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• Aggressive or withdrawn behavior.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.