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Think about yourself and your life for a moment. What are some ways you help yourself navigate busy days within the different environments in which you live, work, and spend your time? How do you ensure you stay on track, attend meetings or appointments, and complete your tasks? Perhaps you use an agenda, a planner, sticky notes, to-do lists, electronic devices, or other ways to help remind yourself of what you need to be doing? We all depend on these different “supports” to help us keep going, stay on track, achieve goals, and ultimately be successful.

Now think about how you feel when you是certain about what you are doing, what is going to happen next, and when you have organization and structure in your daily and weekly life? Do you feel happy? Content? Calm? At ease? And what happens if you don’t have all the supports that allow you to have structure and organization in your day? You may be able to function for a day or two, but in the long run, you are probably going to feel frustrated, confused, anxious, or even angry and upset at some point.

正如您需要成功运作并导航日常体验的支持，孩子们需要在日常环境中进行结构。儿童茁壮成长，当放置在有组织的环境中，提供结构和可预测性，同时允许灵活性和尊重个体差异。

Creating Environments that Support Children’s Guidance

您的课堂环境应该是培育和支持的空间，鼓励孩子之间的积极互动。它应该是安全的，刺激性和发育的适当。高质量环境为儿童和成人提供了机会，同时使用各种材料在各种环境中共同互动。这些环境让孩子感到欢迎，验证儿童的思想和感受，并为儿童提供众多机会练习和学习。高质量的环境大写人际关系，对行为，可预测的时间表和例程的适当期望，以及满足所有学习者需求的行为。本课程的其余部分将讨论这些元素中的每一个。

Positive Relationships with Children, Families, and Colleagues

As a preschool teacher, it is your responsibility to create supportive environments that foster and promote relationship-building and a sense of community. Developing positive relationships with children, families, and your colleagues is the first and most essential strategy for preventing challenging behavior. All guidance occurs in the context of these relationships: Children and adults understand one another, value one another, and respect one another. Teachers that actively work on relationship-building are likely to have fewer instances of misbehavior because children understand that adults are there to help rather than to hinder. If a child in your classroom is frequently acting out in the presence of a particular adult, the interactions that precede this should be examined to determine where improvements could be made.

You can encourage positive social interactions by demonstrating mutual respect toward children. This includes modeling respectful forms of communication, respecting the decisions children make, and respecting overall differences in others. You encourage these positive interactions by modeling them yourself. Respect your colleagues, and show this respect in your words and actions.

随着时间的推移，关系是与情感联系的持续互动。关系需要时间发展，并在所涉及的人之间具有重要意义。促进关系是一个持续的过程，使孩子能够学习自己，其他人及其环境的事物。Practices that promote nurturing and responsive relationships include supporting children’s play, responding to children’s conversation, providing positive feedback, encouraging appropriate behavior, building relationships with each child and family, and collaborating with classroom staff members and other professionals (Fox, Lentini, & Binder, 2013).

Appropriate Expectations for Behavior

一系列积极的期望可以在课堂和计划中设置指导的基调。这些预期必须适合您在您的护理中的儿童。万博体育全站app学龄前儿童可以从拥有一套三到五个积极的期望中受益，以指导课堂中的所有互动。您必须自己了解这些期望，向孩子们教导他们，并在整个一天谈论它们。您可能还想在课堂上询问孩子们在制定这些期望时讨论思考。然后，您应该与儿童合作，以提醒彼此的这些预期。您将在安全课程中找到一些期望的例子。

教室身体设计

Preschoolers need access to materials that encourage dramatic play, construction, writing, art, science exploration, music, and sensory materials. At this developmental stage, it is important to plan activities that incorporate fine- and gross-motor skills both inside and outdoors. For example, if a young girl is having difficulty sitting still during story time, constantly redirecting her to pay attention is likely to result in a behavioral outburst. Instead, encouraging her to release energy in a tumble area set up in the corner would be an example of developmentally appropriate guidance. Likewise, rather than forcing a reluctant young boy to participate in a game of kickball, it would be more appropriate to encourage him to explore the leaves and insects within the grass beneath him using a magnifying glass. He could then report to others what can be found beneath the grass on which they are playing. The attached Learn section handout,Physical Space Design，提供在课堂上课堂的课堂物理设计时考虑的建议。万博体育全站app此外，在本课程的探索部分中，您将有机会反思您的课堂物理空间和设计如何为儿童的行为做出贡献。您还可以在有关在学习环境课程中支持积极指导的情况下了解有关发育适当环境的更多信息。狗万app怎么下载

时间表和惯例

Managing time and the daily sequence of events is an important part of positive guidance. A predictable schedule can prevent behavioral outbursts and reduce anxiety in children, especially those who are resistant to change or surprises. Providing structure and predictability helps everyone know what is to be expected throughout the day. This is best achieved by posting a daily schedule.

应仔细显示每日时间表并遵循。在低息活动（例如，整个群体时间）之后，应安排更高兴趣的活动（例如自由选择或外部时间），以确保儿童的兴趣和动力。当然，孩子的身体需求应该始终是先的。这包括膳食，浴室休息，安全和全天休息的机会。

Once children become familiar with the daily schedule, changes can cause discomfort and confusion. Special care must be taken to inform children of any changes to the schedule. Warning should be given well in advance for weather interruptions, special guests, and special events.

Transitions between activities should be minimized. The daily schedule should be examined and any unnecessary transitions should be eliminated. For example, compare these two early-childhood schedules from the Head Start National Center on Quality Teaching and Learning Front Porch Broadcast Call series (Artman-Meeker & Kinder, May 2014; https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/practice/fp/fpseries.html):

前：

后

Transitions should be made as calmly and orderly as possible. There are a number of ways to add structure to transitions. For example, children could be called to line up based on the color of their shirts or hair. Or a song could be sung or played with the expectation that children are where they need to be by the end of the song. When a group transition is necessary (e.g., when preparing to get on the bus for a field trip), you should be prepared before the transition so children do not need to wait. Make sure you have all materials ready, the bus is parked out front, etc., before you begin the transition. Consider leadership roles for children (can a child be responsible for distributing program T-shirts?) and ways to involve the children in the transition (children count themselves out loud as they line up).

防止课堂上的具有挑战性的行为

高质量的环境向儿童发送强大的信息，了解他们应该自己的方式并对待他人。考虑与时间表和例程，关系建设，教室设计和适当期望相关的本课程中所阅读的内容。忽视提前关注这些元素，可能会显着影响儿童的行为和教室的行为。孩子有很多原因，为什么孩子在学龄前挑战挑战性行为。万博体育全站appThey might spend too much time doing one activity (e.g., sitting too long for circle time when this is not developmentally appropriate), not know the expectations for what they need to be doing (e.g., not knowing how to use certain materials at a particular center), wait aimlessly and too long for things to happen (e.g., going through too many transitions during the day that take too long), or simply not have specific directions or expectations about what they need to be doing during the day.

Consider some of the areas in your classroom and regular activities: busy-center work, large-group activities, lunch and snack time, potty time, free-play time indoors and outdoors, or other classroom and program happenings. Take a few seconds to consider what you are currently doing during these times to ensure children understand what is expected. Further, ensure they know what is and what is not acceptable.

Challenging behaviors often involve conflicts among children. Being able to resolve conflicts and solve problems are important social skills for young children because these skills enable them to make and keep friends, complete their daily routines without problems, and engage in meaningful learning experiences. Children who are able to solve problems and resolve conflicts with peers are more likely to engage in positive interactions with peers, make and keep friends, and have a more positive transition to kindergarten. Problem solving and conflict resolution involves self-regulation, communication, identifying and talking about emotions, and working together with other children. Teaching children to problem solve can help reduce impulsive behavior, help children control their behaviors and talk about emotions, and prevent aggression and other challenging behaviors. In the Apply section of this lesson, you will find resources to help support children’s guidance.

解决幼儿园中所有孩子的需求万博体育全站app

您的教室里的儿童具有发展延误或挑战生活事件或情况的人员也可能会遇到行为挑战。这些挑战可能会影响他们从高质量早期教育中受益的能力，并与同龄人和成人进行积极的社会互动。尽管幼儿的挑战性行为是典型的，但有些孩子展示了可能影响他们整体学校经历的持久挑战性行为。为儿童提供他们所需的支持非常重要，以便他们可以从他们的学校经历中受益。对于这些孩子，您可能需要调整您的课程，环境和课堂体验，以使他们能够成功。想想忙碌中心工作，大型活动，过渡，午餐和零食时间，便盆时间，室内和户外免费游戏时间，或其他教室和计划活动。在这些时候，你在做什么，以确保您满足教室中所有儿童的需求？

You will also have to work with children’s families to ensure consistency between school and home. Families may benefit from your classroom strategies that support children’s positive behaviors. Some children in your care may have conditions that affect their social-emotional development, including developmental delays, autism, neurological and perceptual disorders, or language and communication delays. Children with individualized education programs (IEPs) have a specific plan to help them meet their education goals. Very often, these children will need changes or adaptations to curriculum, classroom environment and daily preschool routines.

重要的是要了解课堂中的孩子才能支持他们的成功参与您的计划经验。确保所有儿童和家庭都感到欢迎和涉及。包括在一起（套件）程序的孩子可以是一个有价值的想法资源。您还可以考虑构建块和卡拉的套件。本委员会初期儿童司委员会的这些资源提供了帮助儿童在环境中取得成功的现实世界的现实方法。

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The following are characteristics of high-quality environments that support children’s success in preschool. In your daily interactions with children in preschool, consider the following:

时间表和惯例:

• The classroom schedule includes a predictable routine.
• There are visual reminders of the daily classroom schedule and routines.
• 课堂时间表包括小组和大型活动的组合，包括在室内和户外。
• Routines are arranged to promote interactions (e.g., children holding hands to walk outside, children going to the bathroom or washing hands with “buddies,” children sitting near friends during snack time, children sharing cubbies and interacting at arrival and departure times).
• 环境是安全的，没有危险的材料或危害潜力（例如，没有大的开放空间或障碍物）。有关创建和维护安全课堂环境的详细信息，请参阅安全狗万app怎么下载和学习环境课程。
• 每个学习中狗万app怎么下载心都很容易进入和退出。
• There is a quiet, calm area for children to visit if needed when they feel strong emotions. These spaces may offer materials to help identify emotions (e.g., labeled pictures of people expressing different emotions in their faces) and promote self-soothing (e.g., offer strategies for calming, stress balls, or teddy bears). See the Learning Environments courses for more information.
• There are few transitions in the classroom schedule per day.
• Routines are structured and predictable to promote children’s independence (children learn to independently follow daily classroom routines).
• In addition to the predictable schedule, warnings are given before transitions, so children have a few minutes to adjust their thinking and prepare for the next part of the day.

活动和材料：

• 教师旋转活动和材料，以维护儿童的动机，最大限度地参与。
• Materials are developmentally appropriate and provide opportunities for learning.
• 学ing centers and materials are clearly labeled.
• There are a variety of toys available that promote social interactions (e.g., cars and trucks, water toys, blocks, dress up clothes and props) as well as toys that promote individual play (e.g., puzzles, writing materials).
• 活动和学习中心被安排促进互动（狗万app怎么下载每中心两到四个儿童，具体取决于活动）。
• 有足够数量的材料ldren to play with.
• Materials are purposefully arranged to create opportunities for children to engage in social interactions with each other as well as with adults (e.g., multiples of favorite items are offered to support children’s play, smaller portions are provided for snack so children engage in interactions to ask for more).

Responsive and Nurturing Adults:

• Teachers support negotiation and taking turns with materials.
• Teachers are themselves positive models for children by modeling kindness and respect.
• Teachers encourage children to use their words and to talk with their friends to solve problems.
• Teachers model developmentally appropriate language to help children deal with conflict or solve problems with each other.
• 教师使用明确的警告和过渡信号来帮助孩子有效地过渡活动。
• Teachers incorporate children’s interests and preferences into classroom experiences and routines.
• Teachers purposefully address the needs of all children in the classroom (e.g., using social stories or scripts for children who may have a hard time sharing materials with peers, using an individual visual schedule for children who may need supports during transitions).
• 教师鼓励孩子表达他们的思想并分享他们对事件或情况的感受。
• 教师验证了孩子的感受和思想。