知道

个人反思

想想一个对你作为孩子有积极影响的成年人。这个人可能是一个家庭成员，老师，教练或家庭朋友。你对这个成年人最记不用的是什么？这个人是否只提供了积极的指导和坚定的正确混合？他们是否在提供合理的建议时保持与您的培育关系？他们是如何帮助您学习如何做出良好选择并理解您行动的重要性的？作为一名学龄员工，您有一个独特的机会，通过使用学习环境中的积极指导技术来帮助塑造儿童的行为。狗万app怎么下载这是一个重要作用，因为正确使用积极指导将教育儿童自我控制，责任和问责制。这些都是孩子在他们的青少年和青少年发展中国家的重要品质。

了解行为和指导

孩子们来自世界各地,不同grounds, personalities, temperaments and abilities, will be coming together in your school-age program to learn, play, grow and discover. You will be encouraging children to interact, to make friends, and to work together on projects and goals. When children work and play together, challenging behaviors can create obstacles. As a school-age staff member, you will use guidance tools to influence the behaviors and experiences of the children in your program.

It is important to understand whatbehavioris before thinking about how you can use tools to guide it. The American Academy of Pediatrics says behavior is communication: it is “the conduct, actions, and words that children employ—a signal with which they express their thoughts, feelings, needs, and impulses.” And behavior is judged on whether or not it fits into social, cultural, developmental and age-appropriate standards. The community within the school-age program can be disrupted when a child behaves in a way that is outside of those standards. Challenging behaviors can result in physical or emotional harm, and the atmosphere and flow of the learning environment can be affected.

在本课程中，我们将指的是积极或挑战的行为。积极行为是适合学龄学习环境的行为，反应和反应的类型。狗万app怎么下载这些是您将要建模，鼓励和教学的行为。挑战性行为是那些不适合上面列出的标准的行为。这些行为将需要进一步的指导技术来影响积极行为。

Understanding Culture-Based Behaviors

孩子们在与他们的主要护理人员和家人和文化中的关系中学习行为。如果您想到了我们的社会多样化，您可以想象，这种多样性也以不同背景的儿童学习如何表达自己，与他人互动，并管理他们的行为和情绪。考虑，例如眼睛接触。虽然在一些文化儿童被教导以避免目光接触，但其他文化考虑眼睛接触社会互动的重要组成部分。另一个例子是个人空间。您可以在自己的成长范围内想到这一点。也许你在一个家庭中长大，家里有很多孩子或其他人。因此，您可能已经开发了关于个人空间的重要性和容忍真正靠近其他人的能力的某些想法。或者，也许你作为一个孩子长大或你家里的孩子或个人更少。这些经历可以创建关于个人空间的不同观点，并真正接近别人。

In your daily interactions with children and their families, it is important that you cultivate the habit of thinking about or addressing children’s behaviors while considering their home and community cultures. To help illustrate this idea, Santos and Cheatham (2014) used the iceberg analogy during the Head Start National Center on Quality Teaching and Learning Front Porch Broadcast Call Series. These researchers suggested that what we can see on top of the iceberg are children’s behaviors and language as expressed in their daily interactions with peers and adults in their classroom and school environment. These may be related to performing tasks independently, making friends, following directions, or being able to control themselves. What we cannot easily see beneath the iceberg, however, is what usually drives or explains some of these behaviors. Norms, perceptions, or traditions drive children’s behaviors, and therefore when children engage in certain behaviors, we should step back and think what may be causing these behaviors instead of rushing to make judgments about children or their families.

There may be skills or behaviors that are valued and reinforced within children’s homes and community cultures that are different from what is valued in your program. As a school-age staff member, you must be sensitive and respectful of individual differences when engaging with children in your care and their families. In other words, you have to look and think “beyond the surface” when considering children’s behaviors that may be challenging or different from what you would have expected.

什么是指导？

指导是您作为工作人员的帮助，帮助孩子们知道成为您的计划社区的成员意味着什么。这是您帮助孩子学习在各种环境中对行为的期望的期望。指导意味着帮助孩子从他们的错误中吸取教训并做出积极的选择。作为一名学龄员工，您有责任指导，正确，教育儿童适当的社会行为。这被称为正面儿童指导。积极的儿童指导促进学龄儿童的自我控制，教导问责制，并鼓励周到的选择。最有效的指导策略重点关注孩子的发展水平，维护自己的自尊和尊严。理解什么指导也很重要。指导不是惩罚。它不是关于控制或让孩子们担心的成年人。 It is about knowing children and creating the best physical and social environment in which they can learn. When children feel belittled or misunderstood, the relationship with their caregiver can become negative and the child’s desire to learn or to be kind to their peers can be inhibited. Conversely, when school-age children’s feelings and actions are validated, this encourages positive relationships with adults and peers alike. As a school-age staff member, this means you may spend less time dealing with challenging behavior and more time implementing stimulating learning experiences and activities.

生命技巧视角：了解指导的主动方法

Positive guidance can help build important social, emotional, and life skills. The children in your program are the next generation of our country and it is important that children understand how to function civilly in a modern, diverse, and complex democratic society. Dan Gartrell, author ofEducation for a Civil Society，建议以下五项基本技能，他称之为民主生活技能：

• Finding acceptance as a member of a group and as a worthy individual
• Expressing strong emotions in non-hurting ways
• 独立解决问题creatively-either or in cooperation with others
• 接受他人的独特人体品质
• 智能地和道德思考

申请民主生活技能可以帮助确保我们使我们朝着正确的方向移动我们的长期和短期决策。然而，这可能是挑战，记住在涉及儿童或其他成年人的压力情况下。重要的是要记住谁拥有问题以及我们可以无法控制的问题。我们无法控制其他人选择对待我们的方式。然而，我们确实控制了我们如何对他人的行为做出反应。

对挑战性行为的积极反应依赖于教导孩子的指导，他或她可能缺失的技能。根据听话和希尔德兰（2013年），指导可以定义为：

• Words and actions that positively influence the behaviors of others
• Establishing appropriate expectations and supporting others so that they do the right thing
• Providing ample opportunities for practice and success
• Remaining helpful and encouraging when mistakes occur
• 在尊重他人的价值观的同时理解您自己的价值观

Gartrell (2004), in指导的力量，描述了致力于积极指导的六位教师做法：

Practice	实施过程
老师意识到社交技能复杂，需要多年才能完全学习。	Children are learning socially acceptable behavior, and it takes time and practice to develop social skills. Families and teachers guide children to learn social skills.
老师减少了儿童的需求，以误认为是错误的行为。	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。
The teacher practices positive teacher-child relations.	The teacher builds relationships with each individual child and models cooperation and empathy.
The teacher uses intervention methods that are solution oriented.	The teacher models how to resolve conflicts peaceably and encourages children to negotiate for themselves. The teacher works at managing and monitoring his or her own feelings and growth as a developing professional.
The teacher builds partnerships with families.	From the time the child enters the program, the teacher builds positive relationships with family members through positive notes, phone calls, meetings and conferences.
The teacher uses teamwork with adults.	The teacher understands that she or he cannot do everything alone and creates a team with other adults (including family members and volunteers). Positive guidance involves teamwork with other skilled adults, especially if a child has consistent, intensive challenging behavior.

发展关系

The atmosphere of the learning environment and your ability to guide the behaviors of school-age children will greatly depend on the bond that children feel with you. It is your responsibility to work at building and developing relationships with the children in your care. When it comes to working with school-age children, the bottom line is children need to trust and respect you. According to the Council on Accreditation’s Standards for Child and Youth Development Programs, staff members should develop positive and supportive relationships with children by engaging with them and relating in positive ways.

实践中本标准的例子是：

• 帮助孩子们感到欢迎，舒适，支持
• Recognizing positive achievements
• Treating everyone with respect
• 听孩子不得不说和回应他们的利益，欣赏和接受
• Being consistent and following through on what you say

支持学龄儿童的积极行为

By developing positive relationships and using proper guidance techniques, you will help support positive behavior in school-age children.

您将在本课程中学到的正面指导工具的示例是：

• 解决冲突
• Positive reinforcement
• 主动指导
• Self-regulation

Each of the above guidance techniques will be explained and demonstrated throughout this course. As a school-age staff member, you will help set the stage for positive behavior through your use of behavior management and guidance techniques. A key piece to the success of any guidance technique is setting boundaries for school-age children. Boundaries help children feel safe and know what is expected of them. They also hold children accountable for their behaviors. Throughout this course, you will learn about the importance of setting boundaries and how it will help you guide the behaviors in the learning environment.

See

做

作为一名学龄工作人员，重要的是要记住与孩子的家庭一起，您将作为一个优秀的指导资源。孩子们会向您展示模拟它们应该如何表现，因此您可以在所有时间内意识到您的行为和行为很重要。花点时间考虑如何在一整天内与同事，家庭成员和儿童互动。这些相互作用应该始终是积极和健康的。按时到达，并遵守着装规范和专业标准。每天带来你的热情和精力与你合作。您在学习环境中表现和行动的方式将有助于引导孩子在您的照顾中。狗万app怎么下载

作为一名学龄工作人员，您还必须支持家中使用的指导技术。您应该有一个公开论坛，用于与家庭沟通，了解将在该计划中使用的行为期望和指导技术。当发生挑战性行为时，工作人员应通知家庭成员，并讨论在学龄计划中实施可能的指导策略。您可以参考家庭课程和通信课程以获取有关与家庭合作和会面的信息。

完成本课程

For more information on what to expect in this course, the Positive GuidanceCompetency Reflection, and a list of the accompanying Learn, Explore and Apply resources and activities offered throughout the lessons, visit the School-Age Positive Guidance课程指南。

请注意，每个课程结束时的引用和资源部分概述了参考源和资源，以查找有关所涵盖主题的其他信息。当您完成课程时，您预计不会审查所有可用的在线参考。但是，欢迎您进一步探索资源，如果您有兴趣或培训师，教练或管理员的要求进一步探索资源。