baby, toddler, child

Baby, Toddler, Child Insight to Development

c2012gregorycounselingonline 1

Topics Baby

Deciding “if ’. .

Baby dilemmas

FIRST SHOTS

RESOURCES FOR SHOTS

How to bathe

Breast feeding your child

Baby milestones

Senses developing

Mobility stage

Baby teething

Infant illness

TODDLER

Potty Training

Keeping your child safe

Toddler accidents


Topics

Toddler

Ages 2 – 5

Age 3 – 4

Ages 3 – 5

YOUNG CHILD

Teaching Chores

Scribble, Scribble

PLAY TIME

TV AND PRESCHOOL CHILD

PRESCHOOL AND/OR DAYCARE

FIRST DAY OF PRESCHOOL OR DAYCARE

Choosing Childcare

How can I pay?

Interview—Check References


TOPICS

YOUNG CHILD

Preschoolers common illnesses

Preschool and infections

Immunizations?

Colds Preventing colds

Preschool Transition

CHALLENGING BEHAVIOR WITH TRANSITIONS

Strategies for challenging behavior

TEXAS REQUIRES FOR SCHOOL

PROGRESS REPORT FROM DAYCARE/PRESCHOOL


Disclaimer

Disclaimer:

All content within this site is provided for general information only.

It should not be treated as a substitute for the medical advice of

your own doctor or health care professional. The owners of this

site are not responsible or liable for any diagnosis made by a user

based on the content of the evagregorycounselingonline website.

The owner is not liable for the contents of any external internet

sites listed, nor does it endorse any commercial product or service

mentioned or advised on in this or any linked site. Always consult

your own Doctor if you are concerned about your health or your

child’s health.


Deciding “if ’. .

Among the many decisions we make in life, deciding "if" or "when" to

become a parent should be a choice made with great thought and planning.

Parenting is a life long commitment. It means you agree to take

responsibility for your child and to do what is best for your

child. Parenting requires planning and to have a sense of trust in your

ability to handle the unknown. You will give much and you will gain much.

Are you ready? Only you can decide! Before making this decision, you

should explore your reasons for having a child.

What do you have to offer a child at this point in your life?

What would you enjoy about being a parent?

What would be difficult and what would be easy?

How will parenthood change your life, your relationship now or in the

years ahead?

Are you ready for the changes that would result?

What are your partner’s views on this matter?


Baby dilemmas Introducing Babies & Pets

Pets at homes are used to have everybody’s attention, love and care until the babies arrive. Then, the baby has all the attention and they have to vie for their share. This may make the pet feel threatened, lonely and even jealous. The pets are known to have attacked babies in the past as they mistook him for a game or injure them accidentally while trying to play with the babies.

Back-to-Work Baby Anxiety Moms, who used to work before their delivery, often find it a challenge to get back to their work, leaving their little child at home. Both mothers and babies often suffer from separation anxiety at this stage. Babies become overly attached to their mother and cling to them all the time, when they are at home, afraid to let them go. This make many moms feel guilty. Actually, babies start associating with the patterns and their daily routines as soon as they are born. Buy & Not to Buy for Newborns Soon-to-be parents and new parents are the most susceptible dupes when it comes to buy what is best for their child. They get very emotional while shopping and often end up spending a fat bundle of bucks on things and those who are having firstborns may buy things such as baby clothes, furniture, toys and nursery decor items that they or their baby never use. Selecting Crèche For Children All working moms have struggled with the dilemma of having to leave the child behind and go to work. While family support is of course the best option where you know that you can hire the maid and your child will be looked after well at the home. However, with the nuclear family system of today, it is becoming more and more difficult to find a family member who can stay at home for the child.


http://www.iloveindia.com/parenting/child-lifestyle/babies-and-pets.html

http://www.iloveindia.com/parenting/child-lifestyle/back-to-work-baby-anxiety.html








http://www.iloveindia.com/parenting/child-lifestyle/buy-or-not-buy.html

http://www.iloveindia.com/parenting/child-lifestyle/children-in-creche.html

FIRST SHOTS

Hepatitis B Vaccine (HepB)

It prevents: Hepatitis B, a chronic or acute liver disease that can lead to

liver failure and cancer.

When baby gets it: The first dose should be given before she’s

discharged from the hospital after birth. A second dose should happen

between 1 and 2 months of age. If, for some reason, baby doesn’t get the

hepatitis B vaccine at the hospital, she’ll need three doses -- at 0, 1 and 6

months -- and the final dosage should be administered no earlier than 24

weeks old.

If mom is hepatitis B surface antigen (HBsAg) positive, baby should get the

vaccine -- plus hepatitis B immune globulin -- within 12 hours of birth, and

then receive three more doses of the vaccine between 9 and 18 months,

and be tested for HBsAg and the antibody to HBsAg one to two months

after completion of the dosages.

Possible side effects: Brief soreness and fussiness


Rotavirus Vaccine (RV) It prevents: Rotavirus, the most common cause of diarrhea and vomiting in infants and young children, which can cause severe dehydration in babies. It’s not a shot -- this vaccine is taken orally. When baby gets it: Between 2 months and 4 months of age, in two to three doses, depending on the brand of vaccine she gets. She may also need another dose at 6 months, so double-check with your doctor. Possible side effects: Fussiness, and some babies may have mild, temporary diarrhea or may vomit.

Diphtheria and Tetanus Toxoids and Acellular Pertussis Vaccine (DTaP) It prevents: This is a combination vaccine to protect against diphtheria, tetanus and pertussis. Diphtheria used to be a major cause of childhood illness and death. Now, it only occurs in a few cases a year, thanks to this vaccine. Tetanus is a serious illness that causes painful tightening of the jaw muscles. Pertussis is also known as the whooping cough, a highly contagious respiratory infection. When baby gets it: At 2 months, 4 months and 6 months, and between 15 and 18 months and 4 to 6 years. Possible side effects: Tenderness, swelling, redness, fever, loss of appetite within two days of receiving the shot.


Haemophilus Influenzae Type B Conjugate Vaccine (Hib) It prevents: “Hib” disease, which you probably haven’t heard of, but it’s very harmful. Hib was the leading cause of bacterial meningitis in children before the vaccine was developed. Kids with Hib may suffer permanent brain damage or have serious complications, like pneumonia. When baby gets it: At 2 months, 4 months and 6 months, and between 12 and 15 months. Possible side effects: Fever, redness and/or tenderness at the site of the shot

Pneumococcal Conjugate Vaccine (PCV13) It prevents: Streptococcus pneumoniae, an illness that can be serious and even lead to death. It can cause blood infections, ear infections, meningitis and pneumonia in children. The vaccine protects children for three years, when they are most vulnerable to the disease. When baby gets it: At 2 months, 4 months and 6 months, and a booster given between 12 and 15 months. Possible side effects: Low-grade fever, redness, tenderness at injection site.


Inactivated Poliovirus Vaccine (IPV)

It prevents: Polio, once a widespread epidemic that killed and paralyzed

thousands of people.

When baby gets it: At 2 months, 4 months, 6 to 18 months and 4 to 6

years.

Possible side effects: Soreness or redness near the site of injection; an

allergic reaction rarely occurs.

Inactivated Influenza Vaccine

It prevents: The flu -- which, according to the Centers for Disease

Control and Prevention, is more dangerous to children than the common

cold. The strains included in the 2012-2013 vaccine are H1N1, H3N2 and

the influenza B virus.

When baby gets it: Annually, from age 6 months.

Possible side effects: Fever, aches, soreness, redness or swelling where

the shot was given.


Measles, Mumps and Rubella Vaccine (MMR) It prevents: Measles, mumps and rubella, dangerous diseases that can cause rashes and fevers and that can lead to serious conditions like pneumonia, meningitis, seizures and deafness. When baby gets it: One dose at 12 to 15 months and a second dose at 4 to 6 years. Possible side effects: Rash, slight fever, joint aches, swelling in neck and salivary glands a week or two after receiving the shot.

Varicella Vaccine It prevents: Chicken pox -- some people that get the vaccine may still get chicken pox, but it’s usually very mild and the recovery time is faster. The risks of chicken pox are fever and a severe rash. Complications from chicken pox include a bacterial infection of the skin, swelling of the brain and pneumonia. Many states now require children to get the vaccine before entering school. The vaccine is now recommended because it results in less illness if your child does get chicken pox and less time missed from school, plus it prevents against severe infections. When baby gets it: One dose at 12 to 15 months and a second dose at 4 to 6 years. Possible side effects: Soreness or swelling at the injection site, mild fever, rash.


Hepatitis A Vaccine It prevents: It protects against Hepatitis A, a disease that causes liver inflammation. Young children may not have symptoms, so often the disease is not recognized until the child’s caregiver becomes ill. When baby gets it: One dose at 12 to 23 months and a second dose six months after. Possible side effects: Soreness at the injection site, headache, loss of appetite, tiredness.

Meningococcal Conjugate Vaccine, Quadrivalent (MCV4) It prevents: Meningococcal disease, which can cause meningitis, blood infections and other infections. Infants less than one year old and college freshmen who live in dormitories are most susceptible. The vaccine protects against this bacterial disease. When baby gets it: It is recommended for high-risk children between the ages of 9 to 23 months years old to get two dose. Two doses of the vaccine are recommended for children and adolescents between the ages of 11 and 18 years old (the first at 11 or 12 years and a booster at 16 years). Possible side effects: Redness and soreness at the injection site; very few people can develop a fever.


RESOURCES FOR SHOTS

If you are uninsured and do not have a health care provider, here are some

resources:

Community Health Centers offer affordable health care, including

immunizations, based on your ability to pay.

Local health departments may hold Child Health Conferences that offer

vaccinations. Call your local health department to learn more.

Find a Flu Shot – Search for flu clinics in your area on the Find a Flu Shot

page. Please note some clinics have age or residency requirements.


http://www.state.nj.us/health/fhs/cphc/index.shtml

http://www.state.nj.us/health/lh/directory/lhdselectcounty.shtml

http://www.state.nj.us/health/flu/findflushot.shtml

How to bathe

Babies who do have yet not started to crawl can be bathed just twice a

week and just be sponge bathed in the groin area and in the fold of fat in

the neck. However, once they start drooling, it becomes necessary to wipe

their chins frequently. Children who start crawling and walking need daily

baths and more frequent washings because they can easily mess

themselves up. Here are some tips for bathing babies while both you and

your baby have fun:

Bathe the baby in a room, which is warm and draft-free.

Keep a basin of water nearby and a thick towel on which you can place the

baby immediately after you have bathed her.

While giving sponge bath to the baby, if your baby cries too much on being

undressed, you may wash one body part at a time and keep some part of

her body covered at all times.


Breast feeding your child After the delivery, breasts produce enough milk to feed the baby.

Not only do breasts produce milk but also they also efficiently drip to satisfy baby's hunger. If this milk does not drip properly or is not fed on by the bay, it pains a lot until the milk is pumped out and may even result in excessive hurtful experience and disease. There are cases when both these hormones are not produced properly and thus, not only the moms have to face the problems, babies are also deprived of proper nutrition. Mother's milk has many additional nutrients that are not present in cattle-produced milk such as lactones (produced from glucose in blood) and proteins (produced from amino acids). In mother's milk, all the nutrients are present in balanced form, appropriate for baby's diet. With the advancing age of the child, the baby needs more nutrition and more nutrients that the baby can get only from the mother's milk and not from the cattle's milk or infant formulas. Many moms are not capable of producing the milk and hence, are helpless but there are many others who risk baby's health for their vanity and deprive their children of one of the most precious gifts of Nature. Moms who do not nurse their babies are at higher risk for breast cancers and other breast-related diseases. If milk production gets stopped naturally, then it is a different thing but if breasts produce milk and is not fed to the baby, then it creates a problem for the moms. Thus, one should not hesitate to feed the baby for first six to seven months to ensure better health for the mom and baby alike.


Baby milestones What are Developmental Milestones

Developmental milestones can be described as a set of functional skills or age-specific tasks that an average child is able to do when he reaches a specific age. Most of the pediatricians make use of these milestones to make sure that a child is developing at a normal pace and is not suffering from any growth-related problems. However, while making use of these milestones, a parent should keep in mind that it is not necessary for a child to be able to do a specific task exactly within the age range mentioned. Some variations are bound to be there, as every child is unique. It is only when the variations become too much that a need for worry arises. Skills The skills that are generally studied in the growth and development charts for babies include: Basic Motor Skills: Using large muscle groups in sitting, standing, walking, running, balancing and changing positions. Advanced Motor Skills: Using hands to eat, draw, dress, play, write and indulge in other things. Learning Skills: Learning to speak and use body language as well as gestures for communication, ability to understand others. Cognitive and Thinking Skills: Learning, problem-solving and reasoning. Social Skills: Interacting with others, maintaining relationships with family, friends and teachers, learning to share and cooperate and responding to other people's feelings.


Senses developing.. Newborns can see only very sharp images in bright colors that are within 6 to 8 inches of

their head. They cannot look around and their heads are wobbly as the muscles of their necks are still not strong enough to hold their head properly. So, we need to constant provide support to their heads at all times.

Within 6 to eight weeks, baby's eyes start focusing better and they are able to hold their little heads straight for short periods. Sometimes, they even look around and move their necks to see where a particular sound is coming from or to follow the movements of those surrounding the baby.

Babies that are about three to four months old, learn to hold up their heads and also use their arms to grab their favorite toys. If you make them lie on their backs, you can dangle things above them and they will try to catch them and even managed to grapple one or two. You may encourage motor development in the child in this age by making the baby lie under the activity arch.

Slowly, baby learns to use upper part of the body better and then may try to achieve the tripod position. Within four to six months, they try turn their body from side to side. It is at this time when most parents would like to teach games like 'Patty Cake' to their babies. The lyrics of the game are:

Patty Cake, patty cake, baker's man

Make me a cake as fast as you can (Pat the baby during these lines)

Roll it (roll the baby), pat it (pat the baby),


Mobility stage

Within seven to eleven months, most babies start crawling and learn to

coordinate the movements of their arms and legs. However, some babies

may never crawl. They directly move on from sitting to standing and

walking.

Within 12 to 14 months, most babies start practicing getting up and to

walk. They use walls and your fingers as support and this is the time when

you have to pay much attention to your babies as they often stumble

around. Do keep an eye on your baby always during this age. If you put

your baby in a walker, be sure that you are always around and that your

baby does not run out of doors. Never let the babies play near stairs, when

they are in a walker. It is best not to put shoes on their little feet, as it

always helps that their feet touch the floor and they can feel it with their

toes and soles. This helps them to balance themselves better while learning

to walk.


Baby teething

There is no fixed time when the teething will begin babies or even one way to

how those pure white milk teeth will appear. Some children may start teething

as early as three months and the process may continue up to the age of three

years but it is usually before four to seven months that the first tooth of the

baby makes its appearance. The process differs too and it can be very hurtful

for some babies and easy, worry and pain free for others. In some kids, you

won't even known how that tooth came into being suddenly while in others,

we can see symptoms weeks before the actual emergence of the tooth in the

form of sore and swollen gums. Sometimes the swelling recedes but there is no

tooth at all. Here, we are mentioning some of the teething blues that mostly

indicate that your tiny tot is getting ready for his first bite:

Instinct to chew and gnaw: An emerging tooth pushes beneath the gums to

come out and may feel itchy or funny to the baby who uses his chewing instinct

to get over this worrying sensation. Chomping and biting things also create a

counter pressure on the area, which gives certain relief to the gums. Thus,

children often chew and bite on anything that they can lay their hands on

including mom's breasts while breastfeeding and that really hurts.


teething Swollen gums: With the eruption of a new tooth pushing the gum from beneath

incessantly in a struggle to gum, makes the gums look red, swollen, puffy and bruised before it actually emerges. As soon as the tooth appears, the gums will be back to normal.

Increased irritability and fussiness, especially at night: The maximum discomfort related to teething occurs because the tooth moves through the bone and gum that occurs in stages and is more active at night, making the baby more irritable and fussy than daytime.

Baby pulling his/her ears: Just like ear infections, sometimes pain in jaw during teething gets transferred to ear canal and the baby starts pulling his/her ears in an attempt to get rid of it.

Drooling: Drooling is normal in infancy but if a baby suddenly starts drooling heavily, it may be a first sign of teething. However, you can be skeptical about this because all drooling newborns may not start teething. In case of older babies, saliva formation and drooling can be so heavy that baby may gag on it or rashes may form on baby's chin, chest or neck due to constant contact with wet clothes. You can prevent these rashes by trying to keep the skin dry with the help of a bib or a layer of petroleum jelly or both.

Change in Feeding Habits: While teething, some babies may want to be breast or bottle-fed once again as their gums are swollen and inflamed and spoon hurts them. Others start nursing eagerly but pull back and cry as sucking may cause pressure on their gums and ear canals that irritates or causes pain to them. Still others may like to eat solids (sometimes more than usual) because chewing on food items creates the counter-pressure that feels good and helps relieve pain in gums.


Infant illness Common Infant Illness

Colds - Babies succumb to colds several times in their first years. The best bet would be to consult with physician. Cold and cough are generally treated using antibiotics.

Constipation - Most babies suffer from constipation when they start eating solid foods. This is generally due to lack of balanced diet and not enough liquids intake.

Diarrhea - Too frequent and watery bowel movements are known as diarrhea. The condition is more common in babies than in adults.

Ear Infections - Ear infections are often a result of accumulation of fluid in the middle ear that results in growth of germs. It may also be caused by viruses or due to cold.

Fever - Fever is nothing to worry about in itself. It just indicates that there is something wrong with the body.

Gastro-esophageal Reflux Disease (GERD) - GERD happens, because the circular band of muscle that acts, as a valve between the esophagus and the stomach is still immature in babies. This lets the acidic stomach contents regurgitate back into the esophagus, causing pain.

Respiratory Syncytial Virus (RSV) - This viral infection is really serious and pretty common in early infancy too. A leading cause of lower respiratory tract illness, it can cause pneumonia, bronchiolitis (inflammation of the small airways of the lungs) and croup.

Food Allergies - Babies usually get food allergy by consuming a food directly or through nursing, where they may become allergic to something moms may have eaten.

Vomiting - Normally, babies bring up a little mild, after you feed them. This condition is known as 'Possetting'. However, if the baby brings up the entire meal, it is worrisome as the cause then is a virus and needs to be treated immediately.


Potty training

Make sure that you and your baby are ready to start potty or toilet training

before venturing into it. When you start to potty train your child, you should

have enough time and energy for three months at least to encourage and

motivate your child daily and still be patient, supportive and calm. Your child

should be old enough to indicate that his or her diaper is wet or soiled or tell

you when he or she would like to go to the toilet. Most children start telling

about the need to go to potty, when they are 18 to 24 months old but some of

them have to use diapers until three years old. Here are some tips to make

potty training easier for your kid:

Take your child to the bathroom with you and let him see how you use the

toilet.

Let the child feel comfortable in the toilet and play with the flush of the toilet.

You can let the child feel comfortable on the potty chair first and then proceed

on to teach him how to use the toilet.

Let the child play, touch and observe the potty chair and use it like a regular

chair while wearing all the clothes and sit on it or get up from it anytime he

wants before teaching him how to use it.


Potty chair

Once the child is comfortable with the potty chair, try t make him sit on

the chair without wearing pants or a diaper.

Make the child observe how to use the potty chair by letting him observe

that you place stool from a dirty diaper into the potty chair and then

transfer it to the toilet.

Make the child see how stools and urine disappears when the child flushes

the toilet.

Once the child learns to use the potty chair and flush the toilet, clothe him

loose and easily removable pants and place him in the potty chair every

time he indicates that he needs to go to the bathroom. Other indicators

that point out the child's need to urinate or go potty are change of facial

expressions, sudden stopping while playing or doing something.

You should place the child on potty at regular intervals when they need to

use it. Most children have a bowel movement once a day, usually within an

hour after eating and need to urinate within an hour after having a large

drink.


Toddler accidents Active toddlers that are about 15 to 17 months are known to have products

like gasoline and lead-based paints. They can open drawers and pry open the bottles, become taller and can reach places where they couldn't in the past and act like an insatiable explorer.

Babies who accidentally slip or crawl into bathrooms, unsupervised by adults, are known to drown in toilets, buckets and pools, even with all the supporting ring devices.

By 9 to 11 months, babies try to put anything they can lay their hands on in their mouth including broken parts of toys, buttons, coins and medicines that they can find on floor. These can get into their tiny air and esophageal passages and cause them to choke on them.

Children less than 4 years of age, do not have total control over there body and may misjudge their movements, causing them to fall from furniture, stairs or playground equipment.

Children less than six months old are most susceptible to serious and sometimes fatal injuries that occur due to falls.

Children who are about 6 to 8 months old start sitting on their own and thus, parents often assume that they can let the baby alone in the bathtub for a few moments while they answer the phone or the door. In such case, babies have been known to drown or get submerged in water less than two inches.


toddlers accidents Hot liquids and vapor can scald a baby worse than a grown up adult, as his skin

is thinner and much softer. So, keep your cup of tea or coffee out of baby's reach and keep them away from hot tub of water.

Infant walkers are more hazardous than helpful, if babies are left alone wit them. Babies use them to try to climb off the stairs (and fall in the process), get tipped over very easily and reach things that are dangerous for them and supposedly have been kept out of their reach.

Injuries that occur due to accidentally hitting a child who suddenly runs out on street, falling out of a car or accidentally set the car in motion while playing with steering and keys, mostly occur when caretakers are not vigilant enough for the child who is increasingly becoming more active and is innately curious.

Newborns to five months old have limited mobility, so most of the injuries that they face, occur due to caretakers' fault or neglect. A young sibling or who may accidentally let the baby fall may cause an injury to the baby.

The intense curiosity of children to try and experiment with anything they can find peaks around 21 to 23 months and this is also the peak time for injuries such as drowning and poisoning occur.

When kids learn to crawl and roll, they love to perform their antics and if you let them alone for just a while, they may fall from bed, sofa or crib.


Keeping your child safe For open railings on balconies or terraces, use plastic guards or netting that can keep the

children from falling.

Put a childproof lock on oven and stove knobs so that children cannot turn them on and put covers on power strips.

Put any dangerous items such as knives, blades, medications and cleaning products in a higher storage area and put childproof locks in lower cabinets and drawers.

Put corner and edge bumpers on tables and raised fireplace hearths, so that children don't bump on it.

Put cover on tub spout or anti-scalding devices on faucets and be sure that water is never heated more than 120 degrees in the bath.

Put covers on doorknobs and levers, so that children cannot open it without an adult's help and wander outside unsupervised.

Put locks on toilet seats too and never keep any water storage such as bucket open to prevent children from drowning.

Put smoke and carbon monoxide detectors on all floors, preferably near bedrooms.

Window guards and secure locking system on windows is a must.


Keeping your child safe

You may be surprise at what your kids are capable of doing and at sudden

development in their activities such as rolling over, crawling and trying to climb

up using an open drawer as the ladder. These may lead to unexpected accidents

such as tipping hot liquids over themselves, making a shelf and its content fall,

cutting themselves, falling from height and wandering outdoors or on to the

streets alone. To keep your child safe and secure, childproofing is must for

every household with young kids and curious toddlers. Here are some things

that you will need to make your home safe enough for your child:

Attach any heavy furniture to the wall using furniture straps or brackets.

Child gates should be used at both the top and bottom of stairs such as the

hardware-mounted style for the top and the pressure-mounted style for the

bottom.

Children have choked on window blind cord wraps, so either cut them short

so that they are high enough for the child or replace them with shades.

Cover the outlets with plates. Plug covers can be pulled off easily and are not

safe enough


Ages 2 - 5 Growth and Development, Ages 2 to 5 Years - Topic Overview

How does a child grow and develop between the ages of 2 and 5?

The ages between 2 and 5 are often called the preschool years. During these years, children change from clumsy toddlers into lively explorers of their world. A child develops in these main areas:

Physical development. In these years, a child becomes stronger and starts to look longer and leaner.

Cognitive development. A child this age makes great strides in being able to think and reason. In these years, children learn their letters, counting, and colors.

Emotional and social development. Between the ages of 2 and 5, children gradually learn how to manage their feelings. By age 5, friends become important.

Language. By age 2, most children can say at least 50 words. By age 5, a child may know thousands of words and be able to carry on conversations and tell stories.

Sensory and motor development. By age 2, most children can walk up stairs one at a time, kick a ball, and draw simple strokes with a pencil. By age 5, most can dress and undress themselves and write some lowercase and capital letters.


Age 3 - 4

What Preschoolers Need

3- to 4-year-old children require opportunities to

★ Play with other children so they can learn to listen, take turns and share;

★ Develop more physical coordination—for example, by hopping on

both feet;

★ Develop their growing language abilities through books, games,

songs, science, math and art activities;

★ Develop more self-reliance skills—for example,

learning to dress and undress themselves;

★ Count and measure;

★ Participate actively with adults in reading-aloud activities;

★ Explore the alphabet and print; and

★ Attempt to write messages.


Ages 3 - 5

Preschoolers

Children 3 to 5 Years Old

What to Expect

Between their third and fourth birthdays, children

★ Start to play with other children, instead of next to them;

★ Are more likely to take turns and share and begin to understand that

other people have feelings and rights;

★ Are increasingly self-reliant and probably can dress with little help;

★ May develop fears (“Mommy, there’s a monster under my bed.”) and

have imaginary companions;

★ Have greater large-muscle control than toddlers and love to run, skip,

jump with both feet, catch a ball, climb downstairs and dance to music;

★ Have greater small-muscle control than toddlers, which is reflected in

their drawings and scribbles;


Ages 3 - 5

★ Match and sort things that are alike and unalike;

★ Recognize numerals;

★ Like silly humor, riddles and practical

jokes;

★ Understand and follow spoken

directions;

★ Use new words and longer sentences;

★ Are aware of rhyming sounds in

words;

★ May attempt to read, calling attention to themselves and showing

pride in their accomplishment;

★ Recognize print around them on signs or in logos


Ages 3 - 5

Know that each alphabet letter has a name and identify at least 10

alphabet letters, especially those in their own names; and

★ “Write,” or scribble messages.

Between their fourth and fifth birthdays, children

★ Are active and have lots of energy and may be aggressive in their play;

★ Enjoy more group activities, because they

have longer attention spans;

★ Like making faces and being silly;

★ May form cliques with friends and may

change friendships quickly;

★ Have better muscle control in running,

jumping and hopping;

★ Recognize and write the numerals 1–10;

★ Recognize shapes such as circles, squares,

rectangles and triangles;


Ages 3 - 5

★ Love to make rhymes, say nonsense

words and tell jokes;

★ Know and use words that are important

to school work, such as the names for colors, shapes and numbers;

know and use words that are important to daily life, such as street

names and addresses;

★ Know how books are held and read and follow print from left to right

and from top to bottom of a page when listening to stories read aloud;

★ Recognize the shapes and names of all letters of the alphabet and

know the sounds of some letters; and

★ Write some letters, particularly those in his own name.


Ages 4 - 5

4- to 5-year-old children need opportunities to

★ Experiment and discover, within limits;

★ Develop their growing interest in

school subjects, such as science, music,

art and math;

★ Enjoy activities that involve exploring

and investigating;

★ Group items that are similar (for example, by size, color or shape);

★ Use their imaginations and curiosity;

★ Develop their language skills by speaking and listening; and

★ See how reading and writing are both enjoyable and useful (for

example, by listening to stories and poems, seeing adults use books

to find information and dictating stories to adults).


Teaching Chores Chores

Any household task can become a good learning game—and can be fun.

What You Need

★ Jobs around the home that need to get

done, such as:

—Doing the laundry

—Washing and drying dishes

—Carrying out the garbage

—Setting the dinner table

—Dusting

What to Do

★ Tell your child about the job you will

do together. Explain why the family

needs the job done. Describe how you

will do it and how your child can help.

★ Teach your child new words that are associated with each job: “Let’s

put the placemats on the table first, then the napkins.”


Teach by doing…

Doing laundry together provides many opportunities for your

child to learn. Ask him to help you remember all the clothes that

need to be washed. See how many things he can name: socks,

T-shirts, pajamas, sweater, shirt. Have him help you gather all the

dirty clothes, then help you make piles of light and dark colors.

★ Show your child how to measure the soap and have him pour

the soap into the machine. Let him put the items into the

machine, naming each one. Keep out one sock. When the washer

is filled with water, take out the mate to the sock. Let your child

hold the wet sock and the one that you kept out. Ask him which one

feels heavier and which one feels lighter. After the wash is done,

have your child sort his own things into piles that are the same (for

example, T-shirts, socks).


When to use Proactive Teaching: When your child starts learning a new task.

When there is an issue that was a problem in the

past and the issue must be faced by your child again.

Example:

It is the beginning of the basketball season, now is

the time to show your child how to respond to the

coach’s instructions.

Your child gets into a fight. Role play how to

apologize to his peer.

Proactive Teaching is teaching your child what he/she will need

for a future situation and practicing it in advance.

Behaviors Strategies to Improve

Make a list of 3 behaviors of your child that Proactive teaching will

improve and list the strategies you will use.

3 Steps to teaching the behavior you desire.

1. Describe what you expect your child to do,

Be specific and clear.

2. Give a reason….

“Pick up your room because I say so” is a command and

not a reason.

Show your child how he/she will benefit from what you are teaching.

3. Practice

Just when your child learned to ride a bike, he/she had to practice

before he/she was able to ride well.

Social skills are sets of specific behaviors, linked together in a certain order, that help

us get along with other people and make appropriate decisions in social situations.

Think a minute about what you do (your behavior) when you meet someone for the

first time. You probably:

1. Stand up straight.

2. Look at the person.

3. Smile.

4. Give a firm handshake.

5. Say your name and something like, “It’s nice to meet you.”

This is an example of how these five behaviors fit together to make up the social skill

of how to introduce yourself.

Teaching your child Social Skills

How to follow INSTRUCTIONS.

How would you teach your child to make a cheese sandwich?

These are the steps to following instructions:

1. Look at the person.

2. Say “Okay.”

3. Do what is asked.

4. Check back to let the person know you are

finished.

We want to teach our children social skills that they can used in

many different situations. When your child learns to follow

directs in the kitchen, it can be carried over to many other

situations and locations.

Wesley, age 3, argues and talks back when he gets an answer that he doesn’t like from his Dad. Wesley’s father adapts the following four steps to fit his expectations for his son. Wesley’s father only wants Wesley to use step two, “Say, Okay.”

◦ Step 1.: Look at the person.

◦ Step 2: Say “Okay.”

◦ Step 3: Calmly ask for a reason if you really don’t understand.

◦ Step 4: If you disagree, ask to bring it up later.

How to accept “NO” answers.

Social Skill:_________________________________________________

Steps:____________________________________________________________

Situation:__________________________________________________________

1. Describe what you would like:__________________________________

2. Give a reason:_________________________________________

3. Practice:_________________________________________

Give a detail report about the results you and your child

had:______________________________________________________________

__________________________________________________________________

__________________________________________________________________

Name:________________________________ Date:__________________

Complete and E-mail to [email protected].

Proactive Teaching-What social skill would you like to

teach your child?

Scribble, Scribble…

Scribble, Draw, Paint and Paste

Young children are natural artists and art projects can spark young

imaginations and help children to express themselves. Scribbling also

prepares them to use writing to express their ideas.

What You Need

★ Crayons, water-soluble felt-tipped markers

★ Different kinds of paper (including construction

paper and butcher paper)

★ Tape

★ Finger paints

★ Paste

★ Safety scissors

★ Fabric scraps or objects that can be glued to

paper (string, cotton balls, sticks, yarn)


PLAY TIME

What to Do

★ Give your child different kinds of paper and different writing

materials to scribble with. Coloring books are not needed. Crayons

are good to begin with. Water-soluble felt-tipped marking pens are

fun for your child to use because she doesn’t have to use much

pressure to get a bright color. Tape a large piece of butcher paper

onto a tabletop and let your child scribble to her heart’s content!

★ Spread out newspapers or a large piece of plastic over a table or on the

floor and tape a big piece of construction paper or butcher paper on top.

Cover your child with a large smock or apron and let him finger paint.

★ Have your child paste fabric scraps or other objects such as yarn,

string or cotton balls to the paper (in any pattern). Let her feel the

different textures and tell you about them.

38


TV AND PRESCHOOL CHILD By the time they begin kindergarten, children in the United States have

watched an average of 4,000 hours of TV. Most child development experts

agree that this is too much. But banning TV from children’s lives isn’t the answer. Good TV programs can spark children’s curiosity and open up new worlds to them. A better idea is for families and caregivers to monitor how much time their children spend watching TV and what programs they watch.

Here are some tips that will help you monitor and guide your child’s TV viewing:

★ Think about your child’s age and choose the types of things that you

want him to see, learn and imitate.

★ Look for TV shows that

—teach your child something,

—hold his interest,

—encourage him to listen and question,

—help him learn more words,

—make him feel good about himself and

—introduce him to new ideas and things.

★ Keep a record of how many hours of TV your child watches each week and what she watches. Some experts recommend that children limit their TV watching to no more than 2 hours a day. However, it’s

up to you to decide how much TV and what kinds of programs your child should watch.


PRESCHOOL AND/OR DAYCARE

Find out if the school that your child will attend has a registration deadline. Some schools have a limited number of slots for children. Start early to find out your school’s policy and the procedures.

2. Learn as much as you can about the school your child will attend before the school year begins. Schools—even schools in the same district—can differ greatly. Don’t rely only on information about

kindergarten that you have received from other parents—their schools might have different requirements and expectations. You will want to find out the following:

★ The principal’s name;

★ The name of your child’s teacher;

★ What forms you need to fill out;

★ What immunizations are required before your child enters school;

★ A description of the kindergarten program;

★ The yearly calendar and daily schedule for kindergarten children;

★ Procedures for transportation to and from school;

★ Available food services; and

★ How you can become involved in your child’s education and in

the school.


PRESCHOOL OR DAYCARE

Find out in advance what the school expects from new kindergarten

students. If you know the school’s expectations a year or two ahead of

time, you will be in a better position to prepare your child. Sometimes

parents and caregivers don’t think the school’s expectations are right

for their children. For example, they may think that the school doesn’t

adequately provide for differences in children’s learning and

development or that its academic program is not strong enough. If you

don’t agree with your school’s expectations for your child, you may

want to meet with the principal or kindergarten teacher to talk about

the expectations.

4. Visit the school with your child. Walk up and down the hallways to

help her learn all the different rooms—her classroom, the library, the

gym, the cafeteria. Let your child observe other children and their

classrooms.


PRESCHOOL OR DAYCARE

5. Talk with your child about school.

During your visit, make positive comments about the school—your

good attitude will rub off. (“Look at all the boys and girls painting in this

classroom. Doesn’t that look like fun!”). At home, show excitement

about the big step in your child’s life.

Let him know that starting IS A SPECIAL EVENT.

Consider volunteering to help out in the school. Your child’s teacher

may appreciate having an extra adult to help do everything from

passing out paper and pencils to supervising children on the

playground. Volunteering is a good way to learn more about the

school and to meet its staff and other parents.


FIRST DAY OF PRESCHOOL OR

DAYCARE When the long-awaited first day of kindergarten arrives, go to school with

your child and be patient. Many young children are overwhelmed at first,

because they haven’t had much experience in dealing with new

situations. They may not like school immediately. Your child may cry or

cling to you when you say goodbye each morning, but with support from

you and his teacher, this can change rapidly.

As your child leaves home for her first day of kindergarten, let her know

how proud of her you are!


Choosing Childcare

Choosing the right kind of childcare for your baby, toddler or preschooler

is

important for your child’s safety and well being. It is also important

because

these early experiences affect how prepared your child is for school. Here

are some tips to guide you in choosing childcare:

★ Think about the kind of care that is best for your child. Some

possibilities to consider are (a) a relative; (b) a day-care provider,

usually someone who takes care of a small group of children

in her own home; (c) a childcare center, which generally offers a

curriculum and staff with educational backgrounds in early

childhood development; and (d) a caregiver who comes to your HOME.


How can I pay?

Decide which kind of childcare fits your budget. For low-income

parents, programs such as the federally funded Head Start are

available. (For more information about Head Start, go to the Web

site: http://www.acf.dhhs.gov/programs/hsb/.) State-funded childcare

programs also are available. Your local librarian can help you

find addresses and phone numbers for these programs. In addition,

many families are entitled to child-care credits on their income tax

forms and some businesses offer their employees low-cost or no-charge

childcare


Interview—Check References

★ Gather information. Whether you are looking for a day-care provider

or for a caregiver to come into your home, interview the person at

length and check references carefully. Before you meet with the

person, develop a list of questions. If you are considering day-care

centers, visit each one—more than once. Don’t rely only on good

reports about the center from other people. Centers that work well

for other parents may not work well for you. As with any kind of

childcare, check the center’s references carefully.

No matter what kind of childcare you are considering, look for care

providers who:

★ Are kind and responsive. Good care providers enjoy being with

children, are energetic, patient and mature enough to handle crises

and conflicts.


Preschoolers common illnesses.

Preschoolers who attend day care pass germs around as if they were crayons. Certain conditions are therefore more common among children in day care. Although most of the following conditions might be avoided through good hygienic practices, don't be surprised if your child brings one of these home from day care along with his valentines and other school projects Read more on FamilyEducation: http://life.familyeducation.com/illness/preschool/53532.html#ixzz29bfFwKnW

Preschool children in group child care experience more frequent infections than do children cared for primarily at home, and the risk seems greater when children attend larger group child care [facilities]," the authors write as background information in the article. "These findings have created concerns that group child care may compromise the health of young children and their community. However, few studies have examined the impact of group child care on infections beyond the preschool years."


http://life.familyeducation.com/working-parents/child-care/40375.html

http://life.familyeducation.com/hygiene/toddler/53530.html

http://life.familyeducation.com/illness/preschool/53532.html



Compared with children cared for at home until elementary school, those

who began attending large group child care before age 2 ½ had higher

rates of respiratory infections and ear infections during early preschool,

the same risk of infection during the late preschool period and lower risks

of contracting respiratory tract or ear infections during early elementary

school. However, those who started in small group child care in early

preschool and never went into large care settings did not have any

differences in infection risk. Moreover, those who were first cared for at

home but then started at any size child care facility during late preschool

had a higher risk of ear infections at that time, but no other differences in

infection risk.



"This study provides reassuring evidence for parents that their choices

regarding child care (group size and age at enrollment) should not have a

major effect on the health of their children from a long-term (eight-year)

perspective, at least regarding respiratory tract infections with fever,

gastrointestinal tract infections and ear infections," the authors conclude.

"Children who initiate large-group child care early (i.e., before age 2 ½

years) may even gain protection against infections during the elementary

school years, when absenteeism carries more important consequences for

school adaptation and performance. Physicians may reassure parents

whose children initiate large group child care early that their child's

experiencing infections is temporary and is likely to provide them with

greater immunity during the elementary school years."


Immunizations? The Gates Children’s Vaccine Program asked Dr. Gellin, an infectious diseases physician

and head of the National Network for Immunization Information, to talk to us about

childhood vaccination. Here is what he had to say:

What is your position on the current media controversy surrounding childhood

immunizations? As a physician and as a parent, what do you advise people to do?

Well, first of all, it’s important to note that there is no scientific controversy about the

effectiveness and safety of vaccines. We know that vaccines are some of the best tools

modern medicine has to fight a number of killer diseases. And we look forward to being

able to offer vaccines to children that will be effective against ear infections, respiratory

infections and diarrheal infections. In addition, vaccines that prevent AIDS, hepatitis C,

malaria, tuberculosis and a number of other serious infectious diseases are currently in the development pipeline.


Studies have proven that vaccines are very safe. And the small risks associated with vaccination are being reduced through ongoing medical advances and through constant monitoring of our national vaccination program. But we also recognize that vaccination recommendations are not chiseled in stone. They are based on the best information

available. When new information challenges existing policy, policies are reviewed and reassessed. For example, just last fall the recommendation for the polio vaccine was changed from a schedule that included the live, oral vaccine to a schedule that now includes only inactivated polio vaccine. The purpose of this change was to further reduce the already slight risk of developing polio from the live vaccine. Due to the success of immunization, polio has been eradicated from the Western hemisphere, so even the slight risk of developing polio from the oral polio vaccine (less than one case for every six

million doses) is now seen to be unacceptably high compared to the zero risk of becoming infected naturally. The situation changed, so the policy changed.


Head Lice (Nits) These hard-to-see parasites attach pale gray or white oval

eggs (called nits) to the hair, especially at the base of the scalp. They may make

your preschooler's head itchy, especially during hot weather. Contracting head

lice is not a sign of poor hygiene: Any self-respecting louse actually prefers

clean hair to dirty hair.

To reduce the risk of contracting head lice, discourage your child from sharing

hats, combs, hair bands, barrettes, and hair ribbons with other children.

If your preschooler comes home with head lice, call your pediatrician. He or

she will probably recommend a shampoo that should quickly take care of the

problem. (You should probably treat every member of the household.) After

shampooing, comb the hair out with a fine-toothed comb to remove the dead

eggs. (Rinsing the hair with diluted vinegar may make it easier to get the nits

out.) You also should use the shampoo to wash all combs, hairbrushes, hats, and

other headwear. Because the treatment is so effective, your child may return to

day care immediately after beginning the prescription.

Read more on FamilyEducation:

http://life.familyeducation.com/illness/preschool/53532.html#ixzz29bfgwj56


http://life.familyeducation.com/head-lice/health-and-safety/51057.html

http://life.familyeducation.com/head-lice/health-and-safety/51057.html

http://life.familyeducation.com/head-lice/hygiene/67669.html

http://life.familyeducation.com/medical-treatment/skin/40555.html

http://life.familyeducation.com/medical-treatment/skin/40555.html


Ringworm A highly contagious and itchy fungal infection, ringworm

produces scaly, red or gray patches on the skin or small bald areas on the

scalp. The center of the round or oval patch may clear, but the outside ring

will remain scaly (hence the name).

If your child contracts ringworm, call your pediatrician. If the ringworm is

in your child's scalp, your doctor will prescribe an oral medication.

Otherwise, he or she will probably prescribe an antifungal cream. Because

ringworm is highly contagious and spread through direct contact, have your

child wash his hands with an antibacterial soap whenever he touches the

area (even to put on his medication). If you apply the medication for him,

wash your hands immediately afterward, too.


http://life.familyeducation.com/illness/preschool/53532.html#ixzz29bfwHKr

h


http://life.familyeducation.com/infections/medical-treatment/40545.html



Pinworms These worms lay eggs around the anus. The eggs can cause

irritation (an itching or tickling sensation) around the anus, especially at

night. You might notice the little white worms in your preschooler's bowel

movements. Pinworms pass from child to child. The worm eggs may be

ingested by a child who eats with his hands after washing his hands poorly

(or not at all). The eggs then hatch, producing larvae inside the intestines.

If your child has pinworms, your whole family may need to take medication

prescribed by your pediatrician. Wash often and thoroughly with an

antibacterial soap. Have your child wear underwear when in bed to

discourage scratching, and keep your child's fingernails short.


http://life.familyeducation.com/illness/preschool/53532.html#ixzz29bgC4fX

T




Colds

Colds are the most common illness among children of all ages. Although

this respiratory virus lasts only for a week or so, colds can make most

children feel miserable. Need to know more about children and colds?

Here's information you can use.

Except in newborns, colds in healthy children are not dangerous. Colds

usually go away in four to 10 days without any special treatment. Because

of the great number of viruses that can cause colds and because new cold

viruses develop, children never build up resistance against all cold viruses.

Sometimes fatigue, stress, or the type of cold virus may cause a bacterial

infection somewhere in a child's body, such as the lungs, throat, ears, or

sinuses. The bacterial infection weakens the body's immune system and

may require treatment with an antibiotic.


http://www.webmd.com/a-to-z-guides/weakness-and-fatigue-topic-overview

http://www.webmd.com/balance/stress-management/

Symptoms

With children, most colds begin abruptly. Your child may wake up with

these symptoms:

Watery nasal mucus

Sneezing

Fatigue

Fever (sometimes)

Sore throat

Cough

Because of the postnasal drip, your child may have a sore throat and cough,

symptoms that are common in children's colds. The cold virus can affect

your child's sinuses, throat, bronchial tubes, and ears. With a cold, children

may also have diarrhea and vomiting.


http://symptoms.webmd.com/zz-classic-symptomchecker

http://children.webmd.com/tc/fever-age-4-and-older-topic-overview

http://www.webmd.com/cold-and-flu/tc/sore-throat-topic-overview

http://www.webmd.com/digestive-disorders/digestive-diseases-diarrhea

Preventing colds…

Statistics show that preschool-aged children have around nine colds per

year, kindergartners can have 12 colds per year, and adolescents and adults

have about seven colds per year. Cold season runs from September until

March or April, so children usually catch most cold viruses during these

months.

The best way to prevent children from catching colds is to teach them

proper hand washing. The common cold is spread mostly by hand-to-hand

contact. For example, a child with a cold blows or touches his or her nose

and then touches your child, who then becomes infected with the cold

virus.

The common cold is also spread by infected objects that are good cold

carriers, including door handles, stair railings, books, pens, video game

remotes, and a computer keyboard and mouse. The common cold virus

can live on objects for several hours, allowing time for your child to touch

the object and then rub his or her eyes or nose.


http://www.webmd.com/cold-and-flu/default.htm

Preschool Transition Planning Transitions to

Prevent Challenging Behavior

Over the past decade, there has been a

significant rise in the number of children in group care

settings, including child care, Head Start, and public and

private preschool (U.S. Department of Education 2007).

Along with this trend, programs face increased pressure

to document children’s academic and social outcomes

(Shonkoff & Phillips 2000). As teachers work

toward these outcomes, they have become more

concerned about children with challenging behaviors

and the effects of those behaviors on others in the

classroom.

Within most preschool settings, there are likely to

be only a few children with persistent challenging

behavior. On any given day, however, there may be

a number of children who engage in some form of

challenging behavior.


PRESCHOOL These behaviors are often related to issues such as being in a group care

setting for the first time, not knowing the expectations for a setting, not having

the social skills to engage in more appropriate behaviors, being bored, and not knowing how to communicate emotions in appropriate ways. Transitions from one activity to another are times when children are more likely to engage in challenging behavior.

There is guidance in the field for teachers about planning and implementing transitions. NAEYC emphasizes the importance of predictable, structured daily routines in which children feel secure and teachers seek opportunities to expand on children’s ideas and interests (Bredekamp & Copple 1997). The Division for Early Childhood (DEC) of the

Council for Exceptional Children emphasizes that transitions should be structured to promote interaction, communication, and learning (Sandall et al. 2005). Here we offer

a discussion of why challenging behavior occurs during transitions, strategies for planning and implementing more effective transitions, ideas for using transitions to teach

social skills and emotional competencies, and a planning process for working with children who continue to have difficulty during transitions.


CHALLENGING BEHAVIOR WITH TRANSITIONS

Transitions: What are they and why does challenging behavior occur?

Within early childhood contexts, transitions are the times in the day when children move or change from one activity to another. Typically, these include arriving in the classroom, moving from morning meeting to centers, cleaning up after center time to get ready for outdoor play, snack or nap times, and preparing to go home. Children’s challenging behavior during transitions may be related to how program

staff structure, schedule, and implement transitions.

Challenging behavior is more likely to occur when there are too many transitions, when all the children transition at the same time in the same way, when transitions are too long and children spend too much time waiting with nothing to

do, and when there are not clear instructions. Children may engage in challenging behavior when they do not understand the expectations for the transition.

Perhaps it is a child’s first experience in a group setting.


Children’s challenging behavior during transitions may be related to

Program staff structure, schedule, and implement transitions.

The classroom rules and routines are different than at

home. Additionally, the program may be only one of several

places where the child spends time each day (for example,

Head Start, child care, relative care), and there may be different

expectations in each setting. It is possible that at one site children must remain seated during snack until all children are finished eating and at another site individual children may leave the table and look at a book while

other children finish. Children also may not understand what to do when program staff implement routines differently on different days (for example, on some days children wash their hands, then get their placemats for snack; and on

other days they get their placements first and then wash).


Some children may have a difficult time with transitions due to disabilities (difficulty with change is a characteristic of autism, for example) or limited communication, social emotional, or cognitive skills. For example, some children

may take longer to process directions. If adults give too many directions at once or give oral directions without cues, such as holding up a backpack to signal that it is time to go home, these children may not know what to do. In these situations, teachers may view the child as engaging in challenging behavior rather then recognizing that the child needs to learn a skill or receive additional cues to understand the direction.

Finally, some children may engage in challenging behavior during transitions because they do not want to stop what they are doing, they do not want or need to go to the

next activity, or the transition occurs without warning. Consider a child who is making a block structure when the teacher says it is time to line up and go to the bathroom

or children who are looking at books when the teacher announces it is snack time. These situations often result in challenging behavior because the children are not motivated for, in need of, or interested in the next activity.


Sometimes teachers may not realize why children are having challenging behavior and may assume that a child is having a bad day, is ignoring the teacher, or is stubborn, when in fact the child may not know what to do. It is important

to consider all the possible reasons a child is having a difficult time and then identify strategies to support the child during transitions. In the next section, we provide

ideas and strategies for planning, designing, and implementing transitions to support all children and to decrease the likelihood that challenging behavior will occur.

Plan for success

Designing a schedule that minimizes transitions and maximizes the time children spend engaged in developmentally appropriate activities is the first step in decreasing challenging behavior. Schedules in which children engage in planned activities or projects for significant periods time, spend little time in transitions, or seldom spend time

waiting with nothing to do decrease the likelihood of challenging behavior. The schedule above was modified to limit the number of transitions. The revised schedule has several advantages, including (a) fewer times when all children

have to transition at the same time; (b) less time in large groups and more time in child-directed activities; (c) longer center time so adults have more time to work with small groups or individual children; and (d) inclusion of snack as a part of center time so children can eat when they are hungry. Implementing the revised schedule increases the likelihood that children will be engaged and decreases the likelihood that challenging behavior will occur.


Strategies for challenging behavior

The following questions and strategies can guide teachers in planning and implementing more successful transitions.

(Ostrosky, Jung, & Hemmeter 2002).

What is happening during transitions? Many classrooms post a schedule that includes times and activities, but what really happens day to day in the classroom may be very different. Because transition times can be busy, it is easy for teachers to miss events or interactions cause challenging behavior. To better understand potential triggers for challenging behavior, classroom staff can observe and take notes for several days on when each transition starts and stops, what adults and children are actually doing during transitions, and the number and types of challenging behaviors. The team can then

look critically at the information and design a transition plan that includes (1) assigned roles and responsibilities before transitions (for example, designating one teacher to

prepare the materials for center time); (2) strategic placement of adults during transitions (for example, having one teacher stand at the door to engage children in an activity as they line up); and (3) identification of children who need individual supports, such as an individualized reminder before the transition or the use of a visual schedule.


Preschool Child

Can any transitions be eliminated? Teachers can plan ways to minimize daily transitions, especially those that require all children to move at the same time. By reviewing the schedule, teachers can omit unnecessary transitions.

For example, teachers might schedule longer center times during which they can focus on goals with small groups of children. This change gives children more time to be engaged with materials and the teacher more time to work with individual children as well as more flexibility to bring small groups together based on their interests or needs. It is important to note that a longer center time can also

lead to challenging behavior if the teacher does not plan engaging activities, support children’s engagement in those activities, individualize that support, and ensure that activities are individualized to reflect a range of difficulty and interests.

As a parent ask yourself: Why is the behavior occurring? How can

it be prevented? How can I respond if the behavior occurs?

and What new skills should I teach the child?


STOP

David enters the classroom crying and clinging to his mom. He resists washing his hands, putting toys away, and joining group activities. When the

rest of the class begins transitioning to large group, David throws himself on

the floor and screams. When adults attempt to redirect him, he hits, kicks.

What is a parent to do?

STOP: Stand Still, Think of your child’s need from your child’s point of

view; observe the behavior; Plan a change.


Target

Behavior

Why does

it occur?

How can I

prevent

the

problem?

How can I

respond to

the

problem?

What

social skill

do I need

to teach?

TEXAS VACCINE EXEMPTION

LAW In 2003, the Texas legislature passed changes to the statutes expanding the

reasons a parent can claim an exemption but the Health Department has also increased the bureaucratic red tape necessary for claiming the exemption. There are specific procedures for requesting an official state form and submitting it to the school or for completing a medical exemption that all take some time. We recommend this be handled well in advance.

Everyone claiming an exemption for the first time after 9/1/03 must comply with the new law. If you've submitted an old religious exemption prior to 9/1/03 you are grandfathered under the old law and do not need a new form. The vaccine exemption forms for reasons of conscience including a religious belief are only for students claiming a vaccine exemption for the first time after 9/1/03 when the new law went into effect. If you need to request forms from the state health department, you can do it by fax, mail, or personal visit. If you send it by mail, we suggest sending it registered mail with a receipt so you can keep track of your request.


LAW REQUIRES IMMUNIZATION

Immunizations are an important part of public health, and Texas law requires students in Texas

schools to be immunized against certain vaccine-preventable diseases. The Department of State

Health Services (DSHS) understands that it can be hard to find the time and money to get your

children vaccinated, and many times it is not something you are able to do until the month of

August. But we would like to stress the importance of getting these required vaccines at the

earliest possible time, to avoid the back-to-school immunization rush that occurs every year

during the month of August.

Below is a list of the required vaccines for students who will attend a Texas school in the 2010-

2011 school year. This list includes new requirements that were added to kindergarten and 7th

grade in 2009. Parents of students who will enter kindergarten and 7th grade should pay special

attention to the additional vaccine requirements. Please be aware that students without the

required immunizations or a valid exemption will not be allowed to attend school.


TEXAS REQUIRES FOR SCHOOL

Kindergarten

and older

All the above shots (minus HIB, Hepatitis A, PCV7 and PPV23) are required.

7 years old

Dt 3 doses If the DTaP was not completed at an earlier age, then three doses are

required.

K – 12th grade DTaP/

DTP

4-5

doses

See above under DTaP.

K – 12th grade Measles 2 doses

total

The first dose must be on or after the first birthday and the second dose no

less than 30 days later. This vaccine may be a part of the MMR vaccine.


K – 12th grade Varicella 1 dose Must have received one dose or a

documented history of the disease.

Students beginning the series after age 13 must receive two doses with a

30-day interval.

9th grade

TdaP/TD 10 yr.

booster

Must be received prior to entering ninth grade or at 10-year anniversary

of

series or booster, whichever comes first. It is recommended that this

vaccine

be given at 11–12 years of age.


PROGRESS REPORT FROM DAYCARE/PRESCHOOL

Child's Developmental Progress

This form describes your child's developmental progress in achieving four broad desired results for all children:

Children are personally and socially competent

Children are effective learners

Children show physical and motor competence

Children are safe and healthy

Your child's strengths include...

Areas your child is currently working on include...

We (teachers, caregivers, families) can help your child learn and develop in the program by...

You can help your child learn and develop at home by...

Person Conducting the Conference

Name:

Title:

Signature:

Parent/Guardian

Name:

Signature:


Citations Campbell, Frances, and Craig T. Ramey. 1994. "Effects of Early

Intervention on Intellectual and Academic Achievement: A Followup

Study of Children from Low-Income Families." Child Development

65:684-98.

Carnegie Task Force on Meeting the Needs of Young Children. 1994.

Starting Points: Meeting the Needs of Our Youngest Children. New York:

Carnegie Corporation of New York.

Children's Defense Fund. 1993. Questions and Answers on Head Start.

Washington, D.C.

Clarke-Stewart, K.A. 1988. "The Effects of Infant Day Care

Reconsidered." Early Childhood Research Quarterly 3:293-308.

Katz, Lillian G. 1992. "Early Childhood Programs: Multiple

Perspectives on Quality." Childhood Education 69(2):66.

Kresh, E. 1993. "The Effects of Head Start: What Do We Know?"

Administration for Children and Families, Washington, D.C. Lombard, Avima D. 1994. Success Begins at Homle: The Past, Present, and

Future of the Home Instruction Program for Preschool Youingsters. 2d ed.

Guilford, Conn.: Dushkin Publishing Group. Lombard, Avima D. 1994. Success Begins at Home: The Past, Present, and Future.


REFERENCES

Ramey, C.T., D.M. Bryant, F.A. Campbell, J.J. Sparling, and B.H. Wassik.

1988. "Early Intervention for High-Risk Children: The Carolina Early

Intervention Program." In H.R. Price, E.L. Cowen, R.P. Lorion, and

J. Ramos-McKay, eds., 14 ounces of Prevention. Washington, D.C.:

American Psychological Association.

ScienceDaily (Dec. 9, 2010) — Children who attend large group child care facilities before age 2½ appear to develop more respiratory and ear infections at that age, but fewer such illnesses during elementary school years, according to a report in the December issue of Archives of Pediatrics & Adolescent Medicine, one of the JAMA/Archives journals.

Zigler, Edward, C. Taussig, and K. Black. 1992. "Early Childhood

Intervention: A Promising Preventative for Juvenile Delinquency."

American Psychologist 47:997-1006.


baby, toddler, child

Documents