Toddler Development Notes, September 26th, 2013
Development
of the Toddler - Socially, Emotionally, Intellectually, and Physically
Once an infant passes the
first birthday, the world changes rapidly. The mastery of walking leads the way
to development in many ways as the child strives for greater independence. As
well as physical growth, the child’s personality and intellect are developing
rapidly, presenting new challenges for the parent or care giver.
Taking care of a toddler
is very different from caring for an infant. New strategies must be used to
ensure that physical needs as well as other needs are met.
Physical
Development
Toddlers - Ages
1 to 3
The child’s growth rate,
both height and weight, will begin to slow after the first year.
‘ The head will reach about 90%
of its adult size.
‘ The arms and legs get longer
and more muscular.
‘ The feet start to point forward
and the face loses some of the baby fat.
‘ The chest becomes more
prominent, the head and abdomen less so.
These changes redistribute
a toddler’s weight, improving balance and posture.
• By 24 months, toddlers run with
good balance.
• By 24 months, they can go up
and down stairs by holding on to the railing or wall.
• By 24 months, toddlers can jump
off the floor and kick a ball.
• By 30 months, they can jump
down from a low chair or step.
• By 30 to 36 months, they can
negotiate stairs by alternating feet.
• By 36 months, they can pedal a
tricycle.
• By 36 months, the toddler will
try to climb jungle gyms and pump while swinging.
• By 36 months, they can pour from
a pitcher and put on their own shoes.
Promoting Large Motor
Skills
Large Motor Skills are skills that use
the large muscles in the arms, legs, and back. These include walking, running,
and climbing.
Children in motion are developing:
‘ bones,
‘ muscles,
‘ heart and lungs,
‘ coordination,
‘ balance,
‘ muscular strength,
‘ and control.
Even minor feats, such as jumping off
a step are important to the development of motor skills. Toddlers eventually
combine skills and are soon trying to master two skills at one time such as
walking while bouncing a ball.
Developing motor skills is not
automatic. Children need parental and caregiver support as they test new things
and gradually gain confidence in their abilities. An involved parent keeps a child
moving and developing. Toddlers grow both physically and emotionally when
parents play with them and cheer on their efforts.
Walking and Running
Safe places are necessary to practice
the newfound skills of a toddler. The home and yard should be cleared of
potential hazards. Well-maintained play parks are also great for toddlers to
run, kick large balls, and climb low ramps.
***Toddlers need to be watched closely
in stores, on the street, and on the playground.
Catching and Throwing
A simple game of catch develops the
large muscles in the arms as well as giving the toddler the parent’s or
caregiver’s attention and praise.
Toddlers catch a large ball by
scooping it up and trapping it in a bear hug. Parents or caregivers need to
toss the ball directly into their arms because they cannot move their feet
while catching.
Riding Tricycles
At first, a toddler will straddle the
seat and walk. With help and gentle instructions, most children will learn the
thrill of pushing pedals by the age of three.
Children learn to
ride wheeled vehicles as they develop physically. Pushing children who are not
ready can discourage them from trying other new things. Coaching should be
light, low-pressure, and good-humoured.
Small Motor Skills
Small Motor Skills use the small
muscles of the fingers, wrists, and ankles. These skills follow naturally from
the large motor skills. They develop as toddlers develop their eye-hand
coordination, the ability to move the hands and fingers in relation to what
they see.
Manual dexterity, which is the skilled
use of the hands, can be developed in toddlers by:
‘ blocks, building sets, and large pop beads,
‘ unbreakable household items like containers
with lids and measuring spoons,
‘ large crayons or chalk,
‘ large puzzle pieces,
‘ small cars.
Children need a great deal of parent
and caregiver patience while attempting to master skills that use the muscles
of the hands and fingers. Learning to button a shirt or stabbing food with a
fork are all tasks that are more complex than any the child has yet mastered.
Ambidextrous children are children who
use both hands equally well. By age two, children are usually showing the
preference of using one hand over the other in activities such as colouring,
eating, or throwing a ball. By age 5, children are set in the hand that is
dominant for their motor skills.
Parents and caregivers should avoid
trying to change the preference of a left-handed child. They need to show the
child how to hold a pencil correctly for that hand and how to adapt to
activities. This encouragement will improve their motor skills and their
self-esteem.
The toddler should be able to:
‘ turn the pages of a book, one at a time;
‘ hold a spoon and feed him/herself;
‘ hold a crayon and make lots of marks;
‘ pick up small objects and put them into a
container.
Social Development
Toddlers are going through the intense
emotions of learning to be and act on their own, asserting themselves and using
their own judgement in new situations.
Toddlers are bursting with enthusiasm
and can’t wait to share new adventures with parents. Favourite phrases are
“Watch me!” and “Look at this!”. Toddlers need lots of encouragement and praise
to develop a healthy self-concept.
Toddlers want to be independent and at
the same time need parents to set limits. Parents and caregivers are in
control, but the toddler needs the freedom to explore and try out their new
found independence. “Firm but gentle limits” are needed.
Toddlers rely on parents to keep their
world safe, yet accessible. They need to be permitted to explore and to
experience success in things they try. Toddlers who never try risky things or
never experience success may not develop the self-confidence they need.
An exploring toddler needs to hear encouraging,
approving words, not “Don’t”. This isn’t always easy. Toddlers need to learn,
to try, and to feel that their explorations aren’t forbidden, but encouraged.
You will not have a tidy home with a toddler in it.
Toddlers are delighted - and scared -
at the same time. They try to escape you, but will still look back to be sure
you’re still there.
Soft toys or blankets get to have a
particular meaning for toddlers because they replace the mother to some extent
(with whom the toddler is no longer as close). It is important to offer this
substitute to the child for as long as it is needed.
By the age of three, the toddler may:
‘ talk freely to self and others;
‘ want approval of loved adults;
‘ ask many questions;
‘ play happily with other children;
‘ talk to toys and dolls;
‘ spend much time in make-believe play and
role play;
‘ have a vocabulary of close to 900 words.
Emotional Development
The toddler is very open with
feelings. Body language, laughter, and long explanations will keep the care
giver in tune with what is happening with the toddler. Moods vary greatly from
moment to moment. Parents and caregivers have to try to be patient as the
toddler tries and fails and experiences frustration.
Caregivers can help a toddler develop
feelings of confidence and competence by letting a toddler decide some things
he/she does regularly.
For example:
! Let the toddler decide what to wear. Let
the child choose from a drawer that contains clothes appropriate for the
season. Outfits may not be co-ordinated, but the child gains practice dressing
and learns to feel able to make choices.
! Let the toddler decide what to eat - within
reason. Offer two choices - sandwich or scrambled egg for lunch, for example.
! Let the toddler decide whether or not
he/she is cold. Take along an extra sweater, just in case, and let the child
decide when it’s time to wear it.
When parents or caregivers make all
the decisions, children think that their needs and feelings aren’t important.
Your child must be free to decide, to make choices. He/she must be free to
explore the world and to practice these developing skills. Through this, the
toddler will develop competence and a healthy self-concept.
Expressing Emotions
“I” and “me” quickly become favourite
words and “no” and “mine” are used with greater frequency and often with an
anger and intensity which takes parents by surprise.
At this time, the toddler is
beginning, just beginning, to be able to use words and imaginative or pretend
play to express ideas, concerns and emotions. The parent or care giver will see
themselves in the toddler’s play - acting out going shopping, doing housework,
or a family outing. These abilities gradually help the toddler bring emotions
under control, speed learning, and help develop better play with other
children.
Intellectual
Development
Intellectual development is the
development of a child’s thinking skills. Language, problem-solving, and memory
are all part of intellectual development.
Toddlers use all five senses in order
to learn - hearing, smell, touch, vision, and taste.
In order to learn, toddlers need:
‘ the freedom to explore with safety;
‘ the freedom to experiment by banging,
turning, shaking, tasting, poking, tearing, throwing, dropping, lifting, and
tugging;
‘ the freedom to discover that things are -
hard, soft, heavy, wet, cold, slippery, high, low, big, bigger, small, smaller;
‘ the freedom to make mistakes and the
encouragement to try again;
‘ opportunities to share and clarify discoveries.
Language
Development
Toddlers learn language by
listening, copying, and practising.
Growing
Tips for Language Development
! Point to and name objects in
the child’s environment.
! Enjoy books together. Don’t
worry about reading word for word, use your imagination.
! Look at books with large, clear
pictures.
! Always give lots of praise for
communication attempts.
! Look at the toddler when he/she
talks to you and encourage them to try new words.
! Talk clearly, slowly, and
simply to the child.
! Play children’s music and
stories and participate in them with the child.
! Add information to the child’s
sentences, like when the child says “My truck” the adult would say “You have a
big truck.”
! Help the child tell about
feelings and ideas.
! Give toddlers opportunities to
play with other children.
! Model the correct way of saying
words or phrases without telling the child that he/she was incorrect. Child -
“Me want doose.” Adult - “I want juice too.”
The toddler very quickly progresses to several new words.
‘ By 18 months, the toddler can
say about 10 single words.
‘ By 21 months, the toddler can
say about 20 single words.
‘ By 24 months, the toddler can
say from 50 to 100 words.
‘ By about 21 months, two-word
links appear, such as “no more”.
‘ By about 36 months, children
regularly use five or six-word sentences.
Children understand more than they can
say.
‚ By 18 months,
toddlers understand directions such as “come here” or “give me”.
‚ By 24 months, they
understand more difficult directions, such as, “Put the ball on the table” or
“Give the ball to me, please”.
‚ By 36 months,
toddlers understand questions, such as, “What is your name?”
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CHILD DEVELOPMENT THEORIES
Erikson, 8 stages of development a crisis has to occur for development to move forward
Piaget, 4 stages of cognitive development
Montessori, believed children develop is a result of the experiential world around them (social)
Bandura, Birth Order (social)
Freud, development occurs in stages and personality is reflective in these stages
Here is what we have done thus far: The essentials of child development, positive environments of child development, who are pre-schoolers, communicating with children including passive listening, active listening, verbal communication, "I" messages, and non-verbal communication.
This week April 15th to April 18th, 2013, we will do attachment theory, and theories of child behaviour and strategies.
Harry Harlow experiment with monkeys and attachment Click here to watch video on Harlow
April 22nd to April 26th, 2013
Children with special needs including Autism, Learning Disabilities, Down Syndrome, Attention Deficit Hyperactivity Disorder (ADHD), Dyslexia, etc.
Child Behaviour (B.F. Skinner) and Child Care Theories (Colorosso)...notes to catch up with
Theorist:
B. F. Skinner (1904 – 1990)
Findings:
Skinner argued that when a child’s action repeatedly brings positive effects, it will be repeated and learned. When negative results repeatedly occur, the child will eventually stop the action. He coined the terms positive reinforcement (e.g. verbal rewards “excellent work your doing”, or uses tangible rewards – colourful pencils or erasers), negative reinforcement (e.g. time outs). The concept of Negative Reinforcement is difficult to teach and learn because of the word negative. Negative Reinforcement is often confused with punishment. They are very different, however.
Negative Reinforcement (e.g. removal of a fun activity) strengthens behaviour because a negative condition is stopped, or avoided, as a consequence of the behaviour.
Punishment (e.g. hitting), on the other hand weakens behaviour because a negative condition is introduced or experienced as a consequence of the behaviour.
Significance:
Parents and other caregivers can use rewards and negative reinforcement to try to influence a child’s behaviour.
Parents and other caregivers should avoid punishment as discipline as behaviour may not be corrected; only leave emotional and/or physical scarring. B.F. Skinner’s Shaping Experiment (Skinner’s Box)
Theorist:
Dr. T. Berry Brazelton, Pediatrician
Findings:
Brazelton's foremost achievement in paediatrics and child development has been to increase paediatricians' awareness of, and attention to, the effect of young children's behaviour, activity states, and emotional expressions on the ways their parents react to, and thereby affect them.
Brazelton has always been that if parents understand what’s behind their child’s behaviour, they are better equipped to handle it.
Significance:
He developed the Neonatal Behavioural Assessment Scale (NBAS).
Theorist:
Barbara Coloroso
Barbara Coloroso is an internationally recognized speaker in the areas of parenting, teaching, positive school climate and non-violent resolution. She is a world renowned author who has written a number of parenting books. Her most famous book is "Kids Are Worth It". She is highly sought as a keynote guest speaker and has spoken at hundreds of different workshops and conferences. When seeking real solutions to parenting dilemmas - always seek out the advice from Barbara Coloroso.
BARBARA COLOROSO SIX CRITICAL LIFE MESSAGES
1) I Believe in You
2) I Trust in You
3) I Know You Can Handle It
4) You Are Listened To
5) You Are Cared For
6) You Are Very Important to Me
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Misbehaviour
Rudolf Dreikur
===================================
Misbehaviour
Rudolf Dreikur
ØThere are 4 goals of misbehaviour:
lTo gain/seek attention
lPower and control
lRevenge
l
Child feels inadequite
Goal of Misbehaviour : To Gain/Seek Attention
ØChild will establish his/her identity through contributions.
ØChild will attempt productive measure
Ø
If teachers or peers don’t recognize the child will do other things to prove themselves and will try other measures to gain attention or to be noticed
ØTypical behaviours displayed:
lCrying
lShowing off
lSpeak loudly or scream
lKeep teacher busy…ask teacher questions
ldrama
Strategies for Attention Seeking Child(ren)
ØMake connections with child at the beginning of the day (make them feel good as soon as they arrive at daycare/school)
ØDuring the day (get them involved, engage them in activity, give them a responsibility, make them a king/queen for the day…a special day)
ØArrange for one-on-one time
Ø
Reinforce appropriate behaviours (a thank you for doing something appropriate, e.g. taking shoes off and putting them in the correct spot, etc.)
Seeking Power/Control
ØThe goal of the power-seeking child is to have complete control over his/her environment, thus challenging any authority.
ØThese children feel an overwhelming need to be self-sufficient.
ØThese types of children are often described as “having their own set of rules”.
Ø
The child typically refuses to recognize the classroom rules and procedures.
ØWhen the teacher redirects or reminds the child to follow teacher requests, the child is quick to exhibit his power.
ØThe control-oriented child will engage is several types of behaviors in order to reach his/her goal, such as; stubbornness, argumentative, lies, refuse to do anything, etc.
Useful Management Strategies ~ Control Seeking Child
ØAt all costs, avoid a power struggle and not giving in.
ØTry to help the child feel important without having to challenge authority.
ØProvide various responsibilities in the classroom on a rotating basis. This makes the child feel important without allowing him/her to become possessive of certain jobs.
Ø
Reinforce appropriate behaviours especially at a time when they can be caught “doing good”
Revenge Seeking
ØThe revenge-orientated child usually has a history of unsuccessful attempts of attention seeking behavior and power struggles with authority.
ØThis type of child feels that he/she is treated unfairly and others are out to get him.
ØHis/her goal is to seek revenge by getting back at them.
Ø
When he/she hurts others, his/her goal is accomplished and he/she actually feels better.
ØThis type of child may do several behaviors in order to obtain his/her goal, such as; lies, steals, hurts others physically or emotionally, destruction of property and blames others for treating him/her unfairly.
ØTeachers have feeling of anger, hurt and frustration toward the child.
ØHowever, they must set emotions aside and generate an attitude of understanding, assistance and respect (unconditional positive regard).
ØRevengeful behavior usually takes a great deal of time and effort to change.
ØThe goal is to help these students learn how to effectively cope and express with feelings of anger, frustration and disappointment.
Management Strategies: Revenge Seeking
•Teach prosocial skills with books and demonstrate appropriate behaviour with useful expressions using puppets, plush animals or Barbie's.
•Make sure that these lessons are during times when the child is calm and in a good space (emotionally).
•
Establish a behaviour chart that the child understands with stickers for good behaviour.
Displays of Inadequacy / Assumed Disability
ØThe child, who has made the conclusion at a very young age, that he/she is worthless, exhibits the other type.
ØThese children are very quiet and withdrawn.
ØThey have a tendency to become even more withdrawn if attention is focused on them.
ØThey exhibit an attitude of helplessness, gives up easily or won’t even attempt the task, wants to be left alone, set up for failure by placing unrealistic expectations of themselves and have on overall air of impending doom.
ØTeachers often become frustrated with these students.
Ø
The goal of the teacher is to help the student learn to overcome feelings of discouragement.
Management Strategies: Inadequacy
•When introducing new concepts, I make sure to start with an activity I know the child can be successful. This allows the child to warm-up and feels confident before meeting challenging work.
•Call on this child when I know he/she can respond successfully.
•
Do not force the child to participate in group activities, especially those that are socially or academically challenging.
•Allow the child to engage in fun learning activities with his/her peers.
•Organize the groups to ensure that he/she can exhibit his strengths and assist others in the group.
Unit 4: Begins May 21, 2013
Parental Expectations of Those Who Work With and Care For Their Children
Unit 4: Begins May 21, 2013
Society’s Expectation of Parents and Those Who Work with Children
Responsibilities:
n Raising or caring for a child is more then a day-to-day project, it is a life long commitment.
n Society expects parents and caregivers to meet the physical and emotional needs of children.
n Providing:
l financial support to a child starts with the parents
l rewarding opportunities and guidance to develop children into contributing members of society is an area where both parents and caregivers are concerned
n Being a positive role model to children can help guide them in this process to become confident members of society.
Needs of Children
n Children must be provided with adequate food, shelter, and education.
n Parents are responsible for providing a safe and rewarding place for children to explore and learn; giving love and reassurance, a big warm hug for example.
n A relationship where positive praise and communication exits between children and caregiver is preferred.
n WHY? Such an environment will build a child’s self-esteem.
n Parents and caregivers are expected to provide an environment for a child that is stimulating to all kinds of children. For example, a daycare environment might have music, as well as, many stations where a child can explore textures, colors, shapes and sizes.
Childcare facility: Needs
n Parents who place their child in a childcare facility expect that the above needs will be met within the childcare facility; society expects that parents will also met these needs at home.
n If discipline needs to be exercised it is applied in a professional manner by the childcare facilitator.
n If a situation does arrive were discipline was conducted in a non-professional way by parent or childcare provider society has laws that govern parental and societal expectations.
Answer the following questions on your own paper.
1. When you think of the people who work with children, what five (5) characteristics or traits come to mind?
2. List five (5) ways parents and caregivers meet society’s expectations of raising and caring for children.
3. List five (5) ways society supports parents, caregivers and those who work with children.
Parental Expectations of Those Who Work With and Care For Their Children
n Whatever child care option parents choose for their children, they still want it to be high quality. The following are a list of the NINE most common expectations parents have of those who work with and care for their children:
l Basic Needs - eating, sleeping, toileting & cleaning up (health and safety)
l Suitable Environment - everything - objects, conditions, atmosphere that makes up the surroundings - must be inviting to the eye and provide a sense of warmth
l Well-Planned Curriculum - a long-range plan of activities & experiences for children - provides activities that will help children with their development - provides many learning opportunities by exploring with their senses (sight, hearing, touch, taste and smell)
l Developmentally Appropriate Curriculum - activities include those that are geared to different levels of ability & development
l Organized Daily Schedule - provides a sense of security and balance
l Appropriate Discipline - steps are taken to prevent problems in the first place - set clear and simple rules - activities and schedules run smoothly
l Parental Involvement - the more consistency & cooperation the better
l Record Development - providers keeps notes on each child's development
l Professional Staff - staff continually re-educate themselves in the latest child care ideas - appropriate staff size, the younger the children, the more staff that will be needed
Personal Challenges of a Child Care Provider
As a child care provider you will be expected:
n to always find ways to build the self-esteem and self concept of all children
n to learn to accept both the negative and the positive aspects of child care
n all children must be treated with respect and compassion
n to continually grow in your personal knowledge, abilities and experiences
n to fulfil your duties with teamwork, cooperation and a strong sense of responsibility and ethics
n to set a good example and be a positive role model for children
n to develop a working knowledge of child development
n to provide an environment and curriculum that will help children develop to their full potential
n to seek a balance in your life where you allow time for both career advancement and personal growth
n to always preserve and reinforce the positive image of a professional child care provider
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May 24th, 2013 - Notes
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May 24th, 2013 - Notes
Parental Expectations of Those Who Work With and Care For Their Children
Whatever child care option parents choose for their children, they still want it to be high quality. The following are a list of the eight most common expectations parents have of those who work with and care for their children:
Expectation
|
Details
|
1. Basic Needs
|
- eating, sleeping, toileting & cleaning up (health and safety)
|
2.Suitable Environment
|
- everything - objects, conditions, atmosphere that makes up the surroundings - must be inviting to the eye and provide a sense of warmth
|
3.Well-Planned Curriculum
|
- a long-range plan of activities & experiences for children - provides activities that will help children with their development - provides many learning opportunities by exploring with their senses (sight, hearing, touch, taste and smell)
|
4.Developmentally Appropriate Curriculum
|
- activities include those that are geared to different levels of ability & development
|
5.Organized Daily Schedule
|
- provides a sense of security and balance
|
6.Appropriate Discipline
|
- steps are taken to prevent problems in the first place - set clear and simple rules - activities and schedules run smoothly
|
7.Parental Involvement
|
- the more consistency & cooperation the better
|
8.Record Development
|
- providers keeps notes on each child's development
|
9.Professional Staff
|
- staff continually re-educate themselves in the latest child care ideas - appropriate staff size, the younger the children, the more staff that will be needed
|
May 27th, 2013 Topic: LAWS: Rights of Children
The United Nations (UN) Convention on the Rights of children
Special Rights for Children across the Globe
The 'United Nations Convention on the Rights of the Child:
›*An international agreement that countries sign up to obey
›*has 54 articles
›
*The bodies of rights enumerated in the Convention are the rights of all children everywhere
Human Rights
›All of us are born with human rights. Human rights are not something a richer person gives to a poorer person. They belong to each and every one of us equally.
›Provincial law deals with matters protecting the rights and responsibilities of parents and children. For example, children and family services, child protection and education are some areas that provincial law is responsible. Provincial laws also register births, deaths, and marriages. This area of the laws is concerned with health care, housing, and general welfare. There is a range of government services and programs that are offered by the provincial government in the province you live in.
›Provincial government ensures standards by legislating regulations that protect health and safety to promote child development. This means that there is a need to effectively monitor and enforce regulations. Regulations are designed to ensure that measurable standards for service delivery are adhered to. Although regulations alone cannot assure quality, they can set the stage for children and caregivers alike.
›Here are a few standards across Canada.
›**Staff/child ratios for infant care range from one adult for every three children or from one adult to every seven children. That is quite a difference!
›**Newfoundland does not have any regulation on infant care numbers. Specialized training for working with school-age children is not required in any province or territory.
›**Specialized training for working with children with special needs is required only in Ontario and British Columbia.
›
**Most family day cares are is not licensed. The maximum fine for a first licensing offence can range from $300 to $2,000, with some provinces having no fines at all.
›Regulations can slip good intentions if they are not effectively monitored and enforced. Of particular concern to improve upon are the inconsistencies around frequency of inspections, monitoring procedures, and the training of inspectors. Childcare has been recognized as an integral component in meeting the Government of Canada's objectives around working, learning and security.
›Federal laws that protect parents and children in Canada are the Family law act. This act for example, deals with marriage and divorce. Federal law is also responsible for the Criminal Code of Canada, stating that parents or guardians must
›support their children under the age of 16 with the basic necessities of life. The Youth Criminal Justice Act protects the legal rights of children under the age of 18.
›The Criminal Code also reflects the nature of child pornography. To understand the rights of parents and children one could further their studies by taking a look at Canadian Charter of Rights and Freedoms. Laws governing child labour is an area where the federal government is also concerned.
Both Federal and provincial governments are concerned with health and well being of the family. Together they work to create new social policies, and to study the latest research to insure the family and child are well protected with in our province and our Country.
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May 31, 2013
Responsibilities of Childcare Providers Relating to the Law
Responsibilities of Childcare Providers Relating to the Law
›Responsibility for the Well Being of Individuals:
›* Professional care in areas of physical safety and security of children. For example, assessing the appropriate release of children to authorized individuals.
›* Facilitators continue to provide an enriched environment to stimulate and promote positive emotional, social and cognitive areas of a child’s development.
›* Monitor the total program and environment to ensure protection, care and safety of each specific child’s needs. For example individual food allergies and sensitivities, exposure to various products used in the learning program.
›* Administer emergency first aid to the children using skilled, current first aid techniques.
›* Conduct fire drills regularly to provide for the health, safety and protection of the children. These are conducted in accordance with the centers policies and legislative requirements.
›* Maintain confidentiality of children’s medical information to ensure individual child protection. Ensures child has an up to date medical record.
›* Monitor and provide constant, vigilant supervision for the children at all times, both indoors and outdoors. Ensures child/teacher ratios are met.
›* Provide for the essential personal needs in the care of children. Nurtures and supports the children, on a continuous basis, through comfort, affection, toileting hygiene, emotional security, napping, dressing and behaviour management.
›* Administer prescription drugs as directed by the physician with written permission from the primary child caregiver. This responsibility is at the request of the primary caregiver to support the physical health and safety of the child.
›* Prepares and serves healthy snacks and meals to meet the nutritional needs of each individual child.
›
* Monitor the health and well being of the children’s physical, emotional, psychological signs and behaviour to alert appropriate authorities and caregivers of possible health issues and potential physical/ psychological child abuse.
* Reporting is a direct legislative requirement for the well being of the child.
›
* Appraise health signs for possible medical interventions and make appropriate
referrals to prevent the possible spread of a communicable disease/illness.
› Provide one to one care on a daily basis to children with special needs.
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May 30th, 2013-
Consuming Kids Documentary: This documentary explores how companies use children to market their products or services in getting parents/guardians, or caregivers to purchase their products/services. This is a billion dollar business. Click here to watch this online documentary consuming-kids/
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May 30th, 2013-
Consuming Kids Documentary: This documentary explores how companies use children to market their products or services in getting parents/guardians, or caregivers to purchase their products/services. This is a billion dollar business. Click here to watch this online documentary consuming-kids/
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June 6th, 2013
What about Bullying?
Definition: Bullying is a form of abuse and violence that is inflicted on children.
Bullying among children is aggressive behaviour that is intentional and usually persistent. It involves an imbalance of power or strength. Bullying can take many forms, including physical violence, teasing and name-calling, intimidation, and social exclusion. This is a form of abuse and should be considered to be just a serious as violence among children.
Bullying has been around forever. We've all gone through it as kids, the humiliation, the intimidation, the feeling of helplessness. But the form of bullying we knew is not the bullying that goes on today. It has become increasingly violent and can cause serious harm.
Bullying is a form of physical and psychological power, creating anxiety, humiliation and chronic fear in its victims. It is a power and control issue, and is found in schools, recreational facilities, just about anywhere children gather. Bullying is done usually in secret, and remains hard to detect unless you are aware of its symptoms.
Types of Bullying
1. Open and Direct: Physical - Pushing, pinching, punching, fighting, choking, cornering, forcing, intimidation, screaming, staring, kicking.
2. Indirect: Emotional, Social, Verbal - Isolating, put-downs, joking, sarcasm, teasing, ridicule, insults, ignoring, labelling, witnessing without speaking.
3. Some Indirect Secretive Aggressive Acts of Bullying - Gang initiation, family abuse, group membership, graffiti, hate crimes, e-mail threats, stalking, gossip, animal abuse, lying, social isolation from peers.
Bullies Need Help To:
Become aware of the consequences of their behaviour, increase understanding to how they affect others around them, learn new life skills dealing with anger and other emotions.
How to Help a Bully:
Always model good behaviour, reinforce acts of kindness to those you encounter at school. Children need to be taught that it is okay to tell a teacher or someone they trust if someone's behaviour makes them feel uncomfortable. They must understand that the code of silence MUST be broken in order for the same effect to go away. Seeking intervention early can prevent long term self-esteem damage to its victims, and gives an opportunity for the Bully to face responsibility and get support.
How to Help the Victim of Bullying:
Children need to learn to develop their own voice, to stand up for themselves without violence, to relieve isolation, shame and guilt, to develop self-assertive skills and strategies, and to overcome the fear of seeking intervention. Children need to be LISTENED to and given CREDIBILITY to their experiences. We can no longer turn a deaf ear and a blind eye to any form of bullying no matter what the age of the child.
⌦ No one deserves to be bullied.
⌦ No one should feel that they did something, or is not important enough to week support when they are hurting
⌦ Children need us to listen to and give support to their fears of bullying
We then watched a made for t.v. movie from the Family Channel, relating to bullying. Click here to view Cyberbully. If this link doesn't work you can watch it on YouTube either full version or parts 1 to 6.
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