Children

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Children

• Objective 5

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Ages and Stages
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Areas of Development

• Terms to know cooperative play, developmental
  tasks, eye-hand coordination, inclusion,
  large-motor skills, morality, object permanence,
  parallel play, reflexes, small-motor skills
• The skills and body of an infant change so
  rapidly in the few years of life, it is phenomenal

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Cont.

• Children develop in 5 major areas
• Physically small and large motor skills
• Socially talking, sharing, and getting ready for
  school
• Emotionally learning to express and control
  emotions
• Intellectually ability to use and express
  language
• Morally being able to tell right from wrong

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Stages and Principles

• 4 stages of development
• Infancy birth to one year
• Toddler one to three years
• Preschooler three to five years
• School-age five to 12 years

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Principles of Development

• Development is sequential
• All children master the same skills around the
  same time
• Rates of development are individual
• Some develop quicker and some slower than others
• Five areas of development are interrelated
• Example toileting requires physical, emotional,
  and intellectual readiness

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Brain Development

• Brain develops quicker in the first few months
  than any other time of life

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Infancy

• Physical Development
• Reflexes automatic, involuntary responses
• Become learned behaviors
• Need to develop hand-eye coordination
• Developing their large and small motor skills

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Cont.

• Social and Emotional Development
• Learning to trust their care giver
• For food, comfort, cleanliness, and loved
• Recognizes familiar faces, smiles, and responds
  to voices

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Cont.

• Intellectual Development
• Imitating others actions
• Communicates through crying
• Developing object permanence

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Toddlers

• Physical Development
• Growth starts to slow down
• Walking
• Major developments with large and small motor
  skills

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Cont.

• Social and Emotional Development
• Engage in parallel play
• Struggle for independence but still very
  dependent on their parents
• Develop self-concept (knowledge they are unique
  and have their own feelings)
• I can do it attitude

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Cont.

• Intellectual Development
• Improved communication
• Can understand basic cause and effect
• Learns size and space and how two objects relate
  to one another

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Cont.

• Moral Development
• Begin to understand what is right and wrong

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Preschoolers

• Physical Development
• Arms, legs, and trunk lengthen making running and
  other large motor skills easier
• Small motor skills are also improving
• Can cut with ease, string beads, and dress
  themselves

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Cont.

• Social and Emotional Development
• Verbal skills allow better control over emotions
• Can express themselves better and not have
  outbursts
• Can not distinguish between fantasy and fact
• Engage in cooperative play
• Learning to get along in a group, how to share,
  and solve simple problems

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Cont.

• Intellectual Development
• Learning to count and name colors
• Can identify letters of the alphabet
• Have an active imagination
• May create imaginary friends
• Speak in complete, coherent sentences

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Cont.

• Moral Development
• Understand right and wrong
• Believe that parents, caregivers, and teachers
  set the rules

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School-Age

• Physical Development
• Between ages 5-10
• Still growing, but slowing down
• Baby teeth are replaced by permanent teeth
• Enjoy more skillful games and activities
• Small motor skills are still improving

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Cont.

• Social and Emotional Development
• Fear is being replaced with stress
• Do not understand what it is and do not know how
  to deal with it
• More social opportunities outside of the home
• Practice sharing and considering others feelings

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Cont.

• Intellectual Development
• Ask a lot of questions and inquire about the
  world
• Practice reasoning skills like why and how
• Learning math, reading, and science
• Add about 5,000 new words a year to their
  vocabulary

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Cont.

• Moral Development
• Begin to understand that rules are flexible and
  can be changed
• Begin to care what others think
• Most want to be thought of as good
• Conscience takes a larger role

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Childhood Nutrition
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Special Needs

• Disabilities cause children to be challenged in
  more than one area of development
• Different disabilities include physical, mental,
  learning, and emotional
• Gifted children also have special needs
• Many schools use inclusion to help benefit
  children with special needs

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Importance of Play

• Chapter 10

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Play and Development

• Terms to know active play, distract, facilitate,
  quiet play, sensory toys
• Through play, children learn about themselves and
  the world around them

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Cont.

• Play helps development physically,
  intellectually, emotionally, socially, and
  morally
• Physically
• Helps to develop large and small motor skills as
  well as coordination

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Cont.

• Intellectually
• Their environment teaches about shapes, sizes,
  colors, textures, numbers, problem solving, and
  how things fit together
• Emotionally
• Learn to give and receive love, share, develop
  self-esteem

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Cont.

• Socially
• Learn to make and maintain friendships, sharing,
  resolving conflicts, taking turns, cooperating,
  and compromise
• Morally
• Learn how their actions affect others,
  make-believe lets children learn about values and
  consequences of their actions

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Active and Quiet Play

• Children need a balance of quiet and active play
  time
• Active play includes activities that are
  primarily physical
• Need active play to develop muscles and release
  energy
• Helps children sleep better at night

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Cont.

• Quiet play includes activities that engage the
  mind and do not have much movement
• Helps develop small motor skills and their mind
• Example reading a book, drawing, coloring,
  painting, and playing with clay/play dough

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Cont.

• Both activities help children get exercise and
  learn self-discipline needed for school years
• Not every child needs the exact balance of both
  activities

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Promoting Play

• Infants
• Sensory toys like mobiles, rattles, and teething
  rings
• Learn through hands, eyes, and mouth
• Giving attention to infant will also help
• Enjoy looking at faces

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Cont.

• Toddlers
• Need activities that help develop their motor
  skills
• Love to play in sand, water, dirt, clay, dough,
  and paint
• Like to imitate adults
• Very short attention span
• Always changing activities

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Cont.

• Preschoolers
• Continue many of the play games of toddlers
• Like to color, draw pictures, and make collages
• Very creative and love to show it off
• Imaginary friends
• Playing dress-up

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Making the Most of Play

• Give children choices of activities
• Caregivers can provide ideas, materials, or join
  in their fun
• May also facilitate their play
• Help bring about play without controlling what
  the children do

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Cont.

• Handling competition
• Should parents have their young children compete?
• Does it help self-esteem?
• Is it beneficial at a very young age?

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Reading Books

• Enhances verbal communication
• Helps children understand feelings and ways to
  express them
• Things parents should consider
• Age appropriate
• Story will be repeated
• Let child look at the pictures
• Talk about the story or act it out

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Using Television

• Many babysitters use movies to entertain
• Scientists believe that too much television can
  be harmful
• Tips for television
• Watch it with the children
• Limit the amount of time
• If child doesnt seem interested, turn off the
  television
• Adults should also watch in moderation

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Providing Opportunities

• Take children on walks
• Let them interact with other children
• Talk about what the child sees
• Make the most out of everyday events

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Responsible Caregiving

• Chapter 11

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Caring for Children

• Terms to know caregiver, parenting
• Caring for children can be difficult
• Takes patience, skills, responsibility, and
  knowledge
• Children are full of energy and have a great
  capacity to learn

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Types of Caregivers

• Primary caregivers have main responsibility of
  children
• Generally parent or guardian
• Guardian is someone with legal responsibilities
  for child when the parents can not care for them
• Generally a relative

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Cont.

• Babysitter is someone that offers temporary care
• Child-care professionals offer long term care
• Others
• Siblings, grandparents, and other family members
  that fill in the parenting roles when the parents
  are not able to care for the child

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Rewards of Caregiving

• People enjoy looking at a childs perspective on
  life because of their active imagination and
  creative view
• Help carry on traditions and values
• Watching a child reach their potential

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Personal Characteristics

• Not everyone is suited to work with children
• Need affection, patience, self-control,
  consistency, alertness, and energy
• Feeling affection for a child will make working
  with them much easier
• Need to understand and know the limitations of
  children and learn that repetition is key in
  childrens learning

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Cont.

• Must not be impatient with children if losing
  their cool, take a break and count to 10
• Children thrive when given a routine learn
  quicker
• Must be aware of what children are doing at all
  times to help keep them safe
• Must have the physical and mental stamina to keep
  up with children

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Knowledge

• No one is born with the ability to parent
• Must be learned and practiced
• Effective parenting requires the understanding of
  children

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Skills

• Communication
• Children can not learn if they dont understand
  words
• Keep sentences and directions simple
• Always talk at their level
• Conflict Resolution
• Need to teach children how to share and take
  turns
• Decision Making
• Must know how to make quick, safe decisions

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Cont.

• Problem Solving
• Need to be able to recognize how to peacefully
  solve problems with children
• Understand that children act out feeling because
  they do not understand them
• Management
• Need to manage time
• Keep to a schedule

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Outside Resources

• Family and friends
• Give support and advice
• Agencies and organizations
• Provide financial, medical, and support
• Support groups
• Hot lines
• Gives immediate questions to answers
• Books and magazines
• Classes and workshops

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Impact

• The quality of childcare impacts a childs
  physical, social, emotional, and intellectual
  development
• Children need adults time and attention to help
  successfully develop in all areas

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Care and Safety of Children

• Chapter 10 11

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Meeting Needs

• Physical Needs
• Rest need more sleep than adults
• Food snacks are very important in young
  childrens lives. Foods like peanuts, popcorn,
  and hot dogs are not appropriate for young
  children
• Clothing daily changing of clothes will be
  necessary
• Bath time should take frequent baths. Never
  leave children alone when they are bathing

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Cont.

• Health care need immunizations and regular
  check-ups
• Illness get sick often and need lots of rest

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Cont.

• Intellectual Needs
• Parents are in charge of providing for a childs
  intellectual needs
• Talking to the child, reading with them, asking
  them questions, or letting them problem solve
  helps to develop their brains

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Cont.

• Emotional Needs
• Listening to children
• Praising children
• Helping them learn to express their emotions
• Accept their fears and help them to over come
  them
• Show affection

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Cont.

• Social Needs
• Need to learn to get along with others
• Learn to share
• Learn to form friendships

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Cont.

• Moral Needs
• Need to develop a sense of right and wrong
• Learn about consequences for their actions
• Teach children about values

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Guiding Behavior

• Learn appropriate behavior by receiving guidance
• Modeling behavior is the best way to promote it
  in children
• Acknowledge when children engage in appropriate
  behavior
• They are more likely to repeat it if they get a
  reaction can be good or bad

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Setting Limits

• Children need to know what they can and cannot do
• Limits should be clear and positive
• Limits make a child feel safe and secure in their
  environment

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Handling Misbehavior

• Discipline should be immediate or else the child
  forgets what they did wrong
• Important to make sure child understands what
  they did wrong
• Discipline depends on type of misbehavior
• Time out is an effective tool
• One minute for each year of age

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Cont.

• Consistency in behavior helps to prevent
  misbehavior
• Rules and responses to situations must always be
  the same

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Keeping Children Safe

• One way to keep children safe is to childproof a
  home
• It helps to reduce accidents and allows children
  to explore freely
• Examples caps over electrical plugs, child gate,
  storing cleaning products and medicines, and keep
  scissors and coins out of reach

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Cont.

• More examples
• Keep plastic bags away from children
• Never give them sharp objects or objects that can
  break easily
• Teach the concept of hot
• Keep children away from fans
• Use a car seat

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Cont.

• Protecting children outside of the home
• Give them limits of places they can go
• Only leave children with people you trust
• Listen to children
• Teach them what to do if a stranger approaches

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Emergencies

• If choking occurs, use the heimlich maneuver
• For fires, get every one out of the house
• Scrapes and bruises, clean with warm water and
  soap
• Nosebleeds, keep them leaning forward and apply
  pressure

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Cont.

• Cuts, apply pressure
• Burns, (minor) run under cold water (serious) go
  to hospital
• Poisoning, call poison control do NOT induce
  vomiting take container if you go to the
  hospital
• Electric shock, dont touch them until they are
  disconnected from the power source turn off
  power, call 911