知道

你已经认识到，了解儿童和青年的发展是防止虐待和忽视儿童的一个保护因素。你为什么认为这是真的？不了解儿童和青年发展有哪些风险？如果我们不了解儿童和青少年的发展，我们可能会认为一个孩子应该表现得比他或她大。我们可能会把孩子们置于对他们来说太具挑战性的境地。我们和孩子可能会感到沮丧。孩子不明白我们想要什么，我们也不明白孩子为什么不“规矩点”

了解儿童和青年发展是一种保护因素，因为它有助于我们认识到学龄儿童需要额外的帮助。如果我们不了解儿童和青年发展，我们可能会沮丧，而不是认识到有机会帮助孩子学习新技能或应对方式。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儿童或青年。

让我们从思考一些你可能已经在学龄儿童身上观察到的常见行为开始（或者从你自己的学龄前时期就记得）：

• 当玛蒂问她在学校过得怎么样时，她向她妈妈翻了翻眼睛。
• 詹姆斯在房间里闷闷不乐。当被问到怎么了，他说：“没什么。”
• 现在是时候上学了，但泰勒还在吃早餐，慢慢地移动。
• 两组男孩为谁该在他们的篮球比赛中犯规而争吵。
• 克莱尔不断地从背包里取出她在学校得到的糖果，尽管她已经多次被要求把它收起来。
• 所罗门在节目中偷偷地放了一个iPod，孩子们围着他听歌词清晰的音乐。

根据你所看到的,听到的,或者有经验的in the program or community, do these scenarios ring true? Have you seen them happen? Have you experienced them? If you have spent time in programs, you have likely seen some or all of these behaviors. They are reflections of typical child and youth development. We all go through stages as we grow, and certain behaviors can be expected at certain stages. This does not mean that all behaviors are easy for us as adults to deal with. It does mean that we can be prepared to recognize behaviors as reflections of growth and help children develop and mature. You will learn more about this in the Cognitive course.

Let’s take look at how children typically develop from the ages of 5 to 12 years. The information on this table is compiled from the Centers for Disease Control and Prevention and the National Institutes of Health (http://www.nlm.nih.gov/medlineplus/ency/article/002017.htm).您可以在“应用”部分中的易于使用信息表中找到相同的信息。

Sourcehttp://www.nlm.nih.gov/medlineplus/ency/article/002017.htm

当您阅读每个年龄儿童的特征时，您是否注意到任何可能挫败或挑战成年人的行为？这张表可以帮助您记住，像谈论成人，偶尔撒谎和施加同伴压力的行为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。

Remember, the characteristics in the tables above tell us what children typically do at certain ages. They are not hard and fast rules. Individual children will vary a great deal in when and how they develop. If you have a concern about a child’s development, talk to yourMILTraining and Curriculum Specialist orsupervisor.

Understanding Temperament, Personality, and Individual Differences

当孩子们到了上学的年龄，他们的个性已经相当成熟了。就像成年人一样，学龄儿童有不同的方式，他们喜欢与世界和周围的人互动。考虑这些偏好的一个方法是从气质的角度。认证委员会是一个促进优质学龄期护理的国家机构，它描述了了解每个孩子气质的重要性。他们将气质定义为：

“A person's disposition or nature. The intensity and range of a person's emotions are influenced by temperament. A person's temperament will define his or her activity level, regularity of bodily functions, and response to new situations or things. Temperament is also linked to a person's adaptability, quality of mood, attention span, and persistence. Individual differences in temperament are present from birth. They are thought to be hereditary, and they remain relatively consistent over time. However, individual experiences and development can affect temperament.”

气质会影响我们如何与世界各地的人员互动。我们天生有一定的气质特征或风格，气质被认为是跨越寿命的一致。在学龄儿童（托马斯，国际象棋，＆Birk，1968年），您可能会看到九个气质特征。阅读下图以查看每个特征的极端的九个特征和特征的例子。请记住，大多数儿童在每个连续体中间的某个地方落下。

Extreme	特质	Extreme
杰瑞德更喜欢坐在沙发上看书。	活动水平	萨沙总是在移动。她参加各种运动，参加各种俱乐部。
费利西亚的时间表不一。她有时吃零食，有时不吃。在学龄期计划中，她每天选择不同的活动。	规律性	Lucas likes his routines. He gets up at the exact same time every morning and eats the same things for breakfast every day.
Micah moves from activity to activity. It is easy to shift his attention to a new idea or project.	分心	Malia在长时间享受项目。她可以在下午在她的期刊上写一个故事。
艾比喜欢在尝试之前先看其他孩子参加活动。	对新事物的态度	克莱德是第一个在特殊活动中做志愿者的人。
Blair离她旧学校的朋友。她每天谈到她的旧计划，并没有加入新计划的活动。	Adaptability	胡安第一天就加入了这个青少年项目，然后和几个新的好朋友一起离开了。
吉利安很少流露感情。她保持相对平静。	反应强度	布莱斯的父母喜欢拍摄他对特殊事件和惊喜的反应：他太兴奋了。当他不高兴的时候，最好给他点空间。当他感到兴奋、不安或惊讶时，他周围的人都知道。
Summer is often described as "being in her own little world."	Threshold of Responsiveness	Calvin gets upset if you give him a direction or correct him. He seems very sensitive.
Liv tends to worry about things and seems serious most of the time.	Quality of Mood	Talia is generally happy and cheerful.
福斯特对许多不同的东西感兴趣。他倾向于“dabble”：他将开始一个项目，厌倦，并进入一个不同的项目。	注意广度和持续性	Malik是多日和多周的项目。他一直在一辆模型车工作两周。他想让每个细节都完美。

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?

气质研究人员还发现了总结这些特质的三种气质类型（Thomas、Chess和Birch，1968）。这三种气质类型是：

• 适应性:
  他们是“随和”的人。他们对新情况持开放态度，活动水平适中，总体上很快乐。在学龄期项目中，这些孩子“随波逐流”
• Feisty:
  这些个体有很高的活动水平，通常对新的刺激有很强的反应。他们可能被认为精力充沛，自信，充满感情。在学龄期项目中，这些孩子总是会动，会说话。一些成年人可能认为他们的行为具有挑战性。
• Cautious:
  这些个人需要时间和支持在新的情况下感到舒适。他们可能被认为是胆小的或严重的。在学龄计划中，您可能会看到这些儿童挂起并观看。

Now take a minute to think about your own temperament type. Which of the three do you relate the most to? How do you think your own temperament can influence your work with children? For example, if you have a feisty temperament, you might feel most comfortable when the schedule changes often and people respond quickly to you. You might ask lots of questions and make frequent changes. You might love lots of fast-paced conversations and loud interactions. This might overwhelm a cautious child and lead them to disengage. If you have a cautious temperament, you might crave order and quiet. You might prefer a space that remains consistent from day to day, and you might plan long-term projects. A child with a feisty temperament might seem bored and act out.

How can you use an understanding of temperament in your work to prevent child abuse and neglect? First, understanding temperament helps you remain calm and see frustrating situations as potential personality differences. Second, you can use your understanding of a child’s temperament to come up with solutions to problems that work for them. Here are a few ways you can use temperament in your work:

谨慎的气质的儿童提示：

• 记住，当发生重大变化时（比如开始一个新的项目或人事变动），性格谨慎的孩子最有可能感到压力或紧张
• 请检查您的程序，看看是否可以提前发送介绍，让孩子知道该程序中的期望。
• 参加一个公开的房子或欢迎夜晚，孩子们可以满足工作人员。
• 第一天一定要带着孩子四处走走，这样他就知道洗手间在哪里，东西放在哪里等。
• 把孩子和一个伙伴配对，让他们感到舒服。
• 在计划发生变化时提供提醒。
• 为家庭作业等提供一致的空间。

患有Feisty Lifementes的儿童提示：

• 与孩子们谈论过去对他们造成麻烦的情况（例如，当她与另一个孩子争论的时间）造成麻烦。头脑风暴方式来应对压力情况。
• 与孩子交谈关于触发问题的事件。确定防止问题的方法。
• 给你频繁的活动和休息的机会。
• 使用积极方向来帮助孩子学习期望（“请使用和内部声音。”）

面临虐待和忽视风险的儿童

There are two categories of school-age children more at-risk for child abuse and neglect: children with disabilities and children with challenging behavior. Why do you think these children are at an increased risk? Generally, these children might have a difficult time communicating, controlling their emotions, following directions, or getting along with others. The adults around them might get frustrated easily or not know how to help the child. This can put the child in a dangerous situation. We must be careful to remember this does not mean that the child causes the abuse and neglect. The child is never to blame.它并不意味着只有这些类别的儿童被滥用或被忽视。相反，我们必须记得为孩子们满足这些特征的家庭提供额外的支持。

当儿童不符合上述预测方式和可预测时期的里程碑时，我们可以体验压力。我们可能不了解孩子的沟通，我们可能不知道如何满足孩子的身体需求，或者我们可能怀疑我们的能力。所有这些都可以让一个人感到无助和困惑。这种压力将儿童带来发展延误或残疾，以更大的虐待儿童虐待或忽视。

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

现在让我们考虑如何在节目中了解儿童发展。经常对儿童和青年发展的了解伴随着对行为的现实期望。观看此视频以了解有关现实预期的更多信息。

Read the following statements from staff members. On the left, you see unrealistic expectations. On the right you see realistic expectations. Which 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?

不切实际的期待	现实的期望
我们究竟告诉孩子们每一分钟所需的地方。	我们知道孩子需要多么独立，所以他们每天选择他们的活动。
玛西娅和卡西迪不停地谈笑。我们需要把这两个分开。	玛西亚和卡西迪的友谊对他们来说真的很重要。
Caldwell lied to me about washing his hands. He is completely dishonest.	考德威尔正在测试边界。我们要确保我们对他公平公正。
Decklen有一个圆腹，所以我称他为我们的小佛。他太年轻了，不能得到它。	Kids this age are so self-conscious. We focus on fitness and a healthy lifestyle, but we don’t single anyone out.

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How Can You Make Sure Your Expectations of School-Age Children Are Appropriate?

• Continue to learn all you can about positive youth development throughout your career. The Virtual Lab School has courses that will help you learn more about cognitive, physical, and social development. You will also learn about how to develop communication skills and a healthy sense of self. You can also visit the Military REACH Families website to explore modules about the foundations of positive youth development (https://reachfamilies.umn.edu/).
• 与家庭分享有关儿童和青年发展的信息。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。
• 作为一名新员工，花时间观察你工作的项目中的孩子。这将帮助你开始了解什么是典型的年龄范围。也可以参观教室或为年龄较大或较小的儿童开设的课程。这将有助于你从长远的角度看待发展。如果你期望5岁的孩子和11岁的孩子表现得一样，那你就是在给自己设置挫折感。
• Remember what you have learned here when you get frustrated. It can be frustrating when an 11-year-old rolls his eyes and mutters, but these are all 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 school-age child, ask a supervisor,MIL培训与课程专家,或同事的想法。这是一个建立你自己的社会关系和专业知识的好方法。