Know

您已经了解到，了解孩子如何发展和学习（即“儿童发展”）是针对虐待儿童和疏忽的保护因素。为什么你认为这是真的？不了解儿童发展的风险是什么？如果我们不懂儿童发展，我们可能会认为一个孩子应该比他或她年龄大。我们可能会让孩子们在太挑战他们的情况下。我们和孩子可能会受挫。孩子不明白我们想要什么，我们不明白为什么孩子不会“表现。”

了解儿童发展是一种保护性因素，因为它有助于我们认识到孩子需要额外的帮助。如果我们不了解儿童发展，我们可能会沮丧，而不是认识到脚手架的机会或加强孩子的经历。当我们受挫时，我们不会利用我们的最佳思考。我们不太能够解决问题，使用新实践，创造性地思考，并耐心等待。我们可能不太能够支持最需要帮助的孩子。

让我们来看看孩子们通常如何从3到5年的年龄发展。本表上的信息是从疾病控制和预防的中心编制的。您可以在“应用”部分中以易于使用的清单表单找到相同的信息。

As you read the milestones, did you notice any behaviors that might frustrate or challenge adults? Here are a few real-world scenarios that help illustrate the developmental stages:

• Carli and Claire only want to play with each other. They tell other children, “You can’t play with us.”
• Calvin和Kelsy使游戏在跑步之外，即使这是针对规则。
• Desiree is still eating lunch even though all the other children finished and have cleared their plates.
• 克拉克没有午睡。当被要求躺下时，他永远不会睡着了。
• Dori begins sticking out her tongue and spitting on the little boy next to her.
• 亚伦来跑到你尖叫着，“他打了我！”

根据您在计划或社区中看到的，听到或经验丰富的是，这些方案响亮是真的吗？你见过他们吗？你经历过他们吗？如果您在节目中花费时间，您可能会看到一些或所有这些行为。他们是典型儿童发展的思考。我们都经历了阶段，因为我们的成长，可以在某些阶段预期某些行为。这并不意味着所有行为都很容易让我们作为成年人处理。它确实意味着我们可以准备识别行为作为增长的思考，并帮助孩子发展和成熟。您将在认知课程中了解有关此内容的更多信息。

此表可以帮助您记住花束等行为，而不是遵循方向，并使需求可以是正常的开发部分。作为成年人，我们必须准备积极和建设性地回应。您将在接下来的两个课程中了解如何做到这一点。

请记住，这些里程碑告诉我们儿童通常在某些年龄段。它们不是艰难和快速的规则。个人儿童将在何时以及如何到达不同的里程碑时变化很大。如果您对孩子的发展担忧，请与您交谈米IL培训和课程专家orsupervisor.

Understanding Temperament for Preschool Children

Temperament influences how each of us interacts with the world and the people around us. If you reflect on your own personality and preferences, it becomes clear that we all have certain ways we interact. Understanding our own temperament and the temperaments of the children around us can be very helpful. We are born with certain temperament traits or styles, and temperament is thought to be consistent across a life span. Here are nine temperament traits that you might see in yourself and the children around you (Thomas, Chess, & Birk, 1968):

• Activity level: Is the child always moving or sometimes sitting still?
• Regularity：孩子自然有一致的进食和睡觉的时间表，还是它们更具变量？
• 分心：孩子是否关注时间或移位注意？
• Approach to new things：孩子是否谨慎在新的惯例或经验中？
• Adaptability: Can the child adjust to new people or situations?
• 反应强度：孩子如何回应情况？
• Threshold of responsiveness：孩子需要多少刺激来回应？
• 心情质量：孩子普遍快乐还是悲伤？
• 注意力跨度和持久性：孩子尽管分心，孩子花了多少时间？

Take a minute to reflect on your own temperament. How do you define your temperament traits? How does understanding temperament help you understand your own behaviors and the behaviors of children?

气质研究人员还确定了三种气质类型，总结了这些特征（托马斯，国际象棋，＆Birch，1968）。三种气质类型是：

• 适应:这些都是“简单的孩子。”他们乐于接受新situations, have a moderate activity level, and are generally happy.
• fe：这些孩子的活动水平高，通常对新刺激的反应很大。他们可能被认为是精力充沛的，自信，充满情感。
• Cautious: These children need time and support to feel comfortable in new situations. They might be considered timid or serious.

现在需要一分钟思考自己的气质类型。你最多的三个中的哪一个？您是否发现与分享您自己的气质类型的个人（包括儿童）更容易使用？如果您有一个令人生意的气质，您可能会发现与谨慎的孩子互动和连接更难。你可能认为他们慢慢地移动或花费太长时间来调整。您可能不明白为什么他们需要这么多的帮助或空间。如果你有谨慎的气质，你可能会发现自己受到痛苦的能量水平挑战。你可能认为他们总是搬家或大喊大叫。了解自己的气质让您退后并识别这些挑战或紧张局势，作为个人互动风格的一部分。这使您可以采取措施防止您和儿童之间的压力相互作用。

如何在您的工作中使用对气质的理解，以防止儿童虐待和忽视？首先，了解气质有助于您保持冷静，并将令人沮丧的情况视为潜在的人格差异。其次，您可以利用您对孩子的气质的理解来提出对他们工作的问题的解决方案。以下是您可以在您的工作中使用气质的几种方法：

Tips for Children with Cautious Temperaments:

• Provide plenty of space and time for the child to get comfortable. Encourage families to stay as long as possible to help children transition into the room.
• Avoid forcing eye contact or getting in the child’s face. Approach children slowly and give them time to warm up to you.
• 最小化对计划和例程的更改。
• Encourage children to bring comfort items such as a favorite blanket or teddy bear.
• 当他们变得沮丧时舒适的孩子。花时间坐在一起，看别人玩。

Tips for Children with Feisty Temperaments:

• 为运动提供很多机会。让他们帮助翻页故事页面。在午睡前给他们额外的时间来放松。
• 为探索提供机会。在引入新的或令人兴奋的物体时保持关闭。帮助孩子安全地探索。
• Do not punish intense reactions. Rather comfort the child: give hugs and help him or her work through emotions.
• Step in when needed to help a child work through difficult interactions with other children.

虐待和忽视的儿童风险

儿童有三类儿童虐待和忽视的风险：幼儿，残疾儿童和挑战性行为的儿童。为什么你认为这些孩子的风险增加了？一般来说，这些孩子可能难以沟通，控制他们的情绪，遵循方向，或与他人相处。周围的成年人可能很容易沮丧或不知道如何帮助孩子。这可以把孩子放在危险的情况下。我们必须小心地记住这并不意味着孩子会导致虐待和忽视。孩子永远不会责怪。It also does not mean that only children in these categories are abused or neglected. Rather, we must remember to provide extra support to families whose children meet these characteristics.

4岁以下的儿童是虐待和忽视的最大风险。你能想到为什么会有这种情况吗？当我们考虑上面描述的发展里程碑时，我们可能会发现原因。这些孩子最不能够向我们传达他们的需求和需要。他们也没有发展旨在解决复杂的社会问题，规范他们的行为或情绪，并遵循复杂的方向。所有这些都让他们容易受到不理解发展的成年人的负面互动。

When children do not meet the milestones described above in predictable ways and at predictable times, we can experience stress. We may not understand the child’s communication, we may not know how to meet the child’s physical needs, or we may doubt our competence. All of this can leave a person feeling helpless and confused. This stress puts children with developmental delays or disabilities at greater risk for child abuse or neglect.

Children with severe and persistent challenging behavior are also at a greater risk for abuse or neglect. When children demonstrate severe and persistent challenging behavior, adults often feel personally challenged. It’s not unusual to feel like a child is “pushing your buttons.” Adults may not know what to do and in a moment of crisis might resort to unacceptable punishment practices.

See

不w let’s think about how knowledge of child development looks in a classroom or program. Often knowledge of child development comes across as realistic expectations for behavior. Having the right expectations for children of various ages ensure that we are providing appropriate interactions and responses based on their age and level. Watch this video to learn more about realistic expectations.

Read the following statements from staff members. On the left, you see unrealistic expectations. On the right you see realistic expectations. Which classrooms or programs do you think feel like better places to be for children? Which staff members do you think feel less stressed at the end of the day?

不切实际的期望	现实的期望
马克里亚永远不会听！所有的孩子都应该进去，洗手，坐在地毯上，然后挑一本书。她是做什么的？她停下来和玩娃娃。	当我一步一步一步时，我会尽力而为。很难在你的脑海中保持长期的事情清单！
Decklen is always moving. He cannot sit still.	Decklen has a lot of energy to burn off today. I think we’ll spend extra time in gross motor play outside.
这些孩子需要为整个群体时间坐交叉腿。小组时间在幼儿园45分钟，所以他们现在必须开始练习坐在那里。	我们保持小组时间短而甜蜜。这是我们建立社区的时候，但我们真的将戏剧，一对一和小团体视为主要的学习时间。狗万app怎么下载
Caldwell是Bossy。我需要把他放在他的位置。	Caldwell is learning to be a leader in the classroom. I need to find good channels for him to use those skills.

Do

您如何确保您对儿童的期望是合适的？

• 继续学习在您的职业生涯中的孩子发展中所能。虚拟实验万博体育下载手机版室学校有课程，可以帮助您了解有关认知，身体和社会发展的更多信息。您还将了解孩子如何发展沟通技巧和健康的自我意识。
• 收集有关儿童发展的信息，分享家庭。应用部分中疾病控制和预防中心的讲义是一个很好的开始，但您的程序或课程可能有您可以分享的其他资源。
• As a new employee, spend time observing children in the program where you work. This will help you begin to understand what is typical for your age range. Also visit classrooms or programs for children who are older or younger. This will help you take the long view on development. If you expect the same thing from 4-year-olds that you see happening in the school-age program, you are setting yourself up for frustration.
• Remember what you have learned here when you get frustrated. It can be frustrating when a preschooler refuses to hang up his coat in his cubby, wash his hands, and sit on the carpet, but this is a part of growing up. Many of the behaviors that challenge adults are very typical parts of development. If you have a concern about a child’s behavior, talk to your trainer, supervisor, or coach. He or she can help give you perspective on whether the behaviors are typical.
• Ask for help when you need it. We all need new ideas and support. When you are feeling frustrated or unsure about what to do for a child, ask a trainer or co-worker for ideas. This is a great way to build your own social connections and professional knowledge.