回顾与反思观察信息
Reviewing and Reflecting on Observation Information
教师、家访人员和家庭式托育服务提供者掌握每个孩子的事实信息后，还需要运用这些事实。在幼儿持续性评估循环的“汇总与分析”阶段，¹ 教育工作人员回顾事实，并思考它们的意义。他们向自己提问：这些信息反映了儿童发展、兴趣和需要的哪些情况？对这些问题的回答，会引导工作人员提供个别化照护与课程。
Once teachers, home visitors, and family child care providers have facts about each child, they have to do something with those facts. As part of the ongoing child assessment cycle stage, Aggregate and Analyze,¹ education staff review the facts and reflect on what they mean. Staff ask themselves questions about what the information says about children's development, interests, and needs. The answers to these questions lead to individualizing care and the curriculum.
工作人员可以向自己提出许多问题。例如：²
There are many questions that staff may ask themselves. For example:²
孩子似乎正在练习哪项发展技能，或尝试哪种活动？
What developmental skill or activity does the child appear to be working on?
孩子用哪些策略玩不同的玩具？
What strategies does the child use to play with different toys?
与一个月前相比，孩子与物品或他人的互动方式是否不同？哪些发生了变化？哪些没有变化？
Does the child engage with objects or people differently than he or she did a month ago? What has changed? What has not changed?
我以及其他与孩子互动的成人，我们的行为是否影响了孩子这次体验的结果？是如何影响的？
Do my actions and the actions of other adults who interact with the child affect the outcomes of the child's experience? How so?
这些信息与为孩子设定的目标、家庭的目标，以及项目的入学准备目标有怎样的联系？
How does the information relate to goals for the child? The family's goals? The program's school readiness goals?
我还需要哪些信息？
What other information do I need?
我有哪些问题需要向孩子的家庭了解？
What questions do I have for the child's family?
花时间反思的工作人员，能够发现孩子的喜好、什么会让孩子感到舒适或不适，以及孩子如何面对熟悉和陌生的任务与情境等。他们开始看见并追踪儿童成长与发展的趋势。
Staff who take time to reflect uncover children's likes and dislikes, what makes the child comfortable or uncomfortable, how the child approaches familiar and unfamiliar tasks and situations, and so on. They begin to see and track trends in children's growth and development.
虽然［工作人员］无法确切知道孩子从某次体验中获得了什么，但孩子参与的质量是可以观察的，也能够表明某种体验是否吸引了孩子的专注和注意……反思孩子体验中的具体细节，有助于更深入地理解［孩子的］发展过程，从而形成更贴合孩子、更具个别化特点的课程。³
Although [staff] cannot know for certain what a child is taking away from any given experience, the quality of the child's engagement can be observed and is an indicator of whether or not a particular experience is capturing the child's focus and attention ... Reflecting on the specifics of a child's experience contributes to a deeper understanding of [the child's] developmental process, leading to a more customized, individualized curriculum.³
正是在反思过程中，理解儿童行为和互动的意义变得重要。这些解释和见解逐渐形成每个孩子的故事，而每个孩子的故事又为回应其需要的实践提供依据。
It is during the reflective process that interpreting the meaning of children's behaviors and interactions becomes important. These interpretations and insights give rise to each child's story. Each child's story informs responsive practice.
4个月大的 Jennifer 刚加入项目，她似乎遇到什么需要，都用同样高亢、强烈的哭声来表达。我们很难弄清她想要什么：睡觉？吃奶？安抚？安抚奶嘴也帮不上忙，因为 Jennifer 不用奶嘴。她的父母提到，他们很难建立规律的小睡或喂养时间，也难以理解宝宝想传达什么。
Jennifer, 4 months old and new to the program, seemed to use the same high-pitched intense cry for everything. We had difficulty figuring out what she wanted. Sleep? Food? Comfort? A pacifier wouldn't help; Jennifer didn't use one. Jennifer's parents mentioned they were having a hard time establishing a regular napping or feeding schedule. They were also finding it difficult to understand what their baby was trying to communicate.
坦白说，我们当时不知所措。我们开始把 Jennifer 看成一个“难带的孩子”，但也知道，事情肯定不止这么简单。于是，我们与 Jennifer 的父母共同制订了计划，开始仔细观察她，写下详细的观察记录，甚至为她录像。她的父母也仔细观察她，并在接送时分享他们的观察。
Frankly, we were at a loss. We started viewing Jennifer as a "difficult child," but we knew there had to be something more to it than that. So, we made a plan with Jennifer's parents. We started to watch her closely and keep detailed observation notes. We even videotaped her. Jennifer's parents watched her closely, too, and shared their observations during drop-off and pick-up times.
经过大约两周的观察、尝试不同策略，以及来回交流信息，我们开始注意到她的哭声和身体动作中的细微差别。我们与 Jennifer 的父母一起，逐渐弄清这些哭声和动作的含义，并作出相应回应。随着我们了解她需要什么、何时需要，她一阵阵的哭闹开始减少。这次经历让我们真正相信了观察的价值！
After about two weeks of observing, trying various strategies, and sharing information back and forth, we began to notice subtle differences in her crying and body movements. With Jennifer's parents, we started to figure out what Jennifer's cries and movements meant and respond accordingly. Jennifer's crying jags began to lessen as we learned what she needed and when she needed it. This experience really made us believers in observation!
在反思过程中，家庭仍然是重要的信息来源。他们能够回答问题，也能帮助工作人员理解儿童行为和互动可能具有的意义。他们可以持续分享在家中的观察，并且往往能够分享对自己家庭有效的应对策略。
Families remain an important source of information during the reflection process. They can answer questions and help staff interpret what children's behaviors and interactions might mean as well. They can continue to share what they have observed at home and will often be able to share the strategies that work for them.
原文脚注 / Source notes
1. 开端计划办公室：《幼儿持续性评估：项目负责人指南》。
1. Office of Head Start, Ongoing Child Assessment: A Guide for Program Leaders.
2. 美国国家婴幼儿照护倡议：《婴幼儿课程》，第21页。
2. National Infant & Toddler Child Care Initiative, Infant/Toddler Curriculum, 21.
3. 同上。
3. Ibid.