Know

As an infant and toddler caregiver, you play an important role in guiding the behavior of young children. You recognize the opportunity to consider infants’ and toddlers’ strengths, temperaments, skills, development and family culture as you determine your approaches and strategies to supporting and influencing behavior. In essence, you maintain a relationship-based approach to guiding infants’ and toddlers’ behavior while meeting their needs.

什么是指导？

What comes to mind as you think about the wordguidance？

指导你帮助孩子学习的方式交货pectations for behavior in a variety of settings. It is how you help children know what it means to be a member of your community. It means helping children learn from their mistakes and make positive choices. As you read this information, it is also important to think about what guidance isnot。Guidance is not punishment. It is not about control or making children fear adults. It is about knowing children and creating the best physical and social environment in which they can learn.

Your approach to guidance for infants and toddlers is influenced by your childhood experiences and your personal beliefs about caregiving and guidance. Some caregivers may believe it is their responsibility to control the behaviors of infants and toddlers, while others may believe that infants and toddlers learn best through free experiences. It is important to explore and reflect on your understanding of your role and the ways your beliefs shape the guidance you are providing infants and toddlers in your program. When guidance is viewed as a process of understanding and supporting the development of skills, the needs of infants and toddlers can be understood, respected, and met.

婴儿和幼儿的指导

如果您在进入新的地方进行了指南，本指南的作用是什么？你的指南可能是一个共享信息的人，所以你知道要期待什么。您的指南可能为您提供了您访问或建模如何做某事的区域的地图，例如如何在微型高尔夫球场摇摆高尔夫俱乐部。一个指南，就像你作为照顾者一样，有助于展示方式，鼓励参与和探索，模拟适当的行为，并提供支持，所以那些被引导的人可以成为和感觉成功。

Guidance in the field of infant and toddler caregiving is about strategies for helping infants and toddlers learn about the world around them and the behaviors that help them to become more involved in their social world, while respecting family and community cultures.

例如，由于幼儿用手指捣碎他的香蕉，照顾者可能会说，“当你穿过手指时，它看起来像你喜欢香蕉的感觉。香蕉是为了吃东西。当你吃完后，我们会一起清理一下，然后用戏剧吧去桌子。Play-Doh也会感到擅长炒作！“

Gartrell（2004），在The Power of Guidance, describes six practices of caregivers who are committed to positive guidance:

实践	实施过程
护理人员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 caregivers guide children to learn social skills.
The caregiver reduces the need for children to engage in mistaken behavior.	The caregiver uses developmentally appropriate practices in order to have an appropriate match between the program’s expectations and the child’s skills.
The caregiver practices positive teacher-child relations.	护理人员与每个儿童和模型合作和同理化建立关系。
The caregiver uses intervention methods that are solution oriented.	The caregiver models how to resolve conflicts peaceably and encourages children to negotiate for themselves as they develop. The caregiver works at managing and monitoring his or her own feelings and growth as a developing professional.
护理人员与家庭建立了合作伙伴关系。	From the time the child enters the program, the caregiver builds positive relationships with family members through positive notes, phone calls, meetings and conferences.
The caregiver uses teamwork with adults.	护理人员理解她或他不能独自做一切，并创造一个与其他成年人（包括家庭成员和志愿者）的团队。积极的指导涉及与其他熟练的成年人的团队合作，特别是如果孩子具有一致，强化挑战行为。

Importance of Guidance for Infants and Toddlers

The first three years of life are prime learning time to intentionally support infants and toddlers through interactions, the environment, experiences, activities and materials. By doing so, you are helping infants and toddlers develop one of the most important skills for school and lifelong success—self-regulation, which is the ability to recognize and control one’s feelings and behaviors. Research has shown that self-regulation, the foundation of which is built in children’s birth to five experiences, is a critical life skill (Galinsky, 2010). It enables us to focus our attention, inhibit our impulses, plan our actions, cooperate with others and show empathy.

Providing appropriate guidance for infants and toddlers can help ensure developmentally appropriate learning of self-regulation and the opportunity to learn which behaviors are most appropriate and acceptable within different situations and environments. Caregivers use many different guidance strategies in nurturing and supporting self-regulation, such as:

• 观察
• Listening
• Providing clear and consistent limits
• 描述和建模适当的行为
• 预测问题并使用关系来帮助婴儿和幼儿在解决问题时感受到支持
• Helping infants and toddlers feel safe and recognize and respond to their strong emotions

一致使用支持性指导策略使婴儿和幼儿能够为他们的福祉感到尊重和关心。您的指导为婴儿和幼儿提供了时间，以了解您正在努力与之分享并教导它们的所有内容。

认识到婴儿和幼儿的需求

在考虑指导婴儿和幼儿行为的方法时，开始认可和理解对婴儿和幼儿的特殊需求，特别是安全，尊重，理解和安全和响应关系的关系。所有婴儿和幼儿课程都突出了成年人护理人员支持和满足这些需求的重要性，因为这些需求不仅是关于指导的考虑，而是整体发展，增长和学习的基础。yabo电子游艺

Impact of Culture and Experience on Guidance

There are multiple factors that can influence how we, as adults, respond to a child’s behavior, including how we were raised, our personal values and beliefs, and our understanding of child development. Through careful consideration of these factors, we can better understand and improve our interactions with children and their families. This will positively influence the overall development of the infants and toddlers we serve. Consider a few examples of culturally determined adult expectations of children:

• The age at which a child feeds or dresses herself or himself
• The age at which a child uses the toilet independently
• Whether and when a child sleeps independently
• The amount and nature of eye contact between children and adults
• 对成年人和儿童如何互相交谈的期望（例如，质疑成年人的可接受性，彼此交谈等）
• The ways adults and children show affection (hugging, etc.)

我们自己期望和孩子行为（或家庭优先事项）之间的不匹配可能会引起紧张。了解可能在文化上确定的行为的可变性非常重要。在尝试这样做时，反思你的方式可能会有所帮助ownupbringing influences how你view child guidance. For example, if you grew up in a strict home, you may view guidance very differently from a colleague who grew up in a home with few rules. You will learn more about the importance of understanding culture-based behaviors in Lesson Two.

自己的成长经历可能会影响的本·aviors you tolerate. For example, think about how you would respond if an older toddler left your short circle time without permission. While some teachers may have considered this child’s behavior challenging or problematic, and therefore may have expected the child to return to circle, others may think that this behavior demonstrates the child’s sense of independence and choice-making. This belief could cause the teacher to ignore the behavior. Neither of these responses are right or wrong; they are simply representations of how culture and experiences shape individuals’ approaches to guidance.

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Do

婴儿和幼儿需要支持培育和反应性成年人，以帮助他们发展和发展。以下是您在关心中为婴儿和幼儿提供指导的某种方式：

• Continue to get to know the infants and toddlers in your care—observe, learn about their temperament, interests and culture. Getting to know infants and toddlers helps you to provide guidance that is respectful, responsive to their needs, and supportive of relationships.
• Examine and evaluate your environment. Can mobile infants access areas with ease? Are there enough materials for infants and toddlers?
• 在游戏和社交互动期间观看并保持密切。
• 全天建立机会，帮助幼儿放松。
• Model positive behavior to show that you accept, control, and express strong feelings in safe ways.
• Maintain developmentally appropriate expectations for infants and toddlers.

Completing this Course

For more information on what to expect in this course, the Positive Guidance Competency Reflection, and a list of the accompanying Learn, Explore and Apply resources and activities offered throughout the lessons, visit the Infant & Toddler Positive GuidanceCourse Guide。

请注意引用和参考资料部分the end of each lesson outlines reference sources and resources to find additional information on the topics covered. As you complete lessons, you are not expected to review all the online references available. However, you are welcome to explore the resources further if you have interest, or at the request of your trainer, coach, or administrator.