Teach

您已经了解到，了解儿童发展是针对虐待儿童和忽视的保护因素。为什么你认为这是真的？工作人员的风险是什么，不了解儿童发展？如果工作人员不了解儿童发展，他们可能会认为孩子应该比他或她年长。他们可能会把孩子放在对他们来说过于挑战的情况下。工作人员和孩子可能会受挫。孩子不明白工作人员想要什么，工作人员不明白为什么孩子不会“的表现。”这可能导致可能发生虐待儿童或忽视的情况。您的角色是支持工作人员，因此不会发生这种情况。

Imagine you overhear the following comments from staff members:

• 婴儿和幼儿: “Rachel needs to learn to sit still. She’s moving up to the preschool class next year, and she won’t get away with this kind of behavior there.”
• 万博体育全站app: “Javeon and Daniel, you two need to play nicely and be friends. Quit tattling.”
• School-Age: “Lila is so concerned with what her friends think. Yesterday, she completely ignored me and my directions. She is out of control and needs to learn to listen.”

这些评论有什么共同之处？他们是典型儿童发展的思考。不幸的是，他们还代表了不完全理解发展的工作人员及其对行为的影响。这些成年人面临冒险不恰当地对儿童的行为的风险。

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 adults to deal with. It does mean that we can help staff members 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.

In their own courses on Child Abuse Prevention, staff members learned about typical development for the infants, toddlers, preschoolers, or school-age children they serve. Although you have a firm understanding of child development, it might be helpful for you to review the milestones that direct care staff members have learned. You can find developmental milestones for birth through age 12 in the Apply section.

工作人员还了解了个体特征对发展的气质和影响。在您的角色中，思考儿童的契约与工作人员的契约互动有助于。我们都出生在某些气质特征或风格，而且致力于跨越寿命的气质。考虑这三种气质类型（托马斯，国际象棋，＆Birch，1968）：

• Adaptable: These are “easy-going” individuals. They are open to new situations, have a moderate activity level, and are generally happy. These children and adults “go with the flow.”
• Feisty：这些人具有高活动水平，通常对新刺激的强烈反应。他们可能被认为是精力充沛的，自信，充满情感。这些是总是搬家和谈话的人。其他人可能会将其行为视为具有挑战性。
• 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。您可能会看到持久的个人挂起，观看或等待介绍或指示。

What do you think happens when there is a mismatch between a staff member’s temperament and a child’s temperament? For example, what do you think happens when a feisty staff member interacts with a cautious child? Consider these dynamics:

A staff member with a feisty temperament might have a difficult time understanding a child with a cautious temperament. The staff member might consider the child shy, or she might perceive the child as scared. The staff member might feel impatient with the child.

的工作人员谨慎的性格可能feel overwhelmed by the energy of a feisty child. The staff member might consider the child’s behavior challenging.

You should be prepared to help staff members understand the interplay between development and temperament. The following sections will help you learn concrete strategies for doing so.

Model

You are a role model for staff as they learn about development and temperament. Staff members consider you a resource. Encourage staff members to talk to you when they are concerned about a child.

Model self-reflection。谈谈自己的发展和自己的个性特征，或气质。花时间在工作人员会议上，一对一的会议，或其他场地帮助员工思考他们为他们的工作带来的特征。帮助工作人员确定他们接近工作的方式：它们是否具有活动，适应性，谨慎，或所有三个的组合？确定您自己的偏好，并与员工交谈，有关如何影响您的工作。

Have problem-solving discussions。Help staff learn active problem-solving techniques. When a staff member is concerned about a child’s behavior or development, spend time observing the child and helping the staff member observe the child. Talk with the staff member about what you both observe. Think out loud about the child’s development and reflect on whether the behavior or concern reflects typical development. Brainstorm solutions together that promote positive development.

Observe

Take some time to think about scenarios you might encounter in your programs. As you read each scenario that follows, think about how you might respond. Then read suggested ways you might approach the situation with each staff member. Remember to consider child development and temperament.