Continuity of Care for Infants and Toddlers
Continuity of Care for Infants and Toddlers
复制标题
婴幼儿的持续护理
DOI：
10.1080/0300443991480102
复制
发表时间：
1999
影响因子：
1.4
通讯作者：
Sherry Waugh
中科院分区：
文献类型：
--
作者：
Eva L. Essa;Kelley Favre;Geri Thweatt;Sherry Waugh
理论和研究都支持婴幼儿需要持续的喂养，但目前的实践往往忽视了这一需要。在许多儿童保育中心，当孩子们达到一个特定的里程碑时，比如生日，他们会被提升到一个新的班级。在其他情况下，频繁的教师更替和父母的选择增加了幼儿照料的中断。在位于里诺的内华达州大学的儿童和家庭研究中心，婴幼儿在生命的前3年与同一位老师呆在一起。这种做法有许多好处，特别是在儿童与教师之间的密切关系方面。孩子们对老师的依恋在他们探索环境时的安全感中显而易见。孩子与老师连续三年的另一个主要好处是家长和老师之间建立了密切的关系。密切的债券之间形成的成年人谁培育和看着他们的婴儿发展超过3年的时间在...
Theory and research support the need for continuity of caregiving for infants and toddlers, yet current practice often ignores that need. In many child care centers, children are promoted to a new class when they reach a specific milestone, such as a birthday. In other cases, frequent teacher turnover and parental choice add to very young children's discontinuity of care. At the Child and Family Research Center of the University of Nevada, Reno, Infants and toddlers stay with the same teacher for the first 3 years of life. Many benefits are seen from this practice, particularly in the close relationship between children and teachers. Children's attachment to their teachers is evident in the security with which they explore their environment. Another major benefit of this 3‐year continuity of children with teachers is the close relationship that develops between the parents and the teachers. Close bonds are forged between the adults who have nurtured and watched their babies develop over a 3 year period In...