基于观察回应婴幼儿
Responding to Infants and Toddlers Based on Observation
在幼儿持续性评估的循环中，¹ 观察、记录和反思引导教育工作人员在“使用与分享”环节作出有意识、有目的的回应。这些回应可以当下发生，例如运用“观察、提问、调整”策略，也可以先作计划，之后再实施。通过观察和反思，工作人员更深入地了解每个婴幼儿，从而为其提供个别化的机会，支持关系建立，例如孩子与教师、家庭式托育服务提供者、家人及其他孩子之间的关系，并兼顾每个孩子的发展特点、偏好、兴趣和需要。工作人员运用对每个孩子的了解，使课程适合其个别情况，并：
In the ongoing child assessment cycle,¹ observing, documenting, and reflecting guide education staff to intentional and purposeful responses as part of the Use and Share activity. These responses happen in the moment, as with the "watch, ask, adapt" strategy, or may be planned and carried out later. By observing and reflecting, education staff get to know each infant or toddler on a deeper level so they can individualize opportunities that support relationship-building (e.g., child-teacher, child-family child care provider, child-family, child-child) and each child's developmental profile, preferences, interests, and needs. Staff use what they know about each child to individualize the curriculum and:
调整环境，例如轮换玩具和材料，重新布置空间以增加活动、感官探索、社会互动或独处的机会，添置新设备；并对玩具和材料作适当改造，方便儿童使用。
Adapt the environment (e.g., rotate toys and materials; rearrange space to enhance opportunities for movement, sensory exploration, social interactions, or privacy; introduce a new piece of equipment) and modify toys and materials for children's use
针对残障婴幼儿的个别化家庭服务计划（IFSPs）中，可能已明确所需的调整。
Modifications may be identified in IFSPs for infants and toddlers with disabilities
把儿童家庭生活与文化中的元素带入集体照护和社交活动情境，使家庭与项目之间保持连贯。
Bring elements of the children's home life and culture into group care and socialization settings to provide continuity between home and the program
与家庭协商，调整作息安排和一日生活环节。
Modify schedules and routines in consultation with families
根据孩子知道什么、能够做什么，以及准备好尝试什么，决定如何通过有意识的互动与教学实践，引导孩子在 ELOF 所有领域中的学习。这些决定也包括：如何更好地支持儿童学习和使用家庭语言，同时让他们接触英语。
Make decisions about how to guide the child's learning in all ELOF domains through intentional interactions and teaching practices based on what the child knows and can do, as well as what the child is ready to try. These decisions include how to best support children's home language learning and use as well as expose children to English
从根本上说，个别化以儿童的兴趣为导向，并建立在这样的信念之上：即使是年龄最小的孩子，也在选择自己的学习体验、材料和内容方面发挥着重要作用。² 这个个别化过程始于观察。
Essentially, individualization is driven by the interests of the child and the belief that even the very youngest children play a significant role in selecting their learning experiences, materials, and content.² This individualization process starts with observation.
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. J. Ronald Lally：〈婴儿有自己的课程：婴幼儿课程规划的回应性方法〉，载《Head Start 中的课程：Head Start 通报》第67期（华盛顿特区：美国卫生与公众服务部、儿童与家庭管理局、儿童、青少年与家庭管理局、开端计划局，2000年）。
2. J. Ronald Lally, "Infants Have Their Own Curriculum: A Responsive Approach to Curriculum Planning for Infants and Toddlers," Curriculum in Head Start: Head Start Bulletin #67 (Washington, DC: U.S. Department of Health and Human Services, Administration on Children and Families, Administration for Children, Youth and Families, Head Start Bureau, 2000).