Thursday, March 24, 2011
Thursday, March 10, 2011
case study(ECED11)
CONTENT
SECTION A. PERSONAL DATA
SECTION B. JOINING PROCESS
SECTION C. PRESENTING PROBLEMS
SECTION D. PSYCHOSOCIAL HISTORY
D.1 TIMELINE
D.2 GENOGRAM
D.3 SOCIOGRAM
D.4 PERSONAL DYNAMICS OF THE CHILD (SELF MASTERY)
D.5 RELATIONSHIP (QUALITY OF RELATIONSHIP TO THE PEOPLE AROUND HIM/HER)
D.6 ACTION OF THE CHILD
SECTION E. THEORETICAL FRAMEWORK
SECTION F. PROGNOSIS
SECTION G. Therapeutic Plan
SECTION H. Therapeutic Interventions
SECTION I. Therapeutic Progress
SECTION J. Therapeutic Results
SECTION K. Summary/Conclusions and Recommendations
SECTION L. Implications to Education
A. Personal Data
Name: Sebastian Marc Gabas
Age: 7 y/o
Birthday: December 24, 2003
Gender: Male
Address: BLK 7 LOT 19 Phase 4 Tierra Nova Royale, Bagumbong, Caloocan City
Ordinal Position: 2nd child
Siblings: John Brix G. Uy and Zafina Gajo
Mother’s Name: Brenda Gabas
Occupation: OFW
Father’s Name: Wally Gajo
Occupation: Driver
Hobbies: Drawing, playing PSP, playing Computer games, playing Basket ball and riding Bicycle
B. Joining Process
As I and Ian (uncle of the client) were having conversation, I accidentally shared my problem to him on our case study and then he told me that his nephew could be my client then I decided to take the opportunity.
C. Presenting Problems
According to the other family member of the family, Bhasty was a naughty, Hyperactive, and talkative child. He often show temper tantrums. The child also was choosy on the foods that he eats. His uncle said that he has a mannerism of sucking his thumbs. They said that Bhasty was an attention seeker child; he is always trying his best to catch their attention towards him. Bhasty was also fund of making queries on anything that he doesn’t know.
D. Psychosocial History
D.1 Timeline
Bhasty (client) was born on December 24, 2003 and he is the 2nd child. In 2006, his mother decided to work in abroad and his parents also decided to separate. In year 2009, he was being enrolled to preschool and got top 3 in their class. In the same year, is mother went back here and after few weeks, she goes again to abroad. Year 2010, his father decided to have a new family and in the same year, his new little sister was born. He also enrolled by his grandmother to grade1. In this year of 2011, he was being hospitalized for almost 2weeks and the doctor suggested that he must not over play. On the medical diagnostic of the child, his doctor didn’t find any problem on his health.
D.2 Genogram
On the genogram that is being presented above, it is clearly seen there the relationship of the child and each family member where the child is living. The grandmother is very much close to the client child and to the other members of the family. The child has a broken line with his mother and father because of their distance with each other and they have often communication that’s why they have some problem when it comes to bonding moments. The child is also has a good relationship with his uncles and aunt. The client child father was not living with him because he has a new family. The grandparents on the father side of the child were already dead and the child doesn’t even have the chance to know his grandparents because since he was born, they are already gone. It is also seen in the gram that the mother and the father of the child has a broken line also and it’s due to the reason that they are already separated.
D.3 Sociogram
Family Sociogram
Figure D.3.1 The sociogram of their family shows the relationship between each member and the client child.
Well-liked most family member: grandmother and the client child
Disliked most: aunt and the 2 uncle
On the sociogram that is being presented, the well-liked most family member is the grandmother and the child or the client. And as we can see on the sociogram, the aunt and the 2 uncle of the child is not that well-liked most. Ian (uncle of the child) has also a little problem when it comes to their relationship with his sister. Almost all of the family members are closed to the grandmother that’s why they chose to like her most. The child also is being well-liked most by the family members although there is a problem sometimes in dealing with him.
Sociogram In school
Figure D.3.2 the client child relationship with his classmates in their classroom.
On the school or classroom sociogram in figure D.3.2, it is presented there that Bhasty (client) has a good relationship with his classmates although sometimes he was very hyperactive in their classroom. He like most Justine and Ken to play with.
Peer or playmates sociogram
Figure D.3.3 the peer or playmates sociogram shows the relationship between his playmates and the client.
In figure D.3.3, the relationship of Bhasty and his playmates are also good. He likes to play most with Bobby, Eldrin, Sam, and Ishi. He and his playmates used to play riding bicycle, toy car, basketball, and Lego. Sometimes, Bhasty, Bobby, and heaven are fighting with each other while playing because of their toys.
D.4 Personal dynamics of the child
Self-mastery
According to the child, he is good in drawing and in playing basketball. He said that he can solve mathematical problems. According to him also, he is good in EKAWP and English subjects. He stated that “I know I’m a cute boy” and he laughs after saying that. He said that he knows how to write his name and that he is a boy, he knows his age, his siblings, his mother, father, uncles, aunts, grandmother, and his grandfather. He knows also that he is a bright child according to him. He knows that he has step sister and step brother.
For his weaknesses, he told me that his having some difficulties in writing, reading, and in playing badminton. He said that he doesn’t know how he existed in this world and that’s the question that he wanted to got some answer.
D.5 Relationship (Quality of relationship with the people around him)
The quality of relationship of the child with the people around him is good. Based on the sociogram that is being presented in D.3.1, the child is having good relationship with each member of their family. But in his relationship with his mother and father, in the genogram in section D.2, it is seen there that there is a problem. The reason why is that the child was far away from his parents. His mother is in abroad while his father is not living with him and has new family that’s why the child has only good relationship with the people that are living with him. Although his father visits him at least once a month, still the relationship is not that good and also to his mother which is used to have a vacation here once a year because of her work abroad. The child was very much close with his grandmother because since his mother left, the grandmother took the responsibility in taking care of him. In figure D.3.2, it is seen there that the child has also good relationship with his classmates. In figure D.3.3, the relationship of the child with his playmates is also good according him.
D.6 Action of the Child
According to the family member of the child, they observed that the child has the ability in drawing. The child likes to draw anything that he can. According to him (the client), he is good in playing basketball. He said that he can solve mathematical problems and that he is also good in academic subjects such as EKAWP and English. The child also likes to play PSP and he can play the games well. His hands and fingers were so quick in pressing the keys on the PSP while playing. He was very serious in playing or doing something.
When the child was doing something, or for example in drawing, he wants to do it alone and he really focuses on that. When someone was bothering him while his doing something, he got angry. And when his playing computer games, he was showing exaggeration like screaming and shouting.
E. Theoretical Framework
Figure E.1 the organizational chart of the problem and its possible causes of the client
In figure E.1, it is presented there the clients behavioral and literacy problem. The possible causes also of the child’s mistaken behavior are stated above. The behavioral learning theory of Thorndike might be related to this case where the linked behavior is a response to stimulus in the environment. Thorndike’s stimulus –response (S-R) theory is somehow related to this case because of the causes and the effect of certain stimulus of the child. This behavioral learning theory also catches the literacy problem of my client child where in Thorndike’s law of readiness and exercises by Thorndike, he believed that readiness is an important condition of learning because satisfaction of frustration depends on an individual’s state of readiness or for Example, child forced to read before he is ready may acquire skills but may not necessarily develop the desire to read. Another theory that is related also here is the social Constructivist theory of Vygotsky where in his theory of “Zone of Proximal Development” (ZPD) emphasizes children’s potential for intellectual growth rather than their intellectual Abilities at particular point in time, he defined. He defined zone of proximal development (ZPD) as the distance between a child’s actual developmental level, as determined by independent problem solving, and the higher level of potential development, as determined by problem solving, under adult guidance or in collaboration in with more capable peers. Vygotsky views that children increase their independent engagement interaction with literate adults. According to Teale (1986), he pointed out that children need to work independently on the functions and forms of writing that they have experienced through interactions with literate others so that they can develop more their writing skills.
F. Prognosis
In the first place, I don’t see the problem of the child very serious and that maybe it is normal for the young ones like him. But as I have move on and analyze the problem and its possible causes, based on the information that I have gathered, it can be a possible or serious problem. My client child has a problem on behavior and a little bit on the literacy. The behavioral problem of my client, as I have reviewed the information I gathered, the separation of his parents and their distance are maybe the major causes of his mistaken behavior. His mother is in abroad and very often that they have the chances to communicate or to have a bonding moment. His father also is not living with him and has new family so that they also have often communication.
The child also has some difficulties in reading and writing. The cause of the problem is the lack of guidance by the adults around him. The uncle of the child sometimes aids him to do his assignments but in terms of guiding him to read and write, they don’t have time for that because of their busy schedule. In that cause, the child is having a problem on reading and writing with himself only.
G. Therapeutic Plan
At the end of the case study, he must be able to:
G.1 (Knowledge Building)
Familiarize the basic sight words
Know the proper way of reading and writing
Know that sucking of thumbs is not good
G.2 (Skills Building)
Show proper way of reading and writing by showing proper handling of the pencil and proper reading position
Communication skills
G.3 (Attitude Building)
Avoid seeking much attention
Must lessen his temper tantrums and practice low temper
Learn on how to control himself
J. Therapeutic Results
The client child has a little bit problems on his behavior and also on reading and writing. Although he’s only 7 years old and that he can still develop more on writing and reading skills in a long run, still I tried to help him now to start improving his reading and writing skills and his behavior.
On the problems of the child that I have gathered from each family members, I based my objectives from those problems and as well as on the interventions that I will be going to ask him to do. Those activities are connected or relevant to the child’s problem and on my objectives. I make my objectives comprehensive so that it will help him to develop more on his reading and writing skills and also on his behavior.
On the activities or intervention that I have given to the child, he did progress in his reading and writing skills and in his attitude or behavior. On my observation, the client child was trying his best to do well the activities and that causes a better progress. Although he did some errors or mistakes on the activity sometimes, I see that he can develop more and more as he continue practice reading and writing words or sentences. Little by little, he can do it much better.
In his behavior, I observe him that he cannot control sometimes his behavior when he was being too surprised or glad especially when his playing gadgets.
For all the interventions or activities that I have given to him, I can say that it has a good effect although the child fines it hard to control his feeling or emotions sometimes. But, if he will continue practicing those activities, he will develop more and more.
K. Summary/Conclusions and Recommendations
Conclusions
As a conclusion with this study, the child’s maladaptive behavior or problems is affected with different factors which contributed to child’s behavior to respond like that. Those factors really affect the individual’s action, perspective, attitude, and emotions. Early experiences also affect people on how they view life today. As I have reviewed all the problems of my client, I found all the possible factors or causes of his problem. His problem was caused of his biological environment and it has a great impact to the child. His parents were separated and they are not living with him that maybe a cause for the child’s behavioral problem so he seeks for attention on the people that surrounds him which he cannot get from his parents because of their distance. The activities we have done had a good result for him and also for me because I experienced on how to assess the child which is having a problem and I’ am glad for helping him.
The child was having some difficulty in reading and writing because the other family member did not often teach or guide the child to improve his reading and writing skills. Guiding the child or teaching him will really help to improve his skills like what we have done on the activities or interventions. Doing activities which will help him to improve more are necessary.
Dealing with the child who has a problem is not easy thing and helping him to resolve his own problem is not also easy to do. You cannot perfectly change the child in an instance. It should be follow-up another activities continuously in order for the child to progress and if the child didn’t progress on our activities, we can change it until it fits to the child and help him to improve better.
Recommendations
I recommend to the parents that we must keep in touch with our children although we are far away from them. We should not neglect our children and take them for granted because we never know if what the effect of that from them. We have to build good relationship with them and good communication relationship. Parents should know their child’s necessity and they should let them speak out if they have something to tell. Parents should have time for their children to have bonding moments. They should not let others do their responsibilities for their children. They have to guide their children when it comes to their education because they might need their support in order for them to progress more. Parents or guardians should give proper attention with their children.
For the future educators who will also encounter this kind of problems, they should know more about on the child’s profile and all necessary information that you will be needed. You have to know first the child’s personal data and all significant people and events to him. We should not judge the child for what or who he is. We have to identify all the possible factors or causes of his problems in order for us to analyze the problem and help him to resolve that by using any approaches or interventions that will help him to progress. If your interventions or activities fail to meet your objectives, you can change it or try new possible activities that will help the child. Understanding is very much important on a case study and a broad mind. Patience and courage are also needed when you’re doing a case study.
L. Implications to Education
We all know nowadays that as the time goes by children are becoming more and more difficult to deal with. In education, the teacher must possess open mindedness, patience, understanding, kindness, and love for his/her students. We all know that in the reality of life, there comes a variety of problems which our students are facing and either we as a teacher. We must know how to handle the situation and we must help our students to overcome their problems and help them to progress which may lead to their success. As a teacher, we have to know different interventions, approaches, response, or actions that we are going to do when there is a problem especially if our students directly share their problems on us. We should know how to deal with them so that we can become an instrument for their improvement or progress.
In our field, we will be encountering different kinds of attitudes and behaviors of different students. In that case, we as teachers must know how to handle our students in order for us to have a good relationship with them and also between each student’s. We have to remember also that there are some student’s who doesn’t shares their problems even though you ask them. In dealing with children whose having some difficulties or problem, we must consider their feelings or emotions and we have to avoid judging our student’s or either labels them. As a good teacher, in order for us to help our students who has a problem, we have to talk with them, with sympathy or empathy so that they will feel that they are accepted and being valued. We must build and establish good relationship with our students. We have to respect their cultural backgrounds and their individual differences.
We are not only teachers but also a friend, brother, sister and a parent to our student’s and we serve also as guidance for them. We should not only impart knowledge but we should also give them experience about learning by touching their lives, touching their heads, hands, and hearts. We teachers play a vital role to our students because we act sometimes as a therapist, adviser or a councilor when we needed to, so it is important also for us you know some approaches, methods and strategies that we are going to use for assessing our student’s.
SECTION A. PERSONAL DATA
SECTION B. JOINING PROCESS
SECTION C. PRESENTING PROBLEMS
SECTION D. PSYCHOSOCIAL HISTORY
D.1 TIMELINE
D.2 GENOGRAM
D.3 SOCIOGRAM
D.4 PERSONAL DYNAMICS OF THE CHILD (SELF MASTERY)
D.5 RELATIONSHIP (QUALITY OF RELATIONSHIP TO THE PEOPLE AROUND HIM/HER)
D.6 ACTION OF THE CHILD
SECTION E. THEORETICAL FRAMEWORK
SECTION F. PROGNOSIS
SECTION G. Therapeutic Plan
SECTION H. Therapeutic Interventions
SECTION I. Therapeutic Progress
SECTION J. Therapeutic Results
SECTION K. Summary/Conclusions and Recommendations
SECTION L. Implications to Education
A. Personal Data
Name: Sebastian Marc Gabas
Age: 7 y/o
Birthday: December 24, 2003
Gender: Male
Address: BLK 7 LOT 19 Phase 4 Tierra Nova Royale, Bagumbong, Caloocan City
Ordinal Position: 2nd child
Siblings: John Brix G. Uy and Zafina Gajo
Mother’s Name: Brenda Gabas
Occupation: OFW
Father’s Name: Wally Gajo
Occupation: Driver
Hobbies: Drawing, playing PSP, playing Computer games, playing Basket ball and riding Bicycle
B. Joining Process
As I and Ian (uncle of the client) were having conversation, I accidentally shared my problem to him on our case study and then he told me that his nephew could be my client then I decided to take the opportunity.
C. Presenting Problems
According to the other family member of the family, Bhasty was a naughty, Hyperactive, and talkative child. He often show temper tantrums. The child also was choosy on the foods that he eats. His uncle said that he has a mannerism of sucking his thumbs. They said that Bhasty was an attention seeker child; he is always trying his best to catch their attention towards him. Bhasty was also fund of making queries on anything that he doesn’t know.
D. Psychosocial History
D.1 Timeline
D.2 Genogram
D.3 Sociogram
Family Sociogram
Well-liked most family member: grandmother and the client child
Disliked most: aunt and the 2 uncle
On the sociogram that is being presented, the well-liked most family member is the grandmother and the child or the client. And as we can see on the sociogram, the aunt and the 2 uncle of the child is not that well-liked most. Ian (uncle of the child) has also a little problem when it comes to their relationship with his sister. Almost all of the family members are closed to the grandmother that’s why they chose to like her most. The child also is being well-liked most by the family members although there is a problem sometimes in dealing with him.
Sociogram In school
On the school or classroom sociogram in figure D.3.2, it is presented there that Bhasty (client) has a good relationship with his classmates although sometimes he was very hyperactive in their classroom. He like most Justine and Ken to play with.
Peer or playmates sociogram
In figure D.3.3, the relationship of Bhasty and his playmates are also good. He likes to play most with Bobby, Eldrin, Sam, and Ishi. He and his playmates used to play riding bicycle, toy car, basketball, and Lego. Sometimes, Bhasty, Bobby, and heaven are fighting with each other while playing because of their toys.
D.4 Personal dynamics of the child
Self-mastery
According to the child, he is good in drawing and in playing basketball. He said that he can solve mathematical problems. According to him also, he is good in EKAWP and English subjects. He stated that “I know I’m a cute boy” and he laughs after saying that. He said that he knows how to write his name and that he is a boy, he knows his age, his siblings, his mother, father, uncles, aunts, grandmother, and his grandfather. He knows also that he is a bright child according to him. He knows that he has step sister and step brother.
For his weaknesses, he told me that his having some difficulties in writing, reading, and in playing badminton. He said that he doesn’t know how he existed in this world and that’s the question that he wanted to got some answer.
D.5 Relationship (Quality of relationship with the people around him)
The quality of relationship of the child with the people around him is good. Based on the sociogram that is being presented in D.3.1, the child is having good relationship with each member of their family. But in his relationship with his mother and father, in the genogram in section D.2, it is seen there that there is a problem. The reason why is that the child was far away from his parents. His mother is in abroad while his father is not living with him and has new family that’s why the child has only good relationship with the people that are living with him. Although his father visits him at least once a month, still the relationship is not that good and also to his mother which is used to have a vacation here once a year because of her work abroad. The child was very much close with his grandmother because since his mother left, the grandmother took the responsibility in taking care of him. In figure D.3.2, it is seen there that the child has also good relationship with his classmates. In figure D.3.3, the relationship of the child with his playmates is also good according him.
D.6 Action of the Child
According to the family member of the child, they observed that the child has the ability in drawing. The child likes to draw anything that he can. According to him (the client), he is good in playing basketball. He said that he can solve mathematical problems and that he is also good in academic subjects such as EKAWP and English. The child also likes to play PSP and he can play the games well. His hands and fingers were so quick in pressing the keys on the PSP while playing. He was very serious in playing or doing something.
When the child was doing something, or for example in drawing, he wants to do it alone and he really focuses on that. When someone was bothering him while his doing something, he got angry. And when his playing computer games, he was showing exaggeration like screaming and shouting.
E. Theoretical Framework
In figure E.1, it is presented there the clients behavioral and literacy problem. The possible causes also of the child’s mistaken behavior are stated above. The behavioral learning theory of Thorndike might be related to this case where the linked behavior is a response to stimulus in the environment. Thorndike’s stimulus –response (S-R) theory is somehow related to this case because of the causes and the effect of certain stimulus of the child. This behavioral learning theory also catches the literacy problem of my client child where in Thorndike’s law of readiness and exercises by Thorndike, he believed that readiness is an important condition of learning because satisfaction of frustration depends on an individual’s state of readiness or for Example, child forced to read before he is ready may acquire skills but may not necessarily develop the desire to read. Another theory that is related also here is the social Constructivist theory of Vygotsky where in his theory of “Zone of Proximal Development” (ZPD) emphasizes children’s potential for intellectual growth rather than their intellectual Abilities at particular point in time, he defined. He defined zone of proximal development (ZPD) as the distance between a child’s actual developmental level, as determined by independent problem solving, and the higher level of potential development, as determined by problem solving, under adult guidance or in collaboration in with more capable peers. Vygotsky views that children increase their independent engagement interaction with literate adults. According to Teale (1986), he pointed out that children need to work independently on the functions and forms of writing that they have experienced through interactions with literate others so that they can develop more their writing skills.
F. Prognosis
In the first place, I don’t see the problem of the child very serious and that maybe it is normal for the young ones like him. But as I have move on and analyze the problem and its possible causes, based on the information that I have gathered, it can be a possible or serious problem. My client child has a problem on behavior and a little bit on the literacy. The behavioral problem of my client, as I have reviewed the information I gathered, the separation of his parents and their distance are maybe the major causes of his mistaken behavior. His mother is in abroad and very often that they have the chances to communicate or to have a bonding moment. His father also is not living with him and has new family so that they also have often communication.
The child also has some difficulties in reading and writing. The cause of the problem is the lack of guidance by the adults around him. The uncle of the child sometimes aids him to do his assignments but in terms of guiding him to read and write, they don’t have time for that because of their busy schedule. In that cause, the child is having a problem on reading and writing with himself only.
G. Therapeutic Plan
At the end of the case study, he must be able to:
G.1 (Knowledge Building)
Familiarize the basic sight words
Know the proper way of reading and writing
Know that sucking of thumbs is not good
G.2 (Skills Building)
Show proper way of reading and writing by showing proper handling of the pencil and proper reading position
Communication skills
G.3 (Attitude Building)
Avoid seeking much attention
Must lessen his temper tantrums and practice low temper
Learn on how to control himself
J. Therapeutic Results
The client child has a little bit problems on his behavior and also on reading and writing. Although he’s only 7 years old and that he can still develop more on writing and reading skills in a long run, still I tried to help him now to start improving his reading and writing skills and his behavior.
On the problems of the child that I have gathered from each family members, I based my objectives from those problems and as well as on the interventions that I will be going to ask him to do. Those activities are connected or relevant to the child’s problem and on my objectives. I make my objectives comprehensive so that it will help him to develop more on his reading and writing skills and also on his behavior.
On the activities or intervention that I have given to the child, he did progress in his reading and writing skills and in his attitude or behavior. On my observation, the client child was trying his best to do well the activities and that causes a better progress. Although he did some errors or mistakes on the activity sometimes, I see that he can develop more and more as he continue practice reading and writing words or sentences. Little by little, he can do it much better.
In his behavior, I observe him that he cannot control sometimes his behavior when he was being too surprised or glad especially when his playing gadgets.
For all the interventions or activities that I have given to him, I can say that it has a good effect although the child fines it hard to control his feeling or emotions sometimes. But, if he will continue practicing those activities, he will develop more and more.
K. Summary/Conclusions and Recommendations
Conclusions
As a conclusion with this study, the child’s maladaptive behavior or problems is affected with different factors which contributed to child’s behavior to respond like that. Those factors really affect the individual’s action, perspective, attitude, and emotions. Early experiences also affect people on how they view life today. As I have reviewed all the problems of my client, I found all the possible factors or causes of his problem. His problem was caused of his biological environment and it has a great impact to the child. His parents were separated and they are not living with him that maybe a cause for the child’s behavioral problem so he seeks for attention on the people that surrounds him which he cannot get from his parents because of their distance. The activities we have done had a good result for him and also for me because I experienced on how to assess the child which is having a problem and I’ am glad for helping him.
The child was having some difficulty in reading and writing because the other family member did not often teach or guide the child to improve his reading and writing skills. Guiding the child or teaching him will really help to improve his skills like what we have done on the activities or interventions. Doing activities which will help him to improve more are necessary.
Dealing with the child who has a problem is not easy thing and helping him to resolve his own problem is not also easy to do. You cannot perfectly change the child in an instance. It should be follow-up another activities continuously in order for the child to progress and if the child didn’t progress on our activities, we can change it until it fits to the child and help him to improve better.
Recommendations
I recommend to the parents that we must keep in touch with our children although we are far away from them. We should not neglect our children and take them for granted because we never know if what the effect of that from them. We have to build good relationship with them and good communication relationship. Parents should know their child’s necessity and they should let them speak out if they have something to tell. Parents should have time for their children to have bonding moments. They should not let others do their responsibilities for their children. They have to guide their children when it comes to their education because they might need their support in order for them to progress more. Parents or guardians should give proper attention with their children.
For the future educators who will also encounter this kind of problems, they should know more about on the child’s profile and all necessary information that you will be needed. You have to know first the child’s personal data and all significant people and events to him. We should not judge the child for what or who he is. We have to identify all the possible factors or causes of his problems in order for us to analyze the problem and help him to resolve that by using any approaches or interventions that will help him to progress. If your interventions or activities fail to meet your objectives, you can change it or try new possible activities that will help the child. Understanding is very much important on a case study and a broad mind. Patience and courage are also needed when you’re doing a case study.
L. Implications to Education
We all know nowadays that as the time goes by children are becoming more and more difficult to deal with. In education, the teacher must possess open mindedness, patience, understanding, kindness, and love for his/her students. We all know that in the reality of life, there comes a variety of problems which our students are facing and either we as a teacher. We must know how to handle the situation and we must help our students to overcome their problems and help them to progress which may lead to their success. As a teacher, we have to know different interventions, approaches, response, or actions that we are going to do when there is a problem especially if our students directly share their problems on us. We should know how to deal with them so that we can become an instrument for their improvement or progress.
In our field, we will be encountering different kinds of attitudes and behaviors of different students. In that case, we as teachers must know how to handle our students in order for us to have a good relationship with them and also between each student’s. We have to remember also that there are some student’s who doesn’t shares their problems even though you ask them. In dealing with children whose having some difficulties or problem, we must consider their feelings or emotions and we have to avoid judging our student’s or either labels them. As a good teacher, in order for us to help our students who has a problem, we have to talk with them, with sympathy or empathy so that they will feel that they are accepted and being valued. We must build and establish good relationship with our students. We have to respect their cultural backgrounds and their individual differences.
We are not only teachers but also a friend, brother, sister and a parent to our student’s and we serve also as guidance for them. We should not only impart knowledge but we should also give them experience about learning by touching their lives, touching their heads, hands, and hearts. We teachers play a vital role to our students because we act sometimes as a therapist, adviser or a councilor when we needed to, so it is important also for us you know some approaches, methods and strategies that we are going to use for assessing our student’s.
Tuesday, December 28, 2010
M.O.L.E(management of learning experiences)
As i have learned from our activities, i realized that i can really do something to maintain my happy thoughts by my own adjustments. i really appreciated those happy moments or happy thoughts with my family and friends. but whenever i think of those hindrances, i became a little bit sad but then, still i know that i can do some effort to maintain my happy thoughts that would inspire me to go on and continue living despite of the simultaneous problems that we encounter in our lives. we just have to have faith in God and hold on to him. And always pray.
Tuesday, December 7, 2010
happy thoughts
HAPPY THOUGHTS:
-FAMILY BONDING
-BONDING WITH FRIENDS/BF
-FOOD TRIPPING
HINDRANCES:
-TIME
-MISUNDERSTANDING
-DISTANCE
-PROBLEMS
-LACK OF BUDGET
POSSIBLE SOLUTIONS:
-PRAYER
-TIME MANAGEMENT
-OPEN COMMUNICATION
-PATIENCE
-BE OPTIMISTIC
-GIVE AND TAKE PROCESS
-AVOID SPENDING MONEY IN UNNECESSARY EXPENDITURES
-RESPECT EACH DIFFERENCES
-FAMILY BONDING
-BONDING WITH FRIENDS/BF
-FOOD TRIPPING
HINDRANCES:
-TIME
-MISUNDERSTANDING
-DISTANCE
-PROBLEMS
-LACK OF BUDGET
POSSIBLE SOLUTIONS:
-PRAYER
-TIME MANAGEMENT
-OPEN COMMUNICATION
-PATIENCE
-BE OPTIMISTIC
-GIVE AND TAKE PROCESS
-AVOID SPENDING MONEY IN UNNECESSARY EXPENDITURES
-RESPECT EACH DIFFERENCES
PROBLEM CHECKLIST OF CHILDREN
What is a checklist?
A checklist is a list of items for consideration. They can be in the form of questions or
actions to be carried out. They can have a scoring system or they can collect comments. Checklists can speed up the collection of information by using tick-boxes and rating scales. They need to be carefully designed to make sure that when they are completed, the results are reliable and true. Checklists can act as memory aids to make sure that all the relevant issues have been considered.
Uses of checklists
You can use checklists for many things, such as:
Designing a product - you might have a checklist of functions that you want your product to have.
Evaluating equipment - your checklist may remind you to consider all the various people that might come into contact with the equipment. With a washing machine, for example, you would obviously have the direct users, adults and young people at home. But you also need to consider the sales person in the shop, the delivery man and the service engineer. A checklist will help you to remember them and the different ways in which they would interact with the machine.
Deciding what to buy - if you are buying a personal computer, you may have a specification checklist that tells you what speed computer you need, how much memory it needs to play your games, what size monitor you would like and so on.
Operating complex equipment - your checklist may be a sequence of things that you need to do in certain order. Pilots use checklists to check controls and functions of an aeroplane before take-off.
Carrying out maintenance - your list may be a set of checks that need to be carried out a intervals and can provide a written record that those checks have been done.
One Year Old:
(Some of the developmental milestones for this list come from What to Expect the First Year.)
Lifts head while lying on stomach (by age 3 months) (G)__
__Grasps a rattle (age 4 months) (F)
__Bring both hands together (age 4 months) )
__Rolls over one way (by age five months) (G
__Keep head level with body when pulled to a sitting position (age six months) (G)
__Rolls over both ways (by age seven months) (G)
__Sit without support (age 8 months) (G)
__Feed herself a cracker (age 8 months) (F)
__Passes an object from one hand to another (age 8 months) (F)
__Get into a sitting position from stomach (8 months) (G)
__Stands holding on to someone or something (10 months) (G)
__Pulls up to standing position from sitting position (age 10 months) (G)
__Can pick up a tiny object. (11 months) (F)
__Can walk holding on to furniture. (12 months) (G)
Back to Article
Two Years Old:
This checklist was developed by Ziva Schapiro, OTR
__Walks and runs on full feet (G)
__Pulls toys with strings (G&F)
__Climbs on furniture to look out the window and can get down (G)
__Climbs stairs holding on with two feet on each stair (G)
__Builds tower of 6 blocks (F)
__Pretends to push a train made out of three blocks after watching an adult do so. (F)
__Strings 1-4 large beads (F)
__One hand starts to be dominant (F)
__Holds crayon with the whole hand (fingers straight) (F)
__Imitates an adult making circular strokes or dots (F)
(The child will make a circle or dots after watching an adult do so.)
__Copies horizontal and vertical lines (F)
__Uses spoon well (F)
__Assists in dressing (G)
Back to Article
Three Years Old:
This checklist was developed by Ziva Schapiro, OTR
__Jumps in place with both feet (G)
__Kicks stationary ball (G)
__Rides tricycle (G)
__Stands on one foot for two seconds (G)
__Swings on swing when stated in motion (G)
__Builds tower of nine blocks (F)
__Snips with scissors (F)
__Completes 5-6 piece puzzle (F)
__Holds crayon with three fingers(F)
__Copies circle (can make a circle when he sees another one on a paper.) (F)
__Imitates cross (can make a cross after watching an adult draw one) (F)
__Draws person with head (F)
__Uses spoon and fork properly (without making a "big" mess) (F)
Back to Article
Four Years Old:
This checklist was developed by Ziva Schapiro, OTR
__Hops on one foot 1-3 times (G)
__Plays catch with large ball (G)
__Good control of tricycle (curves and spins) (G)
__Builds tower with 10 blocks (F)
__Strings small beads (F)
__Holds writing utensil with three fingers (F)
__Copies square (F)
__Draws person wit head feet and body (F)
__30 minute attention span (5-10 minutes per activity)
__Dress/Undress independently (except for closings, i.e. buttons, zippers) (F)
__Crosses midline (F&G) (anchor to this term in the article above)
__Does not switch hands in the middle of an activity (F)
__Clear dominance in right handed children (F)
Back to Article
Five Years Old:
This checklist was developed by Ziva Schapiro, OTR
__Walks on straight line (G)
__Can climb steps holding an object (G)
__Hops on each foot three times (G)
__Stands on one foot 8-10 seconds (G)
__Rides two wheeler with training wheels (G)
__Can swing by himself (G)
__Bounces and catches tennis ball (G&F)
__Builds tower 12 blocks (F)
__Can build three steps out of six blocks (F)
__Draws angled lines and triangle (F)
__Draws a person with head, body, legs and face (F
__Can color in lines (F)
__Cuts on straight lines (F)
__Holds knife in dominant hand (F)
Back to Article
Six Year Old:
This checklist was developed by Ziva Schapiro, OTR
__Stands on one foot with eyes closed for 3 seconds (G)
__Walks on line in heel-toe fashion (G)
__Skips (G)
__Rides bicycle without training wheels (G)
__Jumps rope (G)
__Catches and bounces tennis ball (G)
__Draws diamond (F)
__Cuts with knife (F)
__Holds writing utensil with three fingers with movement in the fingers.
__Ties shoelaces (F)
FOR ALL CHILDREN - DOES YOUR CHILD'S CAREGIVER:
___Appear to be warm and friendly?
___Seem calm and gentle?
___Seem to have a sense of humor?
___Seem to be someone with whom you can develop a relaxed, sharing relationship?
___Seem to be someone your child will enjoy being with?
___Seem to feel good about himself or herself and the job?
___Have child-rearing attitudes and methods that are similar to your own?
___Treat each child as a special person?
___Understand what children can and want to do at different stages of growth?
___Have the right materials and equipment on hand to help them learn and grow mentally and physically?
___Patiently help children solve their problems?
___Provide activities that encourage children to think things through?
___Encourage good health habits, such as washing hands before eating?
___Talk to the children and encourage them to express themselves through words and language?
___Encourage children to express themselves in creative ways?
___Have art and music supplies suited to the ages of all children in care?
___Seem to have enough time to look after all the children?
___Help your child to know, accept, and feel good about himself or herself?
___Help your child become independent in ways you approve?
___Help your child learn to get along with and to respect other people, no matter what their backgrounds are?
___Provide a routine and rules the children can understand and follow?
___Accept and respect your family's cultural values?
___Take time to discuss your child with you regularly?
___Have previous experience or training in working with children?
FOR INFANTS FOR TODDLERS (BIRTH TO AGE 3) - DOES YOUR CHILD'S CAREGIVER:
___Seem to enjoy cuddling your baby?
___Care for your baby's physical needs such as feeding and diapering? Wash own hands frequently?
___Spend time holding, playing with, talking to your baby?
___Provide stimulation by pointing out things to look at, touch, and listen to?
___Provide dependable and consistent care so your baby can form an attachment and feel important?
___Cooperate with your efforts to toilet train your toddler?
___"Child-proof" the setting so your toddler can crawl or walk safely and freely?
___Realize that toddlers want to do things for themselves and help your child to learn to feed and dress him- or herself, go to the bathroom, and pick up his or her own toys?
___Help your child learn the language by talking with him or her, naming things, reading aloud, describing what she or he is doing, and responding to your child's words?
FOR PRESCHOOLERS (AGED 3 TO 5 OR 6) - DOES YOUR CHILD'S CAREGIVER:
___Plan many different activities for your child?
___Join in activities himself or herself?
___Set consistent limits that help your child gradually learn to make his or her own choices?
___Recognize the value of play and encourage your child to be creative and use his or her imagination?
___Help your child feel good about himself or herself by being attentive, patient, positive, warm, and accepting?
___Allow your child to do things for himself or herself because she or he understands that children can learn from their mistakes?
___Help your child increase his or her vocabulary by talking with him or her, reading aloud, and answering questions?
FOR SCHOOL-AGE CHILDREN (AGED 6 to 14) - DOES YOUR CHILD'S CAREGIVER:
___Give your child supervision and security but also understand his or her growing need for independence?
___Set reasonable and consistent limits?
___At the same time, allow your child to make choices and gradually take responsibility?
___Understand the conflict and confusion that growing children sometimes feel?
___Help your child follow through on projects, help with homework, and suggest interesting things to do?
___Listen to your child's problems and experiences?
___Respect your child when he or she expresses new ideas, values, or opinions?
___Cooperate with you to set clear limits and expectations about behavior?
___Understand the conflicts and confusion older school-age children feel about sex, identity, and pressure to conform?
___Provide your child with a good adult image to admire and copy?
FOR ALL CHILDREN - DOES THE CHILD CARE HOME OR CENTER HAVE:
___An up-to-date license or registration certificate, if one is required?
___A clean and comfortable look?
___Enough space indoors and out so all the children can move freely and safely?
___Enough caregivers to give attention to all of the children in care?
___Places to store personal belongings?
___Places where children can be alone?
___Enough furniture, play things, and other equipment for all the children in care?
___Equipment that is safe and in good repair?
___Equipment and materials that are suitable for the ages of the children in care?
___Enough room and cots or cribs so the children can take naps?
___Enough clean bathrooms for all the children in care?
___Safety caps on electrical outlets?
___A safe place to store medicines, household cleansers, poisons, matches, sharp instruments, and other dangerous items?
___An alternate exit in case of fire?
___A safety plan posted to follow in emergencies?
___An outdoor play area that is safe, fenced, and free of litter?
___Enough heat, light, and ventilation ?
___Nutritious meals and snacks made with the kinds of food you want your child to eat?
___A separate place to care for sick children where they can be watched?
___A first aid kit?
___Fire extinguishers?
___Smoke detectors?
___Covered radiators and protected heaters?
___Strong screens or bars on windows above the first floor?
FOR INFANTS OR TODDLERS (BIRTH TO AGE 3) - DOES THE CHILD CARE HOME OR CENTER HAVE:
___Safe gates at tops and bottoms of stairs?
___A potty chair or special toilet seat in the bathroom?
___A clean and safe place to change diapers, sanitized after each use?
___Cribs with firm mattresses covered in heavy plastic?
___Separate crib sheets for each baby in care?
FOR PRESCHOOLERS (AGED 3 TO 5 OR 6) - DOES THE CHILD CARE HOME OR CENTER HAVE:
___A stepstool in the bathroom so your preschooler can reach the sink and toilet?
FOR SCHOOL-AGE CHILDREN (AGED 6 TO 14) - DOES THE CHILD CARE HOME OR CENTER HAVE:
___A quiet place to do homework?
___Appropriate games and activities?
FOR ALL CHILDREN - ARE THERE OPPORTUNITIES:
___To play quietly and actively, indoors and out?
___To play alone at times and with friends at other times?
___To follow a schedule that meets young children's need for routine but that is flexible enough to meet the needs of each child?
___To use materials and equipment that help children learn new physical skills and to control and exercise their muscles?
___To learn to get along, to share, and to respect themselves and others?
___To learn about their own and others' cultures through art, music, books, songs, games, and other activities
___To speak both English and their family's native language?
___To watch special programs on television that have been approved by you?
FOR INFANTS AND TODDLERS (BIRTH TO AGE 3) - ARE THERE OPPORTUNITIES:
___To crawl and explore safely?
___To play with objects and toys that help infants to develop their senses of touch, sight, and hearing? (For example, mobiles, mirrors, cradle gyms, crib toys, rattles, things to squeeze and roll, pots and pans, nesting cups, different sized boxes)
___To take part in a variety of activities that are suited to toddlers' short attention spans? (For example, puzzles, cars, books, outdoor play equipment for active play, modeling clay, clocks, boxes, containers, for creative play)
FOR PRESCHOOLERS (AGED 3 TO 5 OR 6) - ARE THERE OPPORTUNITIES:
___To play with many different toys and equipment that enable preschoolers to use their imaginations? (For example, books, musical instruments, costumes)
___To choose their own activities, for at least part of the day?
___To visit nearby places of interest, such as the park, the library, the fire house, a museum?
FOR SCHOOL-AGE CHILDREN (AGED 6 TO 14) - ARE THERE OPPORTUNITIES:
___To practice their skills? (For example, sports, musical instruments, drama activities, craft projects)
___To be with their own friends after school?
___To do homework?
___To use a variety of materials and equipment, including art materials, table games, sports equipment, books, films, and records?
___To use community facilities such as a baseball field, a swimming pool, a recreation center?
A checklist is a list of items for consideration. They can be in the form of questions or
actions to be carried out. They can have a scoring system or they can collect comments. Checklists can speed up the collection of information by using tick-boxes and rating scales. They need to be carefully designed to make sure that when they are completed, the results are reliable and true. Checklists can act as memory aids to make sure that all the relevant issues have been considered.
Uses of checklists
You can use checklists for many things, such as:
Designing a product - you might have a checklist of functions that you want your product to have.
Evaluating equipment - your checklist may remind you to consider all the various people that might come into contact with the equipment. With a washing machine, for example, you would obviously have the direct users, adults and young people at home. But you also need to consider the sales person in the shop, the delivery man and the service engineer. A checklist will help you to remember them and the different ways in which they would interact with the machine.
Deciding what to buy - if you are buying a personal computer, you may have a specification checklist that tells you what speed computer you need, how much memory it needs to play your games, what size monitor you would like and so on.
Operating complex equipment - your checklist may be a sequence of things that you need to do in certain order. Pilots use checklists to check controls and functions of an aeroplane before take-off.
Carrying out maintenance - your list may be a set of checks that need to be carried out a intervals and can provide a written record that those checks have been done.
One Year Old:
(Some of the developmental milestones for this list come from What to Expect the First Year.)
Lifts head while lying on stomach (by age 3 months) (G)__
__Grasps a rattle (age 4 months) (F)
__Bring both hands together (age 4 months) )
__Rolls over one way (by age five months) (G
__Keep head level with body when pulled to a sitting position (age six months) (G)
__Rolls over both ways (by age seven months) (G)
__Sit without support (age 8 months) (G)
__Feed herself a cracker (age 8 months) (F)
__Passes an object from one hand to another (age 8 months) (F)
__Get into a sitting position from stomach (8 months) (G)
__Stands holding on to someone or something (10 months) (G)
__Pulls up to standing position from sitting position (age 10 months) (G)
__Can pick up a tiny object. (11 months) (F)
__Can walk holding on to furniture. (12 months) (G)
Back to Article
Two Years Old:
This checklist was developed by Ziva Schapiro, OTR
__Walks and runs on full feet (G)
__Pulls toys with strings (G&F)
__Climbs on furniture to look out the window and can get down (G)
__Climbs stairs holding on with two feet on each stair (G)
__Builds tower of 6 blocks (F)
__Pretends to push a train made out of three blocks after watching an adult do so. (F)
__Strings 1-4 large beads (F)
__One hand starts to be dominant (F)
__Holds crayon with the whole hand (fingers straight) (F)
__Imitates an adult making circular strokes or dots (F)
(The child will make a circle or dots after watching an adult do so.)
__Copies horizontal and vertical lines (F)
__Uses spoon well (F)
__Assists in dressing (G)
Back to Article
Three Years Old:
This checklist was developed by Ziva Schapiro, OTR
__Jumps in place with both feet (G)
__Kicks stationary ball (G)
__Rides tricycle (G)
__Stands on one foot for two seconds (G)
__Swings on swing when stated in motion (G)
__Builds tower of nine blocks (F)
__Snips with scissors (F)
__Completes 5-6 piece puzzle (F)
__Holds crayon with three fingers(F)
__Copies circle (can make a circle when he sees another one on a paper.) (F)
__Imitates cross (can make a cross after watching an adult draw one) (F)
__Draws person with head (F)
__Uses spoon and fork properly (without making a "big" mess) (F)
Back to Article
Four Years Old:
This checklist was developed by Ziva Schapiro, OTR
__Hops on one foot 1-3 times (G)
__Plays catch with large ball (G)
__Good control of tricycle (curves and spins) (G)
__Builds tower with 10 blocks (F)
__Strings small beads (F)
__Holds writing utensil with three fingers (F)
__Copies square (F)
__Draws person wit head feet and body (F)
__30 minute attention span (5-10 minutes per activity)
__Dress/Undress independently (except for closings, i.e. buttons, zippers) (F)
__Crosses midline (F&G) (anchor to this term in the article above)
__Does not switch hands in the middle of an activity (F)
__Clear dominance in right handed children (F)
Back to Article
Five Years Old:
This checklist was developed by Ziva Schapiro, OTR
__Walks on straight line (G)
__Can climb steps holding an object (G)
__Hops on each foot three times (G)
__Stands on one foot 8-10 seconds (G)
__Rides two wheeler with training wheels (G)
__Can swing by himself (G)
__Bounces and catches tennis ball (G&F)
__Builds tower 12 blocks (F)
__Can build three steps out of six blocks (F)
__Draws angled lines and triangle (F)
__Draws a person with head, body, legs and face (F
__Can color in lines (F)
__Cuts on straight lines (F)
__Holds knife in dominant hand (F)
Back to Article
Six Year Old:
This checklist was developed by Ziva Schapiro, OTR
__Stands on one foot with eyes closed for 3 seconds (G)
__Walks on line in heel-toe fashion (G)
__Skips (G)
__Rides bicycle without training wheels (G)
__Jumps rope (G)
__Catches and bounces tennis ball (G)
__Draws diamond (F)
__Cuts with knife (F)
__Holds writing utensil with three fingers with movement in the fingers.
__Ties shoelaces (F)
FOR ALL CHILDREN - DOES YOUR CHILD'S CAREGIVER:
___Appear to be warm and friendly?
___Seem calm and gentle?
___Seem to have a sense of humor?
___Seem to be someone with whom you can develop a relaxed, sharing relationship?
___Seem to be someone your child will enjoy being with?
___Seem to feel good about himself or herself and the job?
___Have child-rearing attitudes and methods that are similar to your own?
___Treat each child as a special person?
___Understand what children can and want to do at different stages of growth?
___Have the right materials and equipment on hand to help them learn and grow mentally and physically?
___Patiently help children solve their problems?
___Provide activities that encourage children to think things through?
___Encourage good health habits, such as washing hands before eating?
___Talk to the children and encourage them to express themselves through words and language?
___Encourage children to express themselves in creative ways?
___Have art and music supplies suited to the ages of all children in care?
___Seem to have enough time to look after all the children?
___Help your child to know, accept, and feel good about himself or herself?
___Help your child become independent in ways you approve?
___Help your child learn to get along with and to respect other people, no matter what their backgrounds are?
___Provide a routine and rules the children can understand and follow?
___Accept and respect your family's cultural values?
___Take time to discuss your child with you regularly?
___Have previous experience or training in working with children?
FOR INFANTS FOR TODDLERS (BIRTH TO AGE 3) - DOES YOUR CHILD'S CAREGIVER:
___Seem to enjoy cuddling your baby?
___Care for your baby's physical needs such as feeding and diapering? Wash own hands frequently?
___Spend time holding, playing with, talking to your baby?
___Provide stimulation by pointing out things to look at, touch, and listen to?
___Provide dependable and consistent care so your baby can form an attachment and feel important?
___Cooperate with your efforts to toilet train your toddler?
___"Child-proof" the setting so your toddler can crawl or walk safely and freely?
___Realize that toddlers want to do things for themselves and help your child to learn to feed and dress him- or herself, go to the bathroom, and pick up his or her own toys?
___Help your child learn the language by talking with him or her, naming things, reading aloud, describing what she or he is doing, and responding to your child's words?
FOR PRESCHOOLERS (AGED 3 TO 5 OR 6) - DOES YOUR CHILD'S CAREGIVER:
___Plan many different activities for your child?
___Join in activities himself or herself?
___Set consistent limits that help your child gradually learn to make his or her own choices?
___Recognize the value of play and encourage your child to be creative and use his or her imagination?
___Help your child feel good about himself or herself by being attentive, patient, positive, warm, and accepting?
___Allow your child to do things for himself or herself because she or he understands that children can learn from their mistakes?
___Help your child increase his or her vocabulary by talking with him or her, reading aloud, and answering questions?
FOR SCHOOL-AGE CHILDREN (AGED 6 to 14) - DOES YOUR CHILD'S CAREGIVER:
___Give your child supervision and security but also understand his or her growing need for independence?
___Set reasonable and consistent limits?
___At the same time, allow your child to make choices and gradually take responsibility?
___Understand the conflict and confusion that growing children sometimes feel?
___Help your child follow through on projects, help with homework, and suggest interesting things to do?
___Listen to your child's problems and experiences?
___Respect your child when he or she expresses new ideas, values, or opinions?
___Cooperate with you to set clear limits and expectations about behavior?
___Understand the conflicts and confusion older school-age children feel about sex, identity, and pressure to conform?
___Provide your child with a good adult image to admire and copy?
FOR ALL CHILDREN - DOES THE CHILD CARE HOME OR CENTER HAVE:
___An up-to-date license or registration certificate, if one is required?
___A clean and comfortable look?
___Enough space indoors and out so all the children can move freely and safely?
___Enough caregivers to give attention to all of the children in care?
___Places to store personal belongings?
___Places where children can be alone?
___Enough furniture, play things, and other equipment for all the children in care?
___Equipment that is safe and in good repair?
___Equipment and materials that are suitable for the ages of the children in care?
___Enough room and cots or cribs so the children can take naps?
___Enough clean bathrooms for all the children in care?
___Safety caps on electrical outlets?
___A safe place to store medicines, household cleansers, poisons, matches, sharp instruments, and other dangerous items?
___An alternate exit in case of fire?
___A safety plan posted to follow in emergencies?
___An outdoor play area that is safe, fenced, and free of litter?
___Enough heat, light, and ventilation ?
___Nutritious meals and snacks made with the kinds of food you want your child to eat?
___A separate place to care for sick children where they can be watched?
___A first aid kit?
___Fire extinguishers?
___Smoke detectors?
___Covered radiators and protected heaters?
___Strong screens or bars on windows above the first floor?
FOR INFANTS OR TODDLERS (BIRTH TO AGE 3) - DOES THE CHILD CARE HOME OR CENTER HAVE:
___Safe gates at tops and bottoms of stairs?
___A potty chair or special toilet seat in the bathroom?
___A clean and safe place to change diapers, sanitized after each use?
___Cribs with firm mattresses covered in heavy plastic?
___Separate crib sheets for each baby in care?
FOR PRESCHOOLERS (AGED 3 TO 5 OR 6) - DOES THE CHILD CARE HOME OR CENTER HAVE:
___A stepstool in the bathroom so your preschooler can reach the sink and toilet?
FOR SCHOOL-AGE CHILDREN (AGED 6 TO 14) - DOES THE CHILD CARE HOME OR CENTER HAVE:
___A quiet place to do homework?
___Appropriate games and activities?
FOR ALL CHILDREN - ARE THERE OPPORTUNITIES:
___To play quietly and actively, indoors and out?
___To play alone at times and with friends at other times?
___To follow a schedule that meets young children's need for routine but that is flexible enough to meet the needs of each child?
___To use materials and equipment that help children learn new physical skills and to control and exercise their muscles?
___To learn to get along, to share, and to respect themselves and others?
___To learn about their own and others' cultures through art, music, books, songs, games, and other activities
___To speak both English and their family's native language?
___To watch special programs on television that have been approved by you?
FOR INFANTS AND TODDLERS (BIRTH TO AGE 3) - ARE THERE OPPORTUNITIES:
___To crawl and explore safely?
___To play with objects and toys that help infants to develop their senses of touch, sight, and hearing? (For example, mobiles, mirrors, cradle gyms, crib toys, rattles, things to squeeze and roll, pots and pans, nesting cups, different sized boxes)
___To take part in a variety of activities that are suited to toddlers' short attention spans? (For example, puzzles, cars, books, outdoor play equipment for active play, modeling clay, clocks, boxes, containers, for creative play)
FOR PRESCHOOLERS (AGED 3 TO 5 OR 6) - ARE THERE OPPORTUNITIES:
___To play with many different toys and equipment that enable preschoolers to use their imaginations? (For example, books, musical instruments, costumes)
___To choose their own activities, for at least part of the day?
___To visit nearby places of interest, such as the park, the library, the fire house, a museum?
FOR SCHOOL-AGE CHILDREN (AGED 6 TO 14) - ARE THERE OPPORTUNITIES:
___To practice their skills? (For example, sports, musical instruments, drama activities, craft projects)
___To be with their own friends after school?
___To do homework?
___To use a variety of materials and equipment, including art materials, table games, sports equipment, books, films, and records?
___To use community facilities such as a baseball field, a swimming pool, a recreation center?
Wednesday, December 1, 2010
common problems of a child (ECED13)
Common Physical problem of a child
Child Abuse
Physical Abuse
- Unexplained or repeated injuries such as welts, bruises, or burns.
- Injuries that are in the shape of an object (belt buckle, electric cord, etc.)
- Injuries not likely to happen given the age or ability of the child. For example, broken bones in a child too young to walk or climb.
- Disagreement between the child's and the parent's explanation of the injury.
- Unreasonable explanation of the injury.
- Obvious neglect of the child (dirty, undernourished, inappropriate clothes for the weather, lack of medical or dental care).
- Fearful behavior.
- Mental injuryMental injury includes:
- Rejecting, abandoning or extensive ridiculing of a child.
- Terrorizing a child by threatening extreme punishment against him or his pets or possessions.
- Ignoring a child over time by refusing to talk to or show interest in her daily activities. This must be so extreme there is no traditional parent-child relationship between the two.
- Isolating a child by teaching him to avoid social contact beyond the parent-child relationship.
- Corrupting a child by teaching inappropriate behavior in areas such as aggression, sexuality or substance abuse.
- Exposing a child to violence.
Emotional - Verbal Abuse
- Aggressive or withdrawn behavior.
- Shying away from physical contact with parents or adults.
- Afraid to go home.
Sexual Abuse
- Child tells you he/she was sexually mistreated.
- Child has physical signs such as:
- difficulty in walking or sitting.
- stained or bloody underwear.
- genital or rectal pain, itching, swelling, redness, or discharge
- bruises or other injuries in the genital or rectal area.
- Child has behavioral and emotional signs such as:
- difficulty eating or sleeping.
- soiling or wetting pants or bed after being potty trained.
- acting like a much younger child.
- excessive crying or sadness.
- withdrawing from activities and others.
- talking about or acting out sexual acts beyond normal sex play for age.
- Families who are isolated and have no friends, relatives, church or other support systems.
- Parents who tell you they were abused as children.
- Families who are often in crisis (have money problems, move often).
- Parents who abuse drugs or alcohol.
- Parents who are very critical of their child.
- Parents who are very rigid in disciplining their child.
- Parents who show too much or too little concern for their child.
- Parents who feel they have a difficult child.
- Parents who are under a lot of stress.
- Take the child to a quiet, private area.
- Gently encourage the child to give you enough information to evaluate whether abuse may have occurred.
- Remain calm so as not to upset the child.
- If the child reveals the abuse, reassure him/her that you believe him/her, that he/she is right to tell you, and that he/she is not bad.
- Tell the child you are going to talk to persons who can help him/her.
- Return the child to the group (if appropriate).
- Record all information.
- Immediately report the suspected abuse to the proper local authorities. In most states, reporting suspected abuse is required by law.
Dealing with child abuse is emotionally difficult for a provider. As a child care provider, you should get training in recognizing and reporting child abuse before you are confronted with a suspected case. If you suspect a case of child abuse, you may need to seek support from your local health department, child support services department, or other sources within your area.
Child Behavior: Behaviour Problems in Children
The growing years of a child are perhaps the most difficult a family ever has. It is during these years that a child comes to terms with various concepts of life, like family belonging, discipline, social norms etc. These further lead to child behavior problems.
Child behavior problems can crop up from anything and everything, and they can be anything. It is necessary to differentiate between mischievous children and child behavior problems. Child behavior problems can occur in toddlers as well as teenagers. Needless to say, toddler behavior problems are a bit simpler as compared to teenage behavior problems. Child behavior problems or behavior disorders are when children have show a permanent pattern of hostile, destructive or disruptive behavior towards oneself or towards the society.
Child behavior problems can crop up from anything and everything, and they can be anything. It is necessary to differentiate between mischievous children and child behavior problems. Child behavior problems can occur in toddlers as well as teenagers. Needless to say, toddler behavior problems are a bit simpler as compared to teenage behavior problems. Child behavior problems or behavior disorders are when children have show a permanent pattern of hostile, destructive or disruptive behavior towards oneself or towards the society.
Social and Behavioral problems of a child
Early recognition of social and emotional problems in infants and preschool children is necessary for best developmental outcomes. Social and emotional difficulties continue over time and are highly resistant to change. It is not surprising that a strong relationship exists between childhood behavior problems, delinquency, and later criminality. If left untreated, “early-onset” conduct problems (high rates of aggression, disobedience, oppositional behaviors and emotional impairment) place children at high risk for persistent social and emotional problems, underachievement, school drop out and ultimately delinquency. Research has demonstrated that a young child’s ability to learn is assured by a sense of security and stability, and continuous relationships with adults, including their families and communities.
Early identification and intervention with social and emotional problems can have a significant impact on the developing child in three major areas. First, brain development, important early relationships and experiences can positively affect gene role, neural connections, and the organization of the mind, having a life-long positive effect. Positive early experiences lay the necessary foundation for the healthy growth of future behaviors and thought development. The development of emotional self being and social ability in the early years plays a critical part in shaping the way children think, learn, react to challenges, and develop relationships throughout their lives.
Early identification and intervention with social and emotional problems can have a significant impact on the developing child in three major areas. First, brain development, important early relationships and experiences can positively affect gene role, neural connections, and the organization of the mind, having a life-long positive effect. Positive early experiences lay the necessary foundation for the healthy growth of future behaviors and thought development. The development of emotional self being and social ability in the early years plays a critical part in shaping the way children think, learn, react to challenges, and develop relationships throughout their lives.
Social and Emotional Behaviors in Preschool
Children with social and emotional problems enter kindergarten unable to learn because they cannot pay attention, remember information on purpose, or act socially in a school environment. The result is growing numbers of children who are hard to manage in the classroom. These children cannot get along with each other, follow directions, and are impulsive. They show hostility and aggression in the classroom and on the playground. Early childhood teachers report that they are extremely concerned about growing classroom management problems, and that they are unprepared to handle them. Kindergarten teachers report that more than half of their students come to school unprepared for learning academic subjects. If these problems are not dealt with, the result can be growing aggression, behavioral problems and, for some, delinquency and crime through the
school years and into adolescence and adulthood.
Children with social and emotional problems enter kindergarten unable to learn because they cannot pay attention, remember information on purpose, or act socially in a school environment. The result is growing numbers of children who are hard to manage in the classroom. These children cannot get along with each other, follow directions, and are impulsive. They show hostility and aggression in the classroom and on the playground. Early childhood teachers report that they are extremely concerned about growing classroom management problems, and that they are unprepared to handle them. Kindergarten teachers report that more than half of their students come to school unprepared for learning academic subjects. If these problems are not dealt with, the result can be growing aggression, behavioral problems and, for some, delinquency and crime through the
school years and into adolescence and adulthood.
Social and Emotional Aggression
Continual physical aggression, high-school dropout rates, adolescent delinquency, and antisocial behavior have all been associated with early childhood conduct problems. The preschool years are a vulnerable period for learning to control development of aggression. Children who display high levels of physical aggression in elementary school are at the highest risk for taking part in violent behaviors as adolescents.
Continual physical aggression, high-school dropout rates, adolescent delinquency, and antisocial behavior have all been associated with early childhood conduct problems. The preschool years are a vulnerable period for learning to control development of aggression. Children who display high levels of physical aggression in elementary school are at the highest risk for taking part in violent behaviors as adolescents.
Social Emotional Problems and Peer Relationships
Social interaction with peers builds upon and improves the rules and customs of social interaction that children first encounter in their families. Children must be provided an emotionally secure and safe environment that prevents any form of bullying or violence, where they can be effective learners and integrate the development of social and emotional skills within all aspects of school life. These skills include problem-solving, coping, conflict management/resolution and understanding and managing feelings. Gaining social and emotional skills enables children to learn from teachers, make friends, express thoughts and feelings, and cope with frustration. These kinds of skills, in turn, directly influence cognitive learning such as early literacy, numeracy and language skills.
Mental retardation/intellectual disability is significantly subaverage intellectual functioning present from birth or early infancy, causing limitations in the ability to conduct normal activities of daily living.
Social interaction with peers builds upon and improves the rules and customs of social interaction that children first encounter in their families. Children must be provided an emotionally secure and safe environment that prevents any form of bullying or violence, where they can be effective learners and integrate the development of social and emotional skills within all aspects of school life. These skills include problem-solving, coping, conflict management/resolution and understanding and managing feelings. Gaining social and emotional skills enables children to learn from teachers, make friends, express thoughts and feelings, and cope with frustration. These kinds of skills, in turn, directly influence cognitive learning such as early literacy, numeracy and language skills.
Mental retardation/intellectual disability is significantly subaverage intellectual functioning present from birth or early infancy, causing limitations in the ability to conduct normal activities of daily living.
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Thursday, November 25, 2010
guidance programs in Elizabeth Seton Elem. school
| Preschool |
The Curriculum ESS develops the child in all aspects through the attainment of objectives peculiar to the preschool. Considering that your children are individuals who develop as whole persons, the ESS Preschool Dept. stands not to deal with the traditional approach of teaching, but to embrace a globally oriented type of curriculum. Early childhood program must be well-rounded, therefore, the preschool curriculum focuses on the following areas of your child’s development: • Physical Development • Affective Development • Cognitive Development • Creative-Aesthetic Development 1. Physical Development fine motor coordination through play and manipulative activities 2. Affective Development personal and social/interpersonal skills or behavior pertaining to independence and social behavior, awareness of their feelings and sense of right and wrong 3. Cognitive Development sensory perceptual skills, communication skills, numeric concepts and other operational skills 4. Creative-Aesthetic Development responsiveness to the surroundings, exploration of sounds, art activities and creative movements We in the Elizabeth Seton School offer your children quality preschool education where the school and the teacher, together with the family, support in the development of the children’s potentials. |
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