你知道吗

进入发展中我们成为怎样的人的因素are endless. Our family traditions, cultural beliefs, customs, environment, location and economic status are some of the major factors that play a role in how we develop into individuals. It is important to remember that all children are individuals with varied backgrounds, family beliefs and life experiences.

Can you think of ways your family have influenced your life? You may have traditions, customs, beliefs, and values that are shared with your family. Some families share cultural traditions that center on religion, holidays or other beliefs. These traditions might be attending worship services, playing cultural games, wearing specific clothing, or following a set of behaviors that adhere to one’s belief system. There are other influences beyond culture and religion that can be included when thinking about customs that influence children. Perhaps a family is musical and encourages their child to play an instrument. Athletics, political beliefs, and occupations often have a common thread throughout families. It is very common for children to follow in their families’ footsteps. Many families have long legacies of military service, educators or emergency service professionals.

环境也有助于确定孩子的身份。环境意味着许多事情：它是物理空间及其内容以及其中内容的大气和社区感。这适用于儿童学校，儿童保育或家庭环境。

Experiences and Activities that Promote School-Age Children’s Sense of Self

拥抱多样性

为了了解反偏见教育，反思儿童如何学会在反偏见环境或计划中看到自己和其他人有用。用Louise Derman-Sparks（2010，p.1）的话语，“在反偏见的课堂上，孩子们学会为自己和家人感到骄傲，尊重人类的差异，认识到偏见，并讲述什么是对的。”这些是结果，大多数教育工作者都同意是重要的，但它需要大量的意向性来使他们成为现实。反偏见的教育者在偏见的微妙方式嵌入系统和经验时，每天都在思考。他们注意到媒体信息，材料的选择和对问题的反应对儿童的自我发展的影响。他们计划围绕反偏见教育的四个主要目标（Derman-Sparks＆Edwards，2010）计划经验：

1. 每个孩子都会表现出自我意识、自信、家庭自豪感和积极的社会认同感。这是反歧视教育还管辖规模的基础d must be addressed prior to the other goals. Programs do this by making sure (a) all families and family structures are visible and respected in the program, (b) children see themselves in the materials and curriculum, and (c) children have experiences that let them explore race, culture, language, and economic differences.
2. Each child will express comfort and joy with human diversity, accurate language for human differences, and deep, caring human connections。Programs do this by embracing and exploring the similarities and differences within each child’s activity room, program, and—eventually—community. They help children learn about people as individuals.
3. 每个孩子都会越来越认识到不公平，有语言来描述不公平，并理解不公平的伤害。
4. 每个儿童都将表现出与他人或单独行动的能力和技能，反对偏见或歧视行为。

Embracing Multiple Social Identities

School-age children have a complex sense of self that is ever-changing, and all children have multiple social identities. Each child in your program is much more than their gender, age, race, or physical features. While some children may strongly identify with these parts of their identities, and that’s okay, it’s important to remind all children that they have many different identities. For example, you may have a program child who thinks of herself as a daughter, sister, friend, volunteer, athlete, and musician. Others may think of themselves as animal lovers, singers, helpers, and readers.

你可以通过积极鼓励的方式指出孩子们有很多特点和兴趣，从而影响和扩大他们对自己的看法。鼓励孩子们接受他们的多重社会身份发展了他们的自我意识，帮助他们在思考他人身份时变得更加灵活。例如，对他人的灵活思考可以是观察一群男孩在踢足球，并把他们看作是喜欢踢足球的孩子，而不是认为男孩只喜欢踢足球。灵活地思考他人可以让孩子更开放，接受他人的兴趣和属性。

Children who recognize their multiple identities may develop better problem-solving skills and a better ability to collaborate with others. This helps them come up with more and creative solutions to everyday problems. You may have board games, such as checkers, available in your before and after school program, and it is likely that pieces go missing from time to time. A child who is a flexible and creative problem-solver may cut paper to make the missing pieces. In doing so, the child meets a challenge and can still play the game.

拥抱性格

如在课程中突出显示，我们的自我感包括我们认为对自己最重要的角色，属性，行为和关联（Ylvisaker，2006）。性格和人格特质是帮助我们发展我们作为个人的元素的例子;这些通过与他人的互动进行培养和培养，塑造我们当前和未来的生命。

您的计划可能会使用正式的性格 - 教育课程，例如Josephson Institute的角色计数课程。本课程提出了六大柱的性格。无论您是使用此（或任何其他）人物教育课程，还要考虑这六大支柱的影响程度如何影响一个人的身份和文化的自我，积极关系和骄傲：

品格教育可以用正式和非正式两种方式来表现。你可以计划有目的的活动和体验，并打算传授特定的特质。你可以这样做，例如，如果你注意到孩子们有困难遵循规则或分享。你可以计划一个教育公平的活动来帮助孩子们完成日常生活和学龄期计划的转变。另一个想法是组织一个有公民意识的机会，让儿童及其家庭参与其中。想办法让孩子们成为他们社区的一部分，通过志愿活动可以成为一种有效的公民教育方式。

角色教育也可以非正式地教授，在我们每天都做的小事中。总是努力工作，尽我们所能，与善意说话，并以我们想要对待的方式对待他人是生活方式的例子。

Creating and Maintaining a Bully-Free Zone

欺凌行为可以采取不同的形式,如自然史l assaults, name calling, rumor spreading, social exclusion and cyber bullying. Bullying is defined by the Council on Accreditation Standards for After School and Youth Development Programs as “an extreme form of peer conflict that is deliberate, repeated, and involves a power imbalance. It typically peeks in early adolescence, during the middle school years, and can by physically and psychologically harmful.”

工作人员应努力营造一种不存在欺凌行为的氛围。为消除欺凌行为，工作人员应：

• Be able to recognize when a child may be experiencing bullying.
• Intervene immediately and appropriately when bullying occurs.
• Follow up individually with the involved children.
• 记录事件。
• Follow up with involved parties and other program staff to make sure the bullying does not continue.

观看以下视频，听到不同程序如何防止和响应欺凌。

性格特征

拥抱文化反应的经历

Culturally responsive experiences are those that help children see themselves represented in your program. This may mean opportunities for self-reflection and expression. It may also mean broad exposure to people, ideas, and experiences from around the world. Exposure to the world around them sparks curiosity and creative thinking in children. You should provide experiences that help children define a sense of self and a sense of the world around them. This may include racial or ethnic identity, but it can also include identities related to family values, beliefs, or experiences. For example, children may explore the culture of living on a military installation, or being an only child.

巩固家庭

家庭是您计划中的关键合作伙伴。您有承诺尊重家庭并帮助每个家庭为其身份和文化感到自豪。回想起家庭课程中介绍的这些以家庭为中心的实践：

这些做法有助于家庭感到受到尊重和重视。他们也可以帮助家庭获得信心和他们在你的项目中所扮演的角色。

Families everywhere go through times in their lives when they need help accessing information to help them navigate the circumstances they are dealing with. And you may be just the person they come to for help. A family member may have a question or concern, and you may be asked to provide information, suggestions, or recommendations about a variety of topics, such as child development, challenging behavior, literacy, in- and out-of-school activities, community connections, healthcare providers, and so forth. Sometimes you may have answers and sometimes you may have to look for answers. Above all, if a family member shares a need or concern with you, respect his or her privacy.

Developing Children’s Interests

学龄儿童处于发展阶段，他们可以在发现自己的个人兴趣，技能和才能时探索和实验各种活动和经验。有时，这些是通过他们的寿命坚持他们的技能。它通常在学龄龄阶段，孩子们开始学习基于技能的田径运动，扮演乐器，以及加入课外活动和俱乐部。考虑你作为学龄儿童的技能和兴趣。他们今天仍然是您的兴趣，还是以某种方式改变或成熟？也许你参与了让你有机会导师或与年轻孩子一起工作的程序 - 这可能是你对教育者感兴趣的开始。

Biographies of athletes, musicians or actors, often indicate that they began their crafts as a children. The activities and experiences that you plan for school-age children are very important to the development of a sense of self. As school-age children develop a sense of self, they are trying out new activities and experiences to understand their personal interests, skills and talents. According to the Council on Accreditation Standards for After School and Youth Development Programs, staff members should:

• 承认并支持儿童的兴趣和天赋。
• Recognize and respond to the range of children’s feelings and temperaments.
• 展示对儿童文化和语言的兴趣和相关。

重要的是总是包括儿童在活动计划中的需求和利益。学龄儿童将享受帮助您创建计划，头脑风暴活动的想法，并分享自己的活动和经验的想法。您可以通过各种方式帮助支持儿童的兴趣：

• Include a variety of activities that are always available such as art, writing, reading, building, dramatic play, and discovery. Always allow for creative experiences to occur within the environment.
• Be flexible and attuned to the changing needs and interests of the children. Observe how children are using the materials and encourage their creativity and imagination.
• Help children to become engaged and focused on an activity. Provide them with necessary time, space, materials and direction to complete projects and activities.
• 观察并倾听孩子们与你分享他们的兴趣。尽可能适当地考虑孩子们的兴趣。
• Let children showcase their talents and skills. School-age children can provide demonstrations and lessons on a specific talent or interest that they can share with their peers.

长期项目

Project-based learning helps to support children on their journey of developing a positive sense of self. Projects encourage investigation, cooperation, focus, determination, discovery, and creativity. Projects can be used in the school-age learning environment in a variety of ways. They can be child led, where the children decide on the project and work to create the steps or phases needed to complete the goal. For this type of project, they may be completing a long-term art project, planning a talent show, or conducting experiments to test a scientific theory. Projects can also be created and directed by staff members. These types of projects might be creating and maintaining a garden or working together to solve problems. All projects have a goal that is being worked toward and typically have some sort of documentation that is completed along the way to show progress.

项目帮助支持独立，因为他们鼓励：

• Self-instruction: Projects allow children to experience self-motivated learning. Instead of having an adult driving their progress, they are the ones taking the steps to move the project forward. They then can experience the success of hard work and what it takes to make something happen.
• 深度调查：项目允许儿童创造性和科学思考。他们鼓励该过程，而不是产品，并允许儿童发现，调查和收集信息和经验。
• 儿童启蒙。在大多数教育过程中，成人起着主导作用，为孩子们的能力考试做准备，并决定学习必须走的道路。项目允许孩子们在学习中发挥主导作用。他们可以决定主题、阶段、文件编制方法和目标。狗万app怎么下载
• Curiosity. The innocence and passion found in children is demonstrated by their avid curiosity for the world around them. Children are naturally curious about their world. They want to take information in and find a way to understand what it means to them. Projects are a way to harness this curiosity in a productive and creative way. Children can ask questions, determine the learning process, and work toward new goals.

榜样和关系

Most life experiences involve other people. We cannot get far into our daily routine without encountering others. Think about the relationships you have with others. You have strong bonds with family and friends. You have professional relationships with coworkers. You also have informal relationships with people you consider acquaintances. School-age children are learning how to establish and maintain healthy relationships. They have friendships that are being based on more than proximity or convenience and more on common interests and goals. They are becoming independent and experiencing other adults outside of the home, such as teachers, tutors, coaches, etc. As a school-age staff member, you have the opportunity to help children learn how to establish and maintain healthy relationships. You will do this through modeling, encouragement and guidance. According to the Council on Accreditation Standards for After School and Youth Development Programs, staff members should engage with children and interact with them in positive ways by:

• 帮助儿童欢迎，舒适和支持
• 认识到积极的成就
• 尊重所有孩子
• Listening to what children say and responding to them with interest, acceptance and appreciation
• Being consistent and following through on what you say you will do

看到了吗

As you watch these staff member discuss how they support school-age children’s and youth’s growing autonomy, think about the experiences and activities you provide in your program to support children’s choice-making.

促进自主的经验

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The Council on Accreditation Standards for After School and Youth Development Programs says staff members should encourage children to make choices and become more responsible by:

• 以支持倡议的方式提供援助
• 在不控制的情况下协助
• 鼓励孩子们扮演进步的领导角色
• Giving children opportunities to choose with they will do, how they will do it and with whom
• Assisting children in making informed and responsible choices