It takes time for the science of infant development to filter down to child care programs. We now understand that babies come into care with their own agenda for learning, their own hard-wired thirst for knowledge, and using all of their senses. Their discoveries are not siloed into separate domains like language, emotional, and intellectual, but instead infants’ experiences inform multiple parts of their development. Babies’ brains are designed to learn from their caregivers, and so their apparent ‘helplessness’ functions as a way to strengthen bonds with their caregivers. It’s important to balance what we know about how babies learn with infant and toddler caregiving practices in child care programs. Lally notes:

Alison Gopnik, a leading researcher on infant cognition, showed that babies learn differently than school age children, and must be treated differently than older children. Other research indicates that babies do not thrive in environments designed specifically for older children, and actually “become less interested in learning, expect less of themselves, and are more stressed and less cooperative.” (Lally citing Gopnik 2009a). Though older children can learn through adult-directed learning targets, babies learn best through opportunities to explore “anything new, unexpected, or informative.” This explains why replications of school-age environments and experiences do not work for babies. In light of this understanding, infant teachers now pay attention and adjust their interactions with babies to accommodate babies’ interests into their learning experiences. For example, a teacher might notice a baby’s fascination with looking at her own hands and fingers and engage with the baby using elements of story, her fingers, or a prop such as a bright red ball and talk back and forth in an exchange using warm tones and clear, simple words, thereby attending to the child’s physical, social, emotional, and intellectual needs. This type of interaction takes into account babies’ active role in learning and treats them as active participants in learning rather than passive audiences.

了解婴儿如何成长的儿童保育计划也认识到“与受信任的照料者的关系和经历是所有学习的基础”。这种安全的关系被认为是孩子积极发展的基础，包括帮助孩子对学习、自我形象、自我评价和自我评价感到安全，以及与他人的关系。这些中心包括吸引人和舒适的无危险学习区，以及了解婴儿发育情况的护理人员，并为儿童提供不间断探索的机狗万app怎么下载会。

Program Best Practices to Support Infant Learning and Development

• 安全附件– A single caregiver is primarily responsible for an infant’s care. All staff know who assumes primary care for a particular child, and all staff can help support that care. Secondary caregivers are well-informed about a child’s needs, and teaming with teachers helps support the goal of primary care, while still allowing for flexibility.
• 小组——许多研究已经强调低所带来的好处ratios for infants’ positive trajectory including the development of secure attachments and the ability to more easily move about freely to explore objects and themes of interest.
• 护理的连续性– Teachers can develop strong relationships with infants and toddlers when the same teachers are afforded the opportunity to continue their care to infants throughout a child’s first 36 months.
• 个体化护理– The program meets the child’s needs and is flexible to needs that may arise. This attention to a child’s personalized needs helps the child develop a positive sense of self as they understand that their needs matter too.
• 文化联系– Children whose home cultures vary widely from the majority culture of the center are cared for by teachers who integrate the child’s family customs, materials, and practices into the care setting through a variety of ways: outreach to families, professional development, and an openness to learning.
• Children with Disabilities are Included in Care– All children, including those with special needs, are accommodated into care using the same practices described above.

成形附件

除了与父母形成依恋外，婴儿还可以并确实与照顾者形成依恋。护理中缺乏安全的依恋可能会产生负面影响，例如增加压力和减少学习。（Dalli，1999年；Honig，1998年；Raikes，1993年、1996年）。Belsky，Spritz，&Crnic（1994）和Honig（2002）认为孩子在早期依恋中感受到的安全感与他们积极的自我形象和后来的人际关系有关。狗万app怎么下载

• 教师在喂养、睡眠以及与婴儿建立、发展和加强关系方面遵循儿童的主导。
• 教师与婴儿建立关系，也与婴儿的家庭建立关系。

Sense of Self

教师的行为方式、所做的事情、如何谈论自己的感受、如何在其他教师身边表现自己，这些都影响着教师所关心的幼儿。这些小的互动会影响孩子们的行为以及孩子们与他人相处的方式。（Bornstein和Bornstein，1995）。

• Infant teachers receive professional development around their own role in helping children develop a sense of self.
• 教师不仅要注意什么他们照着照顾婴儿的样子做，但是how他们在照顾一个婴儿。说话时，他们的语气是否恼怒？他们用健康的方式表达沮丧吗？他们是否向婴儿表明，他们自己对蜘蛛的恐惧也适用于被照顾的婴儿？与孩子的互动是否反映出真正的兴趣？

Including Families

家庭是孩子的第一任老师，家庭对孩子的照顾方式也融入到了儿童保育实践中。未能做到这一点的托儿实践有可能导致孩子感到家庭实践和项目实践之间的撕裂或混淆。最坏的情况是，孩子拒绝他们家的做法。在儿童保育中融入家庭护理实践有助于儿童在家庭认同感上获得支持，在家庭内外获得安全的护理。

• Teachers interact with families to learn more about a family’s practices, and integrate a family’s care practices into child care practices.
• Teachers reinforce practices in care that help infants maintain strong connections to their family. For example, they ask families about how they feed their child, how they comfort their child, and sleep routines. This attention to what families do supports a child’s sense of belonging.

不同的生产实践-36个月的时间表

During the first 36 months, children are interested in security, exploration, and self. These topics are more prominent at different times throughout a child’s first three years. See Greenspan’s Stages of Emotional Development below.

• 当他们观察婴儿在成长阶段的转变时，教师会相应地规划儿童的发展轨迹，并将灵活性纳入他们的规划中。例如，根据孩子的年龄，像咬人这样具有挑战性的行为会根据孩子的发展而有所不同。
• Teachers are flexible and accommodating during a child’s transitional developmental stages.

响应性实践

个性化护理满足每个孩子独特的需求和兴趣，并鼓励进一步的好奇心，探索和成长。响应性实践是包容的、接受的、周到的和灵活的。当使用响应式实践时，教师：

• 尊重婴儿的利益并对这些利益作出回应，而不是强加自己的议程。
• 敏锐地观察护理中的婴儿，找到与孩子的探索和玩耍相联系的方法，并熟练地阅读婴儿的提示。
• 放慢脚步，让婴儿的节奏引导学习，以免错过让发现以孩子自己的速度展开的机会；老师不会“过度狗万app怎么下载帮助”，而是根据需要提供一点帮助
• Use mirroring and encourage the use of hypotheses to model learning
• 在采取行动之前，考虑并灵活对待整个孩子的许多方面，包括：孩子现在在哪里（当前情绪），他们是谁（气质），他们曾经在哪里（他们的历史）。

Emergent Curriculum

一门新兴课程承认，大多数孩子来到这个世界上都有自己的学习目标，跟随孩子的学习使他们在一生中保持一个连续的学习过程。教师有机会鼓励婴儿继续成为自我导向的学习者和探索者。研究人员Ra狗万app怎么下载ikes和popeedwards（2009）强调让婴儿自主选择和安排学习对婴儿的发展是多么重要。教师可以通过以下方式来支持这一点：

• Instead of focusing on lessons and plans, focus on planning experiences that encourage learning. Teachers find ways to encourage and support children’s natural curiosity.
• 教师仔细观察被看护的孩子并记录观察结果，记录孩子的兴趣爱好并指导规划。教师承认这个过程是持续的和适应性的。
• 计划包括其他的策略和方法，这样老师可以根据孩子的兴趣和注意力进行调整。
• Planning is understood to serve three goals: to help teachers get to know each child better, to learn more about the child’s interests, and to strengthen their connection with the child.

课程规划过程是以一种持续的方式使用的，如下所示：

Observe->文档->评估->Reflect & Plan ->实施->重复

教师使用这个框架来收集数据，测试假设，并灵活地执行任何需要的调整或更新。这个过程足够灵活，可以用于在任何计划时间框架内执行任何调整或更正：无论是在当前、每天还是每周。它没有有to follow this cyclical pattern illustrated above, but can be interactive among all steps.

Action Still Needed

What we know to be best practices for optimal infant development are not yet implemented at the majority of child care centers in the United States. The reasons for this are complex and include the high cost of providing quality care and high staff turnover rates. Bolstered by information about brain development, including the extraordinary brain development of children age two and younger (Lally, 2012), we can champion what we know to be best practices for this important group of people as more people begin to appreciate the long-term benefits of quality early child care. These practices will help infants and toddlers build strong relationships. Neuroscience informs us that early experiences affect brain architecture (Spence, Shapiro, and Zaidel, 1996), and the benefits of such practices in infant care settings will extend into children’s life trajectory and may counteract adverse experiences.

关于J.Ronald Lally的作者信息：

RONALD LALLY,EdD是WestEd儿童与家庭研究中心（Center for Child and Family Studies）和婴幼儿护理计划（PITC）的联合主任，也是ZERO-TO-THREE的创始人之一。他的研究涉及婴儿期的社会情绪发展以及早期干预对成人功能的影响。他是20多个婴幼儿护理计划（PITC）婴幼儿培训DVD的执行制作人。这些DVD和随附的印刷材料是国内发行最广泛的婴幼儿护理培训材料。他和他的员工一直负责制定加利福尼亚州和俄亥俄州的婴幼儿和学龄前儿童指南和标准。万博体育全站app

J.Ronald Lally在原始文章中引用的相关资源：

婴幼儿护理计划www.pitc.org/The Web site of The Program for Infant Toddler Care offers information, resources, and training opportunities for infant/toddler caregivers and links to PITC publications distributed by the California Department of Education. Key publications containing information about quality infant–toddler care are:护理概念：20篇关于婴幼儿发展和学习的论文狗万app怎么下载Edited by J. Ronald Lally, Peter L. Mangione & Deborah Greenwald (Editors). San Francisco: WestEd.California Infant Toddler Learning & Development Foundations & DVDs(2009).Sacramento, CA: CDE Press.加州幼儿学习与发展计划指南和DVD狗万app怎么下载(2009).Sacramento, CA: CDE Press.

J.Ronald Lally在原始文章中引用的来源：