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自我和学龄儿童感

在课程中，突出显示是自我意识，我们认为我们对自己最重要的角色，属性，行为和关联（Ylvisaker，2006）。孩子们开始从出生中培养自己的自我意识。他们正在围绕着世界和发展关系和喜欢和不喜欢的世界。学龄儿童也在发展自己的自我感，但以一种更成熟和更复杂的方式。这是第一次，孩子们问这个问题，我是谁？在学龄龄阶段，孩子们正在以一种新的方式考虑自己。除了将它们与同龄人的比较外，他们还开始评估自己，表现和成就。在这种发展阶段，孩子们正在展示这个年龄组独有的特征，行为和情感以及应对新的压力。下表提供了学龄儿童发展的特征的例子以及他们带来的新压力。

According to Erikson's theory of psychosocial stages, the developmental goal of school-age children is to fulfill a sense of competency. Between ages 5-12, children shape their sense of self based on their ability to perform and master skills that are valued by the important people in their life or themselves.

早在童年时期

在学龄前儿童期间，孩子万博体育全站app们能够以物理术语形容自己，例如体力行动（我可以快速跑步。）和特质（我是一个女孩，我有棕色的头发。）。在五到七岁之间，自我描述将突出诡计，最常见于社交技能和认知能力。在此期间，儿童意识到文化价值观和性别角色，并开始将这些视图纳入他们自己的描述方式。

年轻的学龄儿童继续看到themselves in an overly positive way and will overestimate their abilities. While their perspective taking skills have increased considerably since the preschool years, they do not yet actively evaluate themselves or compare themselves to others. At this age when children compare themselves to others the purpose is to determine if they are being treated fairly ("His half is bigger than mine!") and to see how others complete a task to help their own performance. They are much more likely to compare their current self with their past self, which contributes greatly to their overly positive and unrealistic sense of self. Before eight years old children see themselves and others in all-or-none ways. While children at this age are able to understand the concept of opposites, they believe it is impossible to be both antonyms at the same time. Their logic tells them "I'm good, therefore I can't be bad;" although at this age they may acknowledge that people can switch qualities on occasion or in the future ("He was such a bad man at the beginning of the story! But now he is nice.").

Younger school-age children are able to take the lead when telling their autobiographical story and begin to include their own personal experiences yet still allow important adults to modify what they are saying. As they grow, they are more likely to add intentions and future plans to their accounts. These children also recognize they are the same person in spite of the many developmental changes that are happening to them. When describing himself a five year old may say "I'm getting bigger and I know more stuff, but I'm still me. I still have brown hair and I still have the same name."

中间到晚期童年

8岁之间儿童自我再保险ach a significant milestone and children begin to identify their own capabilities and personality traits. They move beyond seeing themselves in a this-or-that perspective and increasingly recognize that they may possess positive and negative characteristics and feel conflicting emotions at the same time. At the beginning of this age range children are much more likely to accurately describe themselves based on personal experiences with traits such as "smart," "nice," "helpful," or "popular." During late childhood, friendships and interactions with others become a large part of how a child defines him or herself; self-descriptions reflect this by including many social characteristics. At this age, some children prefer same-sex friends and may avoid or even express disdain when interacting with the opposite sex.

Another milestone at this stage is children begin to compare themselves to others around them and evaluate themselves. They start to see themselves in a more realistic way, especially as their social world further expands and they learn more about others. Children will adopt cultural and societal values and standards as their own and they will judge how they measure up to these ideals. For example, around eight years old a child will understand if he or she meets the standards that make someone conventionally attractive in their culture. Looking, dressing or behaving a particular way may be very important to the child.

All throughout the school-age years significant relationships will continue to have the most influence on a child's sense of self. As a school-age staff member, every interaction you have with each child and the guidance you provide are very important to how the children see themselves. For example, when you help with math homework, you not only help a child learn the content, but can also influence their perception of themselves as successful academically. This is an excellent opportunity to build resilience and help children learn the importance of perseverance and hard work to success.

促进积极的自我概念

家庭，文化，社会，环境和其他因素都在儿童的概念中发挥着作用。作为一名学龄员工，你也有一个角色。您将帮助促进学龄儿童积极的自我概念。

发展强势，积极的自我概念需要时间。想想让你在新技能或情况下感到自信和安全的东西。通常，成功和成就的感觉为您提供对自己的信心感，以尝试新事物，冒险，并对您的能力感觉良好。对于儿童及其自我概念来说也是如此。儿童和青年需要建立一种让他们对自己感觉良好的事情的轨道记录，以便开发积极的自我概念。儿童正在努力建立他们每天的曲目记录。在儿童做出选择，体验成就和建立关系的方式看，这是看来的：

• 当孩子和青年做出积极选择时，他们对自己感觉良好。随着孩子们的发展和发展，他们对权利和错误的理解也是如此。当介绍选择，行动和决策时，他们开始了解哪条路径是积极和成功的路径，可能会面临负面后果。随着孩子们学会选择积极的道路并从错误中接受并学习，他们开始相信自己。
• 当儿童和青年成功并经历成就时，他们对自己感觉良好。与积极的选择一样，儿童需要有机会成功，体验成就感。当孩子们努力实现目标并且成功实现它时，他们会觉得他们能够再次做到，尝试新事物，并冒险。
• 当儿童和青年发展和保持健康的关系时，他们对自己感觉良好。健康的关系有助于孩子们感到安全和喜爱。当孩子们与家人，朋友，教师和照顾者建立了积极的关系时，他们觉得被接受和安全。他们知道他们会在尝试新事物时得到支持，冒险和学习。孩子们还需要知道他们有一个支持系统，因为他们需要提出问题或寻求指导。

学龄儿童正在变得越来越独立。第一次，儿童能够根据其过去的经历和知识而不是从成年提供的选项进行选择。孩子们开始开发自己的身份，建立独特的个性，并享受各种兴趣和喜欢。作为一名学龄员工，您的一部分是支持他们的自主权。

成熟和自主权与积极的自我概念紧密相关，因为它是关于儿童如何对自己的感受。据美国人科学院介绍，有关键特色，有助于儿童建立健康的自尊心。对于孩子陷入青春期时，儿童必须为儿童建立独立性是一种积极的自我概念和健康的自尊。下面的图表列出了美国儿科学院的关键特征，以发展健康的自尊。在图表的右侧，您将找到关于如何支持学习环境中的这些特征的示例，以鼓励自主。狗万app怎么下载

Addressing the Needs of All Children and Families

在您的学龄计划中，没有两个孩子或家庭在满足每个人的需求中似乎是一个令人生畏和不可能的任务。没有一个最好的做法是帮助孩子培养健康的自我意识;它随着时间的推移需要许多经验。虽然您需要特别关注完成这一目标，但实现这一目标所需的任务将与您每天的大量最佳实践相吻合。

Highlighted within the first lesson, you had a chance to learn more about the ways families and caregiving practices are influenced by culture. For example, one family may value a child or youth who is quiet whereas in another family, assertiveness and speaking-up is valued. These values and beliefs guide the ways adults respond to children which in turn impacts the messages children receive, in essence helps define who children are. Coupled with individual beliefs and values are needs of all children to help them grow, develop, express emotions and display behaviors in culturally appropriate ways, as well as develop a sense of self and self-worth. Brazelton and Greenspan (2000) emphasize that when these seven irreducible needs are met, children are able to feel safe and relate to others:

• 正在进行的养育关系
• 物理保护，安全和监管
• 针对个体差异量身定制的经验
• 发展适当的经历
• 限制设置，结构和期望
• 稳定的社区和文化连续性
• Adults to protect the future

促进家庭参与儿童的自我发展

考虑到家庭对儿童发展产生最大的影响，他们将积极参与促进孩子的自我和整体发展感的计划努力至关重要。

在学龄课程的工作中，重要的是帮助家庭了解儿童参与活动的重要性，促进其自我和整体福祉感的发展。与此同时，对家庭的价值观，背景，信仰，文化实践和传统敏感，与儿童的技能发展和独立性相比，这也非常重要。虽然您可能对学龄儿童应该或不应该做出自我意识的某些意见，但重要的是要考虑家庭，并尝试理解和尊重可能与您不同的观点。作为一种关怀和资源丰富的专业，灵活，并考虑替代方式，以积极地与您的计划中的所有家庭互动。

建立和维持家庭与学校之间的协作关系促进儿童的最佳学习和增长。狗万app怎么下载当涉及具有特殊学习需求的儿童家庭时，沟通至关重要。狗万app怎么下载作为一名学龄员工，您应该尽可能多地收集儿童及其特定需求的信息，以及家庭过去使用的住宿。您还应该邀请家庭分享疑虑或提出问题。

挑战自己了解您计划中的每个家庭。你无法欣赏你不知道或看不到的东西。向儿童家属带来，了解他们的优先事项。专注于他们的优势，支持他们的斗争。而不是判断，对为什么家庭成员相信或行动他们的行为。

看

当您观看此视频并倾听这些学龄员工的员工，反思您在自己的计划中帮助学龄儿童和青年的方式做出积极的选择，经验成就，建立健康，有益的关系。

促进积极的自我意识

做

您将通过各种方法提供支持，具体取决于儿童和情况。重要的是要记住，所有孩子都以自己的步伐发展，而里程碑和特色可能相似，所有孩子都是具有自己生活经历和观点的个人。

• 当孩子尝试新事物时，提供鼓励，冒险，努力实现目标。
• 响应每个孩子的情感福祉。花时间每天和每个孩子交谈，听他们要说的是什么，观察他们如何与他人互动。确保孩子们知道你总是可以听听成年人谈谈。
• 对孩子们善良，照顾和放心。在与家庭，工友和其他成年人互动的方式对待每个孩子的尊重和模拟善意。