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.

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

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)

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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)

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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)

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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)

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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)


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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?

common problems of a child (ECED13)

Common Physical problem of a child

Child Abuse

Child abuse is harm to, or neglect of, a child by another person, whether adult or child. Child abuse happens in all cultural, ethnic, and income groups. Child abuse can be physical, emotional - verbal, sexual or through neglect. Abuse may cause serious injury to the child and may even result in death. Signs of possible abuse include:

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 injury
  Mental 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.

Mental injury/psychological maltreatment is the result of cruel or unconscionable acts and/or statements made, threatened to be made or permitted to be made by the caregiver(s) which have a direct effect on the child; or caregiver’s failure to provide nurturance, protection or appropriate guidance. The caregiver’s behavior, intentional or unintentional, must be related to the observable and substantial impairment of the child’s psychological, cognitive, emotional and/or social well being and functioning.

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.

Abuse can happen in any family, regardless of any special characteristics. However, in dealing with parents, be aware of characteristics of families in which abuse may be more likely:

• 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.

If you suspect child abuse of any kind, you should:

• 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.

If you employ other providers or accept volunteers to help you care for the children in your facility, you should check their background for a past history of child abuse or other criminal activity. Contact your local police department. Many states require that child care providers have background and criminal history checks.
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.

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.

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.

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.

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.

• Mental retardation/intellectual disability (MR/ID) can be genetic or the result of a disorder that interferes with brain development.
• Most children with MR/ID do not develop noticeable symptoms until they are in preschool.
• The diagnosis is based on the results of formal testing.
• A child's life expectancy is based on the extent of mental and physical problems.
• Proper prenatal care lowers the risk of having a child with MR/ID.
• Support from many specialists, therapy, and special education help children achieve the highest level of functioning possible.