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了解行为和发展

School-age children are busy developing their bodies and minds as they increase their independence and decrease their reliance on their families and teachers. With their growing level of independence, school-age children will also experience an increase in responsibility, choices and expectations. Most school-age children will have chores and tasks they are responsible for, such as cleaning their room, taking care of a pet, or helping with household chores. In the learning environment, they might have responsibilities such as cleaning up after themselves, putting materials away in the correct spots, and watering plants. The number of choices offered to school-age children and their awareness of what these choices entail will also increase. Children will begin to make decisions about their clothing, hairstyle, room décor, activities, and friendships. Developmentally, school-age children also become more aware of their emotions and feelings. They are able to understand what they feel and why they feel a certain way, and gain an increased control of their emotional reactions. (For more information on development, please refer to the Cognitive and Social-Emotional courses.)

典型的学龄儿童

与其他发展领域类似，有某些行为典型的行为随着儿童通过发展阶段的进步。虽然这些行为往往挑战成年人，但它们将被预期。考虑在下表中发挥作用和具有挑战性的行为的示例，并开始思考如何准备适当响应这些行为：

年龄阶层 (approximate)	发展是合适的（或预期）但可能挑战成年人的行为
年轻学龄儿童 (5 to 8 years)	非常关心公平 Begins to notice differences between the sexes and may use sex differences as the basis for play decisions or excluding others from play (“No boys allowed”) 撒谎或伸展真相 “tattling”或讲述他人 “Cheating” at games or getting upset and not wanting to play
Older School-Age （8至12年）	避免成年人和偏爱同龄人 谈论 Experimenting with swear words and “adult” behaviors 想要出现“酷”到同行

由于学龄儿童在发展方向上准备开始加工和处理自己的情感和感受，因此他们将对他们的行为进行更高的期望。学龄儿童将预计会以适当和安全的环境的方式行事，并为其年龄的发展而发展。If we think about behavior as a form of communication and revisit the American Academy of Pediatrics’ definition of behavior—“the conduct, actions, and words that children employ—a signal with which they express their thoughts, feelings, needs, and impulses”—then we can see how development and behavior go hand in hand. As school-age children begin to develop their individual personalities and have a world of choices, decisions, and opportunities available to them, they will start trying new and different ways of communicating their complex feelings and emotions. We see these forms of communication as behaviors. As a school-age staff member, it is your job to help children understand and meet their behavior expectations. You support positive behavior helping children to behave appropriately by setting boundaries and expectations and using guidance techniques to reinforce positive behaviors and to influence challenging ones.

支持积极行为：设置边界

边界是帮助学龄儿童了解他们的期望的积极途径。边界也可以称为设定限制或期望。在物理意义上，诸如围栏的边界，给人一个人不应该交叉。对于行为边界来说是一样的。您正在为学习环境中可接受的行为标准设置限制。狗万app怎么下载如果一个孩子超越“围栏”，他们将对他们的行动负责，他们的行为与指定的后果。虽然界限可能旨在限制具有挑战性的行为，但他们还允许儿童拥有信心和自由，以安全风险，探索，并使自己对自己的行为负责。教育儿童对他们的行为持责任提供了一个重要的技能，他们将在整个一生中都需要。问责制意味着一个孩子预计将证明他或她的行为或决定是合理的。掌握这项技能意味着儿童将是有目的的，他们的行为，行动和选择，并不会害怕承认判决的错误或失误。

作为一名学龄员工，您将为您的学习环境设置行为期望。狗万app怎么下载重要的是尽可能地在这个过程中包含儿童。允许孩子们在自己的行为预期中有意见将有助于他们坚持自己和他们的同行责任。它还让您有机会确保孩子们完全了解它们的期望。在设定界限和期望时要记住的其他一些方面是：

• State the expectations clearly and in language that children can easily understand。使用发育合适的词汇表，尽可能清晰。
• 使期望合理和可实现。Expectations and boundaries are designed to support positive behaviors, so they should be written to help children be successful.
• 在加强期望的方式中保持一致。让所有儿童以同样的方式对他们的行为负责。通过在期望中指出的奖励或后果始终遵循奖励或后果一致。
• Have a combination of broad and specific expectations。一个广泛的行为期望的一个例子是“尊重自己”。这一期望可以包含许多行为。您还可以根据程序或学习环境的需求创建非常特殊的边界。狗万app怎么下载
• 在你写期望的方式上是积极的。始终加强积极行为，而不是专注于挑战的行为。例如，你可以使用的“无大喊大叫”，而不是“无喊叫”，“始终使用适当的卷”。这告诉孩子们想要看到的行为，而不使用“否”这个词或陈述具有挑战性的行为。

There are a variety of ways to write behavior expectations, and some programs have certain core values that are always included, so be sure to check with your trainer, coach, or supervisor for any program-specific lists. In the chart below, you will see four broad behavior expectations and how they correspond with the everyday behaviors you want to see in school-age children. You can use this as a guide when writing behavior expectations in your own learning environment. It may be helpful to use the broad expectations and then let the children brainstorm ideas for the everyday behaviors.

广泛的行为期望	每天行为
尊重你自己	总是尽力而为 Speak, act and dress appropriately 注意安全
尊重他人	Keep your hands and feet to yourself Be kind and considerate 分享材料和空间 认识到其他人的成就
尊重环境	在自己之后清理 保持环境清洁和安全 Use equipment, furniture, and materials safely and appropriately
应对	遵循行为期望 Believe in your actions 当你错了时承认

Supporting Positive Behavior: Guidance Techniques

指导是您可以解决学习环境中的问题，直接行为和行为以及分享建议，信息和知识的方式。狗万app怎么下载作为学龄工作人员，您应该使用支持积极行为的指导技巧，并教授儿童如何展示适当的行为，解决冲突，以及处理生活问题。所有指导技术的目标应该是促进积极行为，减少具有挑战性的行为。以下引导技术是常用技术和方法的示例。请务必查看您的教练，教练或主管，以获取计划中使用的指导政策和技术。

主动指导

主动指导是“教师的尽心关​​富的努力，提供课堂环境，让学生成为自己，冒险，从错误中吸取教训，并了解如何对他们的行为和感受负责，”根据Louis Denti主动课堂管理。适龄工作人员,你应该努力to make this technique your guide in managing the behaviors in the learning environment. Using this guidance technique allows you to stop challenging behaviors, conflicts, and other issues before they start. By being proactive and meaningful about your plans and actions in the learning environment, you will create an atmosphere of mutual respect with a sense of community. Please refer to the Social course for more information on creating a sense of community within the school-age learning environment.

主动指导：您将如何使用它？

Proactive guidance is something you will use each day as a way to create a positive learning environment for school-age children. You will create schedules, routines, and transitions that are consistent, predictable, and appropriate. Having a routine that is clearly posted and easy to follow will help school-age children know what to expect and what their options are. Choice boards also allow children to pick their activity and be accountable for their schedule. These are examples of proactive guidance because they create a predicable routine for children, which will limit challenging behaviors, confusion and outbursts. You will learn more about routines and choice boards later in this course.

Another way you will use proactive guidance is by learning the behavior patterns and triggers of the children in your program. It is important for you to spend time observing children so that you understand what events or personalities may upset them or cause them to act out or demonstrate a challenging behavior. You can help these children avoid challenging behaviors by working to stop them before they start. For example, you might notice that many of the children are irritable and seem to easily have conflicts with one another. To avoid any further challenging behavior, you might decide to bring the children outside to play, have an impromptu dance party, or play a program game. All of those activities will help to release energy and avoid conflict. Physical activity is always a great way to avoid challenging behavior. It is important to remember that children often are in a classroom setting during their school day and do not have many opportunities for free play. Allowing children time to run, play, chat, and relax will help to avoid challenging behaviors.

为了让孩子在学习环境中感到情绪安全，您必须努力消除欺凌，姓名呼叫和挑战的同伴压力。狗万app怎么下载您可以通过观察儿童的日常互动，了解人们的日常互动，并创造鼓励公开讨论和分享的氛围。

积极加强

使用积极的强化指导技术，您将通过以积极的方式奖励它们来支持适当的行为。积极加强理论由B.F. Skinner是一个专注于行为修改的理论家开发。这种技术可以以各种方式使用，例如具有鼓励，小令牌或特权的积极行为。根据Skinner的研究，被认可或获得积极行为的儿童将继续相应地行事，而那些表现出具有挑战性行为的儿童将试图在努力中努力改变他们的行为来获得认可或奖励。

正强化：您将如何使用它？

为积极行为提供鼓励和识别是最基本的积极增强形式之一，通常产生最佳成果。当孩子在您为他们所设定的期望和边界内行为时，他们应该言语鼓励和认可。阳性强化的一些例子是：

• 像微笑，点头或竖起大拇指一样赋予非语言确认。例如，当孩子遵循日常指导方针时，如零食后清理，你可以通过快速的微笑或竖起大拇指承认这一点。
• 为工作做得很好的工作提供认可。例如，如果你观察一个孩子完成一个艺术项目或努力掌握掌握她或他的鞋子，你可以通过说出他们所做的一件很棒的工作来承认这一点。（“我喜欢你在捆绑你的鞋子工作的方式 - 我为你感到骄傲！”）
• 承认善意的行为。例如，你注意到一个孩子帮助朋友清理一团糟，你可以为整个小组承认这一点看：“关注朋友，朱莉奥帮助丹尼尔清理了建筑区，因为他是一个好朋友。这是善良 - 伟大的工作Julio的一个伟大榜样！“然而，重要的是要了解儿童和青少年的个性性和乳房。有些孩子可能更倾向于更私人的认可。
• 鼓励通过言语认可进行积极行为。例如，当你知道一个孩子正在努力过去一直是挑战的行为，当你观察到他们的积极行为时，你想提供鼓励。例如，“路易斯，我注意到你今天在电脑站举起了伊丽莎白。我看到伊丽莎白快乐是如何解决你的电脑计划 - 保持良好的工作！“

自我调节方法

Self-regulation is a learning process that involves the development of a set of positive behaviors that affect one's learning, according to Barry Zimmerman in自治学术学习的社会认知观狗万app怎么下载(1989). These behaviors may not come naturally to children, but can be taught or learned (Zimmerman, 1994; Zimmerman, Bonner, & Kovatch, 1996). As a school-age staff member, it is important that you provide positive guidance that enables children to make their own decisions, solve problems and tell the difference between right and wrong. Self-regulation is an approach you can teach school-age children to help them learn how to respond and react to their environment and how to set goals for desired outcomes. This guidance technique also focuses on allowing children to determine their needs by interpreting their own emotions, thoughts, and environment. Teaching self-control allows children to guide their own paths to success by giving them tools and approaches to help them regulate their own behaviors.

自我调节方法：How will you use it?

您可以帮助孩子学习如何通过使用以下问题来鼓励儿童考虑其所需结果来使用自我调节技术。

• 我的目标是什么？
• What needs to be done to achieve my goal?
• 为什么我的目标值得实现？
• 我该如何实现我的目标？或者我应该采取哪些步骤？
• 我需要什么技能或资源？有没有任何帮助我的工具？
• 我有这些技能或资源吗？如果没有，我将如何获取它们？

请记住，一个目标可能是在特定区域转弯，完成一本新书，或绑你的鞋子。当然，他们也可以更深入地，比如学习新技能，改善一个人的健康，或制作团队。狗万app怎么下载这种方法将帮助您鼓励孩子们做出可以帮助他们达到所需结果或目标的选择。您可以使用上面的问题作为指南。对于年轻的孩子，您可能需要帮助他们看到他们在日常互动中分享的目标，例如“你说你真的想建造一个可以穿过操场的纸飞机。这一周听起来像是一个很大的目标！你认为什么可以帮助你设计一个伟大的飞机？“并非所有问题都需要得到所有目标。下图还将帮助您在过程之前，期间和之后引导孩子。

Consider these examples:

在响应之前	在回应期间	在回应之后
Alicia目前穿着魔术贴网球鞋。然而，她有兴趣获得更多“真实”的运动鞋来打篮球。艾丽西亚的妈妈所说的妈妈在购买一对之前，她必须知道如何将她的鞋带绑架。艾丽西亚希望学习在网球鞋上系鞋带，所以她可以得到她想要的篮球鞋。	您帮助建模如何绑鞋带并为艾利亚利亚提供一些材料进行练习。 艾莉娅继续使用您提供的材料和观察她尝试结果的材料。她可以说，你提供的提示，例如，“制作两个兔子耳朵”或“一个循环并缠绕”，以帮助指导她的行为。她也可能练习捆绑别人的鞋子，看看不同的鞋带如何工作。	艾丽西亚判断她构建的结的紧绷，以及她如何搭配和解开鞋带的速度。她告诉她妈妈的新技能。 他们一起购买“真正的”运动鞋，鞋带和艾莉娅在他们中打篮球。
Ron在最近的社区节日看到了一支当地竞争跳绳队。他对不同的举动印象深刻，并决定他想尝试为9-12岁的年龄的年轻球队。	在与RON讨论后，您可以帮助他达到目标的材料和经验，您可以帮助收集所需要的，也许识别相关的书籍或网站以及不同大小的跳跃绳索。您还可以帮助协调现场旅行或特殊访客，可以为罗恩提供机会，从跳绳队的经验丰富的成员学习技能。您也可以与罗恩一起招募其他可以帮助旋转绳索的其他孩子，所以罗恩可以练习不同的技巧。 Ron may track his progress by writing down the number and kind of successful tricks he completes each day. He may talk out-loud to help him maintain rhythm, or to count the beat of music if he uses this for practice.	在练习个人移动几周后，RON将例程放在一起，直到他可以多次，没有错误。当他能够在该计划中的其他孩子面前做他的日常时，他取得了自己的成功，最小的错误（一个错误跳跃）。 Ron is now ready to try out for the team. Although he makes the first round of competition, he does not make the second. Although he is disappointed, the experienced jump rope members comment on his high level of skill and commitment. They give him some detailed feedback on how to improve. You sit down with Ron to help him plan for next steps so he can continue to pursue this goal.

Strategies to Avoid When Dealing with Challenging Behaviors

您和您计划中的所有工作人员都有专业责任，让儿童免受伤害。这包括情感，心理和精神伤害。有某些类型的行为（通常以“惩罚”的名义）有可能造成伤害和模型侵略的可能性。当工作人员使用与儿童有攻击性技巧时，他们和他们的家庭就会了解对行为的侵略性回应是好的。这不是发送儿童和家庭的信息。以下做法有害：

• 体罚：You may not, under any circumstances, strike, hit, whip, spank, or use any other form of physical punishment on a child of any age.
• 扣留身体需求：在任何情况下，你可能都没有，从孩子那样扣留食物，睡眠，身体活动或其他需要，就像厕所一样。
• 大喊大叫，羞辱，卑鄙那or threatening a child：You may not, under any circumstances, intentionally make a child fear for his or her physical or psychological safety. Staff may not call children hurtful names, threaten children, or make children feel shame.
• Isolating a child：You may not punish a child by leaving him or her alone (e.g., leaving a child on the playground alone because he did not line up with the group) or by putting the child in “time out” in an enclosed space like a closet, restroom, or cardboard box.
• 绑定或限制孩子的动作：You may not punish a child by preventing him or her from being able to move or speak (e.g., covering a child’s mouth or hands with tape).

此外，安理会认可的儿童和青年发展计划标准，禁止对行为管理的负面方法，包括但不限于：

• 体罚
• 厌恶刺激
• 扣留营养或水合
• 造成身体或心理疼痛
• 贬低，羞辱或有辱人格的语言或活动
• 不必要的惩罚限制
• 强迫体育锻炼来消除行为
• 惩罚性工作任务
• 同行惩罚
• 针对个体行为的惩罚或纪律

您的计划有一个指导和触摸政策。在识别和报告儿童虐待和忽视课程中，您将更多地了解这一政策。

看

做

作为一名学龄工作人员，对于您始终建模您期望在儿童中看到的行为非常重要。

• 准时到达，符合适当的衣服代码，始终处于任务。
• 显示对所有孩子的相同程度。
• 通过承诺，通过承诺，呈现责任，符合并承认错误或错误。展示孩子们可以犯错误，你可以总是从他们那里学习。
• 当你犯错误或错误时，模型“让事情做正确”。鼓励孩子在故意或意外地伤害另一个人，他们的工作或财产时这样做。
• 保持积极的态度。为儿童提供积极的反馈和鼓励。
• Model social skills by making eye contact, using manners, and showing empathy.