我看到你们都想要跳下一步。我们能做什么？如果我们这样移动，你们两个都有空间。“

Two strategies are further highlighted below: redirection and a relationship-based approach to behavior-support planning.

Redirection

When a young child engages in a challenging behavior, adults must be responsive and prepared to provide the child with acceptable alternatives.

对于非常小的婴儿,一个共同的关心照顾s experience is an infant’s crying. While crying can create strong emotional responses for adults, it is a form of communication and has meaning behind it. As an infant and toddler caregiver, one of the most important things you can do is provide nurturing, responsive, and consistent care. You can provide a predictable environment that meets the infant’s needs for comfort, safety, food, and rest. Think about crying as a possible cue that the child is hungry, tired, bored, or in need of a diaper change. Continue to think about and see each young child’s behavior in context of the relationship you have with him or her: is the infant or toddler teething, new to the program, or in some kind of distress?

通过移动婴儿和幼儿，您可以通过帮助他们安全地探索并开始抚慰自己来支持自我监管的发展。为了让年轻的孩子和他人安全，可能有时需要帮助婴儿或幼儿停止某种行为。也许小孩正在拉扯某人的头发或试图摆脱婴儿车安全线束。根据零到三（2009），您应该专注于重定向幼儿的注意力;明确而坚定地设定限制，但不要生气。例如，你可能会说，“伤害了Bryson的头。让我们拉这地狡猾的球。“你可能会分散试图通过指出一个有趣的动物来逃离婴儿车的小孩，提供持有的东西，或唱歌一首歌。移动婴儿和幼儿对指导技术响应：

• Help them know what to do rather than what not to do—use positive language like, “Come to the climber” instead of “Stop climbing the book shelf.”
• 为探索提供安全的空间。确保房间里的一切都是安全的微小手指和嘴巴。
• Respond to the infant’s needs—crying communicates. Respond quickly when an infant is hungry, tired, hurt, or uncomfortable.

Relationship-Based Approach to Behavior-Support Planning

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 learn about this subject. You can explore the resources available through the National Center for Pyramid Model Innovations (NCPMI). There is more information about this in the Apply section. If you are 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

Here are a few important points:

• Behavior support is a team-based process and should include those individuals who know the infant or toddler best.
• Behavior support is person-centered. This involves bringing the team together to clarify a vision for the infant or toddler.
• Behavior support is focused on understanding the distress and meaning behind the behavior—all behavior communicates a message. The behavior-support process helps you understand that message.

NCPMI suggests the team develops a hypothesis, or “best guess,” about why a certain behavior is occurring and then develops a support plan that includes a young child’s strengths, prevention strategies, ways to meet possible unmet needs, ways to support the development of new skills, and new ways to respond to behaviors. The team then monitors outcomes.

Whether the behavior you are exploring and planning for is biting, hitting, tantrums, sadness, flat affect, or frequent crying, it’s important to remember that these expressions of an infant’s or toddler’s needs and distress are individually specific and can feel difficult to understand and make sense of. They are trying to tell you with their behavior that something doesn’t feel right and that they, too, have strong feelings in response to their experiences. The ways each infant and toddler expresses emotions to their caregivers will look different. For example, Wittmer and Petersen highlight several different reasons why young children may bite, along with possible strategies to support the child. Some of these reasons are noted below.

Reasons Why Young Children May Bite	策略来支持孩子
Autonomy	为他们的控制需求与爱情，坚定限制的需求之间建立平衡。在您的计划中提供适当的选择。
Exploration	Provide a variety of sensorimotor experiences.
Teething	为婴儿和幼儿提供带有出牙玩具或干净的冷冻布。
同伴互动	Help children learn how to interact with others: “Touch gently—that makes her feel happy.”
Cause and effect	Provide time for play and materials and experiences for the young child to make things happen.
Imitation	Model and notice loving, nurturing, sharing, positive behavior for young children to imitate.
Attention	Notice when children display positive, curious, and helpful behaviors.
Frustration	帮助幼儿进一步发展自己的处理挫折：例如，你可以说，“我感到愤怒！”或“不是现在！”给抓住你正在玩的玩具的孩子。
Anxiety	与家庭合作，以确定焦虑的来源，并提供水剧等镇定活动。

When biting occurs, you can follow a guidance approach that helps a young child know you are there to help them learn new positive ways of interacting with others. For example, Wittmer and Petersen highlight the process below:

• 陈述行为 - “你达到坎普拉斯。”
• Point out how the bite’s behavior affected the other child – “She doesn’t like it. She’s crying.”
• Say what the child can do instead – “You can bite this cloth” (food, biting toy, etc.) or “You can tell Candace how you feel.”

You can also consider helping the child make the one who was hurt feel better, or modeling this behavior yourself, e.g., “Let’s get Candace an ice pack,” or “Candace, can I give you a hug to help you feel better?”

Knowing and understanding each child’s development and temperament will help guide you in selecting the words and most appropriate approach.

Involving Families

There are several things to keep in mind to help you communicate with families about challenging behavior and to support planning meetings with families. Here are some suggestions adapted from the Center on the Social and Emotional Foundations for Early Learning:

• Begin the discussion by expressing concern for the infant or toddler.
• 让家人知道你的目标是帮助他们的幼儿。
• 如果他或她经历过类似的情况并关注，请询问父母。
• Tell the parent that you want to learn from them to help support the development of social and emotional skills.
• 与家庭分享你在家庭理解后你所关心的是他们的孩子，你不责怪这个家庭。
• 提供与家庭合作，在制定可在家和护理环境中使用的行为支持计划。
• Emphasize that your focus will be to help the infant or toddler continue to develop the skills needed to be and feel successful in the care setting.
• Stress that if you can work together, you are more likely to be successful in helping the infant or toddler feel understood, safe, and cared for while supporting the development of key skills to help them navigate their social world.

您还可以将具有社区代理商的家庭连接，提供行为支持。家庭可以在自己的房屋中获得他们需要的个人支持。许多行为顾问将与您的计划合作，以确保孩子有一个始终如一的实施计划。

When there is reason to believe that an individualized behavior support plan is necessary for an infant or toddler, families should be involved from the very beginning. Families can be partners in observation and they should have opportunities share their perspectives on concerns in the home and in the program. Families should participate in developing a hypothesis about the child’s behavior, contribute strategies to the plan, and be involved in implementing and evaluating the plan.

See

Do

There are many different strategies you can use to help guide infants and toddlers so they can continue to learn skills that support their curiosity and active participation in the world:

• Seek to understand and respond consistently to infants’ and toddlers’ cues and expressed needs as a way to establish a trusting relationship.
• Examine your environment—infants and toddlers are naturally curious and rather than telling them “no,” provide them with a variety of items they can freely explore in a safe way.
• Keep in mind particular times of day—be consistent in routines and remember the times of day when infants and toddlers might be feeling hungry and sleepy.
• 提供可预测的环境和适当的期望。
• Redirect their attention to focus on items with which they can safely play and areas in which they can safely play.