“没有一个社会能够长久地维持自己，除非它的成员学会了帮助和照顾他人的敏感性、动机和技巧。”-布朗芬布伦纳

反思你对儿童指导的信念

作为倡导基于关系的关怀的计划主任，您需要展示您对员工和家庭的积极指导的承诺。检查自己的个人信仰非常重要。您对儿童指导的信念是在您的生活中形成的：a）您对您的家庭和学校，b）您的文化传统和c）您的职业教育和培训。这些关于儿童指导的个人信仰被反映在您的日常对话中与员工和家庭以及对儿童错误行为的个人反应。您是如何解决如何解决冲突和建立安全，关怀社区的工作人员的典范。

为自己、员工和家庭成员考虑以下问题：

反思你自己在儿童指导方面的经验将有助于你在员工实施积极指导实践时为他们提供支持。与你自己的主管或管理不同儿童保育计划的值得信赖的同事分享你的想法和信念。当员工在处理孩子的挑战性行为和维护安全的课堂环境方面需要帮助时，他们会求助于你。对一些员工来说，这可能是一种新的学习经验，或者是思维模式的转变，建设性地教孩子新的策略和行为，而不是用惩罚来解决孩子的错误。重要的是，你必须对积极的指导策略有深刻的理解，并且你可以为那些在学习新的方法来处理孩子的行为时感到不知所措的员工提供情感支持。狗万app怎么下载

什么是引导？

According to Marian C. Marion (2013), positive child guidance is based on principles of developmentally appropriate practice. Dan Gartrell (2012) defines guidance as “A way of teaching that nurtures each child’s potential through consistently positive (sometimes firm, but always friendly) interactions; classroom management that teaches rather than punishes” (p. 156). Adults who use positive guidance in their daily interactions with children accept that a primary goal is to help each individual child to:

• 感到安全和安全
• 培养健康的自尊
• 尊重自己和他人
• 学会应付各种压力

人际关系是促进在整个课程环境（如教室、户外、社区郊游）中使用积极指导的关键。你和其他员工都专注于对每个孩子表示尊重、热情和积极的关心。

作为项目总监，你是员工的榜样。你的个人价值观和对使用积极指导原则的承诺将在你与孩子、员工和家庭的日常互动中体现出来。在日常节目和活动中，要将这些原则付诸实践，强有力的人际关系是必不可少的。

Gartrell, in指导的力量，描述了致力于积极指导的教师的六种实践：

练习	实施过程
1.老师意识到社交技能复杂，需要多年才能完全学习。	孩子们正在学习社会可接受的狗万app怎么下载行为，并且需要时间和练习来发展社交技能。家庭和教师引导孩子学习社交技能。
2。The teacher reduces the need for children to engage in mistaken behavior.	老师使用发展适当的做法，以便在计划期望和孩子的技能之间进行适当的匹配。
三。教师实行积极的师生关系。	The teacher builds relationships with each individual child and models cooperation and empathy.
老师使用面向解决方案的干预方法。	老师示范如何和平解决冲突，鼓励孩子们自己谈判。作为一名发展中的专业人士，教师致力于管理和监控自己的感受和成长。
老师与父母建立了合作伙伴关系。	From the time the child enters the program, the teacher builds positive relationships with parents through positive notes, phone calls, meetings and conferences.
6. The teacher uses teamwork with adults.	老师明白她或他不能独自一人做任何事情，并与其他成年人（包括家长和志愿者）组成一个团队。积极的指导包括与其他有技能的成年人进行团队合作，特别是如果孩子有持续的、强烈的挑战性行为。

对与儿童和家庭的日常互动中的指导措施及其可能看起来的审查可以纳入工作人员会议，并强调专业发展计划。作为计划主任，您将在日常实践中模拟积极的指导。您将与员工，家庭和儿童建立伙伴关系和关系。这是您和您的员工的自我反思和故意练习。积极的指导自然地为某些人而自然而生，而其他人则会采取监督，教练和实践。

You and the staff must take into account individual children’s social and emotional growth and individual development when selecting appropriate guidance techniques. For example, preschool and kindergarten-age children like to participate in problem solving about issues that arise in the classroom. They can sustain attention during a 15-minute teacher-lead group discussion about a class problem, such as, “What should we do about our broken tricycles?” In contrast, toddlers have limited attention spans (typically about 3 to 6 minutes) so teachers should use brief, simple directions to guide them during classroom routines (e.g., “If you put your shoes on then we can play outside.”).

Through daily interactions and carefully documented observations, you and staff members learn about children’s individual strengths and needs. This information helps you and the staff select developmentally and individually appropriate guidance practices. Staff will seek you out to help them understand particular child behaviors and choose appropriate guidance practices that meet individual children’s social and emotional development. As the program leader, your acknowledgement of positive teacher and child interactions, in addition to your encouragement and emotional support for staff who are learning to use positive guidance practices, will contribute to your vision of relationship-based care.

积极的指导在实践中看起来如何？

促进积极指导实践的项目主管为所有儿童和成人创造了一个令人鼓舞的环境。积极引导的一个方面是创造一个促进积极行为的环境，并尽量减少成年人花时间对儿童具有挑战性的行为作出反应的需要。积极的指导实践强调教授解决问题和友谊技能。他们建立了孩子们的归属感和项目的成员资格。相反，纪律，或者用惩罚来控制孩子的行为，会被成人滥用，给孩子的成长和发展带来负面后果。

When teachers value and use positive guidance practices, they support the development of an encouraging classroom. The encouraging classroom environment is a setting where adults guide children to express and meet their needs in acceptable, safe ways. The child is an accepted member of the community, where he or she feels safe and secure. Children are not threatened with removal from the classroom community and they are not publicly criticized. Children’s mistakes are seen as characteristics of typical development and viewed as opportunities to learn the correct behaviors. Partnerships formed with families and peers are supportive and encouraging. Conflicts are seen as part of living in a community where adults help children learn effective conflict-resolution strategies and teach problem-solving skills.

摘要

Gartrell写道：“一个令人鼓舞的课堂是学习者社区的身体和社会情感环境赋予所有儿童发展和学习的身体和社会情感环境”（2012年，第156页）。积极的指导措施促进儿童的社会和情感发展。作为经理，您和您的员工必须共同努力，为儿童创造一个安全，温暖和鼓励的环境。

完成本课程

For more information on what to expect in this course and a list of the accompanying Learn, Explore and Apply resources and activities offered throughout the lessons, visit the Management Positive Guidance课程指南.

To support the professional development of the direct care staff members or family child care providers you oversee, you can access their corresponding Course Guides:

• 婴幼儿积极引导课程指南
• 万博体育全站app学前积极引导课程指南
• 学龄积极引导课程指南
• 万博体育下载官方网站家庭育儿积极引导课程指南