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Child Care

Pre-Service Training Guide (May be used with PowerPoint CD)

Tymothy Smith

Early Care and Education

Training and Consulting

www.tymthetrainer.com

P.O. Box 271229

Flower Mound, Texas 75027-1229

Email: [email protected]

http://www.tymthetrainer.com/

mailto:[email protected]

Tymothy Smith





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2009 Early Care and Education Training and Consulting

All Rights Reserved

Table of Contents

1. Developmental Stages of Children

2. Age-Appropriate Activities for Children

3. Positive Guidance and Discipline for Children

4. Fostering Children’s Self Esteem

5. Supervision and Safety Practices in the Care of Children

6. Positive Interactions with Children

7. Preventing the Spread of Communicable Diseases

8. Recognizing and Preventing Shaken Baby Syndrome

9. Preventing Sudden Infant Death Syndrome

10. Understanding Early Childhood Brain Development

No liability is assumed with respect to the use of the information contained herein. The authors and publisher

assumes no responsibility for errors and omissions. Nor is any liability assumed for damages resulting from the use of

the information contained herein. It is not intended as legal advice. This information is intended to be used as a

guide and users should consult with local legal counsel for applicable advice regarding applicability of provided

language to their specific program and/or regarding any changes they make thereto.

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Developmental

Stages of Children

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What is child development?

Child development refers to how a child becomes able to do more complex things,

as they get older. Development is different than growth. Growth only refers to

the child getting bigger in size. When we talk about normal development, we are

talking about developing skills like:

Gross motor: Using large groups of muscles to sit, stand, walk, run, etc.,

keeping balance, and changing positions.

Fine motor: Using hands to be able to eat, draw, dress, play, write, and do

many other things.

Language: Speaking, using body language and gestures, communicating, and

understanding what others say.

Cognitive: Thinking skills: including learning, understanding, problem

solving, reasoning, and remembering.

Social: Interacting with others, having relationships with family, friends,

and teachers, cooperating, and responding to the feelings of others.

What are developmental milestones?

Developmental milestones are a set of functional skills or age-specific tasks that

most children can do at a certain age range. Pediatricians use milestones to help

check how your child is developing. Although each milestone has an age level, the

actual age when a normally developing child reaches that milestone can vary quite a

bit. Every child is unique!

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Developmental Milestones by the End of the First Month

Movement

Makes jerky, quivering arm thrusts

Brings hands within range of eyes and mouth

Moves head from side to side while lying on stomach

Head flops backward if unsupported

Keeps hands in tight fists

Strong reflex movements

Visual

Focuses 8 to 12 inches away

Eyes wander and occasionally cross

Prefers black-and-white or high-contrast patterns

Prefers the human face to all other patterns

Hearing

Hearing is fully mature

Recognizes some sounds

May turn toward familiar sounds and voices

Smell and Touch

Prefers sweet smells

Avoids bitter or acidic smells

Recognizes the scent of his own mother's breast milk

Prefers soft to coarse sensations

Dislikes rough or abrupt handling

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Developmental Health Watch

If, during the second, third or fourth weeks of a baby's life, she shows any of the

following signs of developmental delay, parents should notify their pediatrician.

Sucks poorly and feeds slowly

Does not blink when shown a bright light

Does not focus and follow a nearby object moving side to side

Rarely moves arms and legs; seems stiff

Seems excessively loose in the limbs, or floppy

Lower jaw trembles constantly, even when not crying or excited

Does not respond to loud sounds

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Developmental Milestones by the End of 3 Months

Movement

Raises head and chest when lying on stomach

Supports upper body with arms when lying on stomach

Stretches legs out and kicks when lying on stomach or back

Opens and shuts hands

Pushes down on his legs when his feet are placed on a firm surface

Brings hand to mouth

Takes swipes at dangling objects with hands

Grasps and shakes hand toys

Visual

Watches faces intently

Follows moving objects

Recognizes familiar objects and people at a distance

Starts using hands and eyes in coordination

Hearing and Speech

Smiles at the sound of your voice

Begins to babble

Begins to imitate some sounds

Turns head toward direction of sound

Social/Emotional

Begins to develop a social smile

Enjoys playing with other people, and may cry when playing stops

Becomes more communicative and expressive with face and body

Imitates some movements and facial expressions

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Although each baby develops in her own individual way and at her own rate, failure

to reach certain milestones may signal medical or developmental problems requiring

special attention. If you notice any of the following warning signs in an infant at

this age, discuss them with the child’s parents.

Still has Moro reflex after 4 months

Does not seem to respond to loud sounds

Does not notice her hands by 2 months

Does not smile at the sound of your voice by 2 months

Does not follow moving objects with her eyes by 2 to 3 months

Does not grasp and hold objects by 3 months

Does not smile at people by 3 months

Cannot support her head well at 3 months

Does not reach for and grasp toys by 3 to 4 months

Does not babble by 3 to 4 months

Does not bring objects to her mouth by 4 months

Begins babbling, but doesn't try to imitate any of your sounds by 4 months

Does not push down with her legs when her feet are placed on a firm surface

by 4 months

Has trouble moving one or both eyes in all directions

Crosses her eyes most of the time (Occasional crossing of the eyes is normal

in these first months.)

Does not pay attention to new faces, or seems very frightened by new faces

or surroundings

Still has the tonic neck reflex at 4 to 5 months

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Movement

Rolls both ways (front to back, back to front)

Sits with, and then without, support of her hands

Supports her whole weight on her legs

Reaches with one hand

Transfers object from hand to hand

Uses raking grasp (not pincer)

Vision

Develops full color vision

Distance vision matures

Ability to track moving objects matures

Language

Responds to own name

Begins to respond to "no"

Distinguishes emotions by tone of voice

Responds to sound by making sounds

Uses voice to express joy and displeasure

Babbles chains of consonants

Cognitive

Finds partially hidden object

Explores with hands and mouth

Struggles to get objects that are out of reach

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Social/Emotional

Enjoys social play

Interested in mirror images

Responds to other people's expressions of emotion

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Because each baby develops in his own particular manner, it's impossible to tell

exactly when or how a child will perfect a given skill. The developmental milestones

will give you a general idea of the changes you can expect, but don't be alarmed if a

baby's development takes a slightly different course. Alert your parents, however,

if a baby displays any of the following signs of possible developmental delay for

this age range.

Seems very stiff with tight muscles

Seems very floppy like a rag doll

Head still flops back when body is pulled up to a sitting position

Reaches with one hand only

Refuses to cuddle

Shows no affection for the person who cares for him

Does not seem to enjoy being around people

One or both eyes consistently turn in or out

Persistent tearing, eye drainage or sensitivity to light

Does not respond to sounds around him

Has difficulty getting objects to his mouth

Does not turn his head to locate sounds by 4 months

Does not roll over in either direction by 5 months

Seems inconsolable at night after 5 months

Does not smile spontaneously by 5 months

Cannot sit with help by 6 months

Does not laugh or make squealing sounds by 6 months

Does not actively reach for objects by 6 to 7 months

Does not follow objects with both eyes at near (1 foot) and far (6 feet)

ranges by 7 months

Does not bear some weight on legs by 7 months

Does not try to attract attention through actions by 7 months

Does not babble by 8 months

Shows no interest in games of peek-a-boo by 8 months

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Social and Emotional

Shy or anxious with strangers

Cries when mother or father leaves

Enjoys imitating people in his play

Shows specific preferences for certain people and toys

Tests parental responses to his actions during feedings (What do you do

when he refuses a food?)

Tests parental responses to his behavior (What do you do if he cries after

you leave the room?)

May be fearful in some situations

Prefers mother and/or regular caregiver over all others

Repeats sounds or gestures for attention

Finger-feeds himself

Extends arm or leg to help when being dressed

Movement

Reaches sitting position without assistance

Crawls forward on belly

Assumes hands-and-knees position

Creeps on hands and knees

Gets from sitting to crawling or prone (lying on stomach) position

Pulls self up to stand

Walks holding on to furniture

Stands momentarily without support

May walk two or three steps without support

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Language

Pays increasing attention to speech

Responds to simple verbal requests

Responds to "no"

Uses simple gestures, such as shaking head for "no"

Babbles with inflection

Says "dada" and "mama"

Uses exclamations, such as "Oh-oh!"

Tries to imitate words

Cognitive

Explores objects in many different ways (shaking, banging, throwing,

dropping)

Finds hidden objects easily

Looks at correct picture when the image is named

Imitates gestures

Begins to use objects correctly (drinking from cup, brushing hair, dialing

phone, listening to receiver)

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Each baby develops in his own manner, so it's impossible to tell exactly when a child

will perfect a given skill. Although the developmental milestones will give you a

general idea of the changes you can expect as your child gets older, don't be

alarmed if his development takes a slightly different course. Alert your parents if

a baby displays any of the following signs of possible developmental delay in the 8-

to 12-month age range.

Does not crawl

Drags one side of body while crawling (for over one month)

Cannot stand when supported

Does not search for objects that are hidden while he watches

Says no single words ("mama" or "dada")

Does not learn to use gestures, such as waving or shaking head

Does not point to objects or pictures

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Developmental Milestones by the End of 2 Years

Movement

Walks alone

Pulls toys behind her while walking

Carries large toy or several toys while walking

Begins to run

Stands on tiptoe

Kicks a ball

Climbs onto and down from furniture unassisted

Walks up and down stairs holding on to support

Hand and Finger Skills

Scribbles spontaneously

Turns over container to pour out contents

Builds tower of four blocks or more

Might use one hand more frequently than the other

Language

Points to object or picture when it's named for him

Recognizes names of familiar people, objects and body parts

Says several single words (by 15 to 18 months)

Uses simple phrases (by 18 to 24 months)

Uses two- to four-word sentences

Follows simple instructions

Repeats words overheard in conversation

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Cognitive

Finds objects even when hidden under two or three covers

Begins to sort by shapes and colors

Begins make-believe play

Social

Imitates behavior of others, especially adults and older children

Increasingly aware of herself as separate from others

Increasingly enthusiastic about company of other children

Emotional

Demonstrates increasing independence

Begins to show defiant behavior

Episodes of separation anxiety increase toward midyear then fade

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Because each child develops at his own particular pace, it's impossible to tell

exactly when a child will perfect a given skill. The developmental milestones will

give you a general idea of the changes you can expect, as a child gets older, but

don't be alarmed if he takes a slightly different course. Alert your parents,

however, if he displays any of the following signs of possible developmental delay

for this age range.

Cannot walk by 18 months

Fails to develop a mature heel-toe walking pattern after several months of

walking, or walks exclusively on his toes

Does not speak at least 15 words by 18 months

Does not use two-word sentences by age 2

By 15 months, does not seem to know the function of common household

objects (brush, telephone, bell, fork, spoon)

Does not imitate actions or words by the end of this period

Does not follow simple instructions by age 2

Cannot push a wheeled toy by age 2

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Movement

Climbs well

Walks up and down stairs, alternating feet

Kicks ball

Runs easily

Pedals tricycle

Bends over easily without falling


Makes vertical, horizontal and circular strokes with pencil or crayon

Turns book pages one at a time

Builds a tower of more than six blocks

Holds a pencil in writing position

Screws and unscrews jar lids, nuts and bolts

Turns rotating handles

Language

Follows a two- or three-component command

Recognizes and identifies almost all common objects and pictures

Understands most sentences

Understands physical relationships ("on," "in," "under")

Uses four- and five-word sentences

Can say name, age and sex

Uses pronouns (I, you, me, we, they) and some plurals (cars, dogs, cats)

Strangers can understand most of her words

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Cognitive

Makes mechanical toys work

Matches an object in her hand or room to a picture in a book

Plays make-believe with dolls, animals and people

Sorts objects by shape and color

Completes puzzles with three or four pieces

Understands concept of "two"

Social

Imitates adults and playmates

Spontaneously shows affection for familiar playmates

Can take turns in games

Understands concept of "mine" and "his/hers"

Emotional

Expresses affection openly

Expresses a wide range of emotions

By age 3, separates easily from parents

Objects to major changes in routine

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The developmental milestones give you a general idea of the changes you can

expect, as a child gets older, but don't be alarmed if her development takes a

slightly different course. Each child develops at her own pace. Do consult your

parents, however, if a child displays any of the following signs of possible

developmental delay for this age range.

Frequent falling and difficulty with stairs

Persistent drooling or very unclear speech

Inability to build a tower of more than four blocks

Difficulty manipulating small objects

Inability to copy a circle by age 3

Inability to communicate in short phrases

No involvement in "pretend" play

Failure to understand simple instructions

Little interest in other children

Extreme difficulty separating from mother

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Movement

Hops and stands on one foot up to five seconds

Goes upstairs and downstairs without support

Kicks ball forward

Throws ball overhand

Catches bounced ball most of the time

Moves forward and backward with agility


Copies square shapes

Draws a person with two to four body parts

Uses scissors

Draws circles and squares

Begins to copy some capital letters

Language

Understands the concepts of "same" and "different"

Has mastered some basic rules of grammar

Speaks in sentences of five to six words

Speaks clearly enough for strangers to understand

Tells stories

Cognitive

Correctly names some colors

Understands the concept of counting and may know a few numbers

Approaches problems from a single point of view

Begins to have a clearer sense of time

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Follows three-part commands

Recalls parts of a story

Understands the concept of same/different

Engages in fantasy play

Social

Interested in new experiences

Cooperates with other children

Plays "Mom" or "Dad"

Increasingly inventive in fantasy play

Dresses and undresses

Negotiates solutions to conflicts

More independent

Emotional

Imagines that many unfamiliar images may be "monsters"

Views self as a whole person involving body, mind and feelings

Often cannot distinguish between fantasy and reality

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Because each child develops in his own particular manner, it's impossible to tell

exactly when or how he'll perfect a given skill. The developmental milestones will

give you a general idea of the changes you can expect, as a child gets older, but

don't be alarmed if his development takes a slightly different course. Alert your

parents, however, if a child displays any of the following signs of possible

developmental delay for this age range.

Cannot throw a ball overhand

Cannot jump in place

Cannot ride a tricycle

Cannot grasp a crayon between thumb and fingers

Has difficulty scribbling

Cannot stack four blocks

Still clings or cries whenever his parents leave him

Shows no interest in interactive games

Ignores other children

Does not respond to people outside the family

Does not engage in fantasy play

Resists dressing, sleeping, using the toilet

Lashes out without any self-control when angry or upset

Cannot copy a circle

Does not use sentences of more than three words

Does not use "me" and "you" appropriately

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Movement

Stands on one foot for 10 seconds or longer

Hops, somersaults

Swings, climbs

May be able to skip


Copies triangle and other geometric patterns

Draws person with body

Prints some letters

Dresses and undresses without assistance

Uses fork, spoon and (sometimes) a table knife

Usually cares for own toilet needs

Language

Recalls part of a story

Speaks sentences of more than five words

Uses future tense

Tells longer stories

Says name and address

Cognitive Milestones

Can count 10 or more objects

Correctly names at least four colors

Better understands the concept of time

Knows about things used every day in the home (money, food, appliances)

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Social

Wants to please friends

Wants to be like her friends

More likely to agree to rules

Likes to sing, dance and act

Shows more independence and may even visit a next-door neighbor by

herself

Emotional Milestones

Aware of sexuality

Able to distinguish fantasy from reality

Sometimes demanding, sometimes eagerly cooperative

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Because each child develops in her own particular manner, it's impossible to predict

exactly when or how a preschooler will perfect a given skill. The developmental

milestones will give you a general idea of the changes you can expect, as a child

gets older, but don't be alarmed if her development takes a slightly different

course. Alert your parents, however, if a child displays any of the following signs of

possible developmental delay for this age range.

Exhibits extremely fearful or timid behavior

Exhibits extremely aggressive behavior

Is unable to separate from parents without major protest

Is easily distracted and unable to concentrate on any single activity for

more than five minutes

Shows little interest in playing with other children

Refuses to respond to people in general, or responds only superficially

Rarely uses fantasy or imitation in play

Seems unhappy or sad much of the time

Does not engage in a variety of activities

Avoids or seems aloof with other children and adults

Does not express a wide range of emotions

Has trouble eating, sleeping or using the toilet

Cannot differentiate between fantasy and reality

Cannot understand two-part commands using prepositions ("Put the cup on

the table"; "Get the ball under the couch.")

Cannot correctly give her first and last name

Does not use plurals or past tense properly when speaking

Does not talk about her daily activities and experiences

Cannot build a tower of six to eight blocks

Seems uncomfortable holding a crayon

Has trouble taking off clothing

Cannot brush her teeth efficiently

Cannot wash and dry her hands

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Developmental Aspects of School Age Childhood

Social and Emotional Development

There are signs of growing independence. Children are becoming so "worldly"

that they typically test their growing knowledge with back talk and rebellion.

Common fears include the unknown, failure, death, family problems, and

rejection.

Friends may live in the same neighborhood and are most commonly the same

sex.

Children average five best friends and at least one "enemy", who often

change from day to day.

Children act nurturing and commanding with younger children but follow and

depend on older children.

Children are beginning to see the point of view of others more clearly.

Children define themselves in terms of their appearance, possessions, and

activities.

There are fewer angry outbursts and more ability to endure frustration

while accepting delays in getting things they "want".

Children often resolve conflict through peer judges who accept or reject

their actions.

Children are self-conscious and feel as if everyone notices even small

differences (new haircut, facial hair, a hug in public from a parent).

Tattling is a common way to attract adult attention in the early years of

middle childhood.

Inner control is being formed and practiced each time decisions are made.

Around age 6-8, children may still be afraid of monsters and the dark.

These are replaced later by fears of school or disaster and confusion over

social relationships.

To win, lead, or to be first is valued. Children try to be the boss and are

unhappy if they lose.

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Children often are attached to adults (teacher, club leader, caregiver) other

than their parents and will quote their new "hero" or try to please him or her

to gain attention.

Early in middle childhood, "good" and "bad " days are defined as what is

approved or disapproved by the family.

Children's feelings get hurt easily. There are mood swings, and children

often do not know how to deal with failure.

Physical Development

Growth is slower than in preschool years, but steady. Eating may fluctuate

with activity level. Some children have growth spurts in the later stages of

middle childhood.

In the later stages of middle childhood, body changes (hips widen, breasts

bud, pubic hair appears, testes develop) indicate approaching puberty.

Children recognize that there are differences between boys and girls.

Children find difficulty balancing high-energy activities and quiet activities.

Intense activity may bring tiredness. Children need around 10 hours of sleep

each night.

Muscle coordination and control are uneven and incomplete in the early

stages, but children become almost as coordinated as adults by the end of

middle childhood.

Small muscles develop rapidly, making playing musical instruments,

hammering, or building things more enjoyable.

Baby teeth will come out and permanent ones will come in.

Permanent teeth may come in before the mouth has fully grown, causing

dental crowding.

Eyes reach maturity in both size and function.

The added strain of schoolwork (smaller print, computers, intense writing)

often creates eye-tension and leads some children to request eye

examinations.

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Mental Development

Children can begin to think about their own behavior and see consequences

for actions. In the early stages of concrete thinking, they can group things

that belong together (for instance babies, fathers, mothers, aunts are all

family members). As children near adolescence, they master sequencing and

ordering, which are needed for math skills.

Children begin to read and write early in middle childhood and should be

skillful in reading and writing by the end of this stage.

They can think through their actions and trace back events that happened to

explain situations, such as why they were late to school.

Children learn best if they are active while they are learning. For example,

children will learn more effectively about traffic safety by moving cars,

blocks, and toy figures rather than sitting and listening to an adult explain

the rules.

Six- to 8-year-olds can rarely sit for longer than 15-20 minutes for an

activity. Attention span gets longer with age.

Toward the beginning of middle childhood, children may begin projects but

finish few. Allow them to explore new materials. Nearing adolescence,

children will focus more on completion.

Teachers set the conditions for social interactions to occur in schools.

Understand that children need to experience various friendships while

building esteem.

Children can talk through problems to solve them. This requires more adult

time and more sustained attention by children.

Children can focus attention and take time to search for needed information.

They can develop a plan to meet a goal.

There is greater memory capability because many routines (brushing teeth,

tying shoes, bathing, etc.) are automatic now.

Child begins to build a self-image as a "worker". If encouraged, this is

positive in later development of career choices.

Many children want to find a way to earn money.

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Moral Development

Moral development is more difficult to discuss in terms of developmental

milestones. Moral development occurs over time through experience. Research

implies that if a child knows what is right, he or she will do what is right. Even as

adults, we know that there are often gray areas when it comes to making tough

decisions about right and wrong. There are a lot of "it depends" responses

depending on the particular situation.

Most adults agree that they should act in a caring manner and show others they

care about them. People want to come into contact with others who will reinforce

them for who they are. It is no different for children. To teach responsible and

caring behaviors, adults must first model caring behaviors with young children as

they do with other adults. While modeling this behavior, focus on talking with

children. This does not mean talking at children but discussing with them in an

open-ended way. Work to create an air of learning and a common search for

understanding, empathy, and appreciation. Dialogue can be playful, serious,

imaginative, or goal oriented. It can also provide the opportunity to question why.

This is the foundation for caring for others.

Next, practice caring for others. Adults need to find ways to increase the

capacity to care. Adults generally spend time telling children what to do or

teaching facts. There is little time to use the newly developed higher order

thinking and to practice caring interactions and deeds.

The last step to complete the cycle of caring is confirmation. Confirmation is

encouraging the best in others. A trusted adult who identifies something

admirable and encourages the development of that trait can go a long way toward

helping children find their place in this world. Love, caring, and positive relations

play central roles in ethics and moral education.

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Practical Advice for All Adults Working with School Age Children

Social and emotional development

Encourage non-competitive games, particularly toward the beginning of

middle childhood, and help children set individual goals.

Give children lots of positive attention and let them help define the rules.

Talk about self-control and making good decisions. Talk about why it is

important to be patient, share, and respect others' rights. Adults must pick

battles carefully so there is limited nagging and maximized respect while

children build confidence in their ability to make decisions.

Teach them to learn from criticism. Ask, "How could you do that differently

next time?"

Always be alert to the feelings associated with what children tell you.

Give children positive feedback for successes.

Physical Development

It is important to help children feel proud of who they are and what they

can do. Avoid stereotyping girls into particular activities and boys into

others. Let both genders choose from a range of activities.

Encourage children to balance their activities between high energy and quiet

activity. Children release tension through play. Children may be extremely

active when tired. Encourage quiet reading, painting, puzzles, or board

games before bedtime.

Regular dental and physical check-ups are an important part of monitoring a

child's growth and development. This allows parents to screen for potential

problems. If a child accidently loses a permanent tooth, finding the tooth

and taking it and the child to the dentist may save the permanent tooth.

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Mental Development

Rapid mental growth creates many of the positive as well as negative interactions

between children and adults during middle childhood. Some of the ways adults can

help children continue to develop their thinking skills are:

Adults can ask "what if..." or "how could we solve this" questions to help

children develop problem-solving skills.

Reading signs, making lists, and counting prices are all exercises to practice

sequencing skills.

Asking children if you can help them think about ways to talk with other

children can provide limited guidance as they negotiate social relationships.

Picking focused times to talk - without distractions - allows adults and

children to converse and listen.

Reflections

Each stage in life is a time of growth. Middle childhood is a time to bridge

dependence with approaching independence. The time of wonder and spontaneity is

fading, replaced by feeling self-conscious and on guard. The new ways children act

are ways they are exploring their future potential. Some behaviors will pass, but

they must be experienced in order for the child to grow and be ready to face the

stage of finding his or her identity during adolescence.

Television

A few cautions about TV: Too little physical activity can affect weight in children.

Too many aggressive acts on TV can affect mood and actions, and children can

begin to think that what they see on TV is the "norm". Limiting the amount of

television watched and monitoring what is watched can help parents assure that

the TV that is seen relates to their family's values.

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Self-Care

There is no magic age at which a child is ready to be left alone. Parents should

consider carefully the child's willingness to be left alone, the child's day-to-day

responsibility, and the child's ability to anticipate and avoid unsafe situations.

Chores

Children want to feel useful and have a sense that they are contributing to the

family. To help children learn household responsibilities, parents might allow

children to choose from a list of chores. Paid chores should be in addition to what

is generally expected. For example, brushing teeth, taking a bath, and keeping a

room clean may be expected. Drying dishes, putting away folded clothes, or

emptying trashcans may be chores that earn allowance and contribute to the

family.

Money becomes more important since children now understand how it is valued in

our society. Earning an allowance is a two-way agreement; children do agreed upon

work with little reminders in exchange for agreed upon money or goods. Charts

with pictures to check-off chores help children remember what to do. The older

children get, the more capable they are, but remember to choose age-appropriate

duties.

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Age-Appropriate

Activities for

Children

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Young children learn through playing. Hence, it is important that we choose the

right child games so that children develop the right values that you hope they will

learn. As children play with toys, with one another, and with adults, they acquire

and improve the skills necessary for formal learning in later stages of their lives.

Select games or toys based children's interests and developmental needs. Any

child games selected should be designed for interaction keeping children engaged

in the ways they learn best - through seeing and hearing, touching and trying.

Below 12 months - At this stage, you would consider providing games that

develop eye-hand coordination, motor skills and recognition of animals, objects,

colors, shapes and numbers.

12 to 24 months - Start introducing activities that are done in sequence and

those that will increase attention span. Your toddler can now play games that

require him/her to follow simple directions. Let your children learn to match

things that go together as he/she starts to recognize letters, numbers, colors and

shapes. This is also a good time for the children to learn to make music.

2 Years and Up - As your children grow, provide them with activities that

develop self-confidence, encourage thinking skills and those that strengthens

social skills. Continue to fine tune their motor skills and expand their vocabulary.

You can also play games that help strengthen their memory skills.

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The following are examples of child games for different aspects of your children’s

development:

Develop Eye-Hand Coordination and Motor Skills - stacking toys, shapes sorter,

activity links gym, pounding toys, lacing toys and pull toys

Thinking and Creative Skills - Legos, building blocks, art materials, play dough,

gears, puppets and dress ups or props

Mathematical Thinking Skills - Monopoly, construction toys, pretend & play

calculator cash register

Logical Deductive Skills - Clue, checkers

Imagination - pretend play, dollhouses

Problem Solving Skills - puzzles, brainteasers

Develop Self-Confidence - roller skates, scooter

Strengthens Social Skills - pretend play with other children, sports

Physical Fitness - sports, hula-hoop, Gymnic Hop Ball

Baby Play

During the first three months of life, a baby will enjoy colorful toys and pictures.

Watching the movement of toys and listening to soothing music will be most

pleasing at this age. There are literally thousands of different toys available for

infants. Cheerful toys such as stuffed animals and pillows can be a wonderful way

to brighten your baby's day. Just remember, never place these items in the crib-

they can cause suffocation.

http://www.parentingtoddlers.com/childgames.html



http://www.storknet.com/cubbies/safety/ageappropriatetoys.htm

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One- to Three-Months-Old

Rattles and musical toys

Soft squeeze toys and balls (balls should be at least one and three-quarter

inches or 44mm in diameter)

Unbreakable mirrors

Teethers

Bright pictures

Talking and singing to your infant

Pleasant facial expressions

Four- to Seven-Months-Old

From four to seven months of age, a baby will show an increasing interest in

shaking, holding, touching and mouthing objects. Manipulating objects to produce

movement and noise will also begin.

Rattles and musical toys


inches or 44 mm in diameter)

Unbreakable mirrors

Teethers

Bright pictures

Toys which have holes for easy gripping

Soft baby books made of vinyl or cloth

Interlocking plastic rings

Floor gyms

A jumper to bounce in

Eight- to Twelve-Months-Old

By eight months, an infant will begin to take an interest in exploring the

surrounding environment. Motor skills are developing rapidly, and soon she will

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learn to sit up, crawl about, stand and eventually walk. Playing with objects, using

them to shake, throw, poke, push, pull and drop will also occur. Operating simple

mechanisms such as pop-up boxes, musical toys and push-pull toys will provide

endless amusement and entertainment.

Musical toys


inches or 44 mm in diameter)

Unbreakable mirrors

Teethers

Baby books made of cardboard

Key rings

Sturdy cloth toys

Pop-up boxes

Containers to empty and fill such as cups and small pails

Stackable toys in large sizes

Bath toys

Large stuffed animals

Push-pull toys

Toddler Toys

One to Two-Year-Old

At one year, a toddler will engage in more active play that includes running,

jumping, climbing and exploring. Toys that can be used in these activities will be

preferred. Also, toys for building basic structures will be enjoyed.

Big balls for throwing and kicking

Drawing and coloring books

Large picture books

Push-pull toys

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Building blocks

Bath toys

Play clothing

Dolls

Make believe toys (i.e. dinner sets and tools)

"Peek-a-boo" games

Wagons

Miniature lawn mowers, shopping carts and baby strollers

Preschool Play

Three to Five-Year-Old

From three to five years of age a child will begin to enjoy more imaginative and

creative play. Building recognizable structures and using smaller and more complex

pieces will be preferred. Group play will become more important, too. As

interactive and communication skills develop, she will begin to show more interest

in toys that can be shared with other children.

Picture books

Basic musical instruments

Dolls and stuffed toys

Story books

Simple puzzles

Non-toxic arts and crafts

Construction toys

Sand and water toys

Toy telephones

Three and four-wheel riding toys (with a helmet)

Roller skates (with a helmet)

Playground

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School-Age Fun

Six to Eight-Year-Old

During the early elementary school days, a child will be developing stronger muscles

with improved coordination and dexterity. Social interaction will become more

complex. At this age, she will develop some degree of competitiveness. Activities

that involve these skills include sports, music, art and outside play. Home activities

such as reading, writing, and collecting also interest some children. Early school-

aged children can safely enjoy arts and crafts at home as well. Watercolors are

safe to use, as are blunt scissors and non-toxic white glue or paste.

Musical instruments and dancing

Books

Board games

Jig saw puzzles

Riding toys, to include properly sized bicycles (with a helmet)

Sporting activities, to include gymnastics, swimming, baseball, softball,

basketball, soccer and football

As you will see, the activities and toys that children enjoy become more diverse,

varied and complex, as they grow older. An ever-increasing gray zone develops

between what is safe and unsafe, so rely on your intuition and experience when

deciding which toys can be given to an older child.

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Positive Guidance

and

Discipline of

Children

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Every adult who cares for children has a responsibility to guide, correct and

socialize children toward appropriate behaviors. These adult actions often are

called child guidance and discipline. Positive guidance and discipline are crucial

because they promote children's self-control, teach children responsibility and

help children make thoughtful choices. The more effective adult caregivers are at

encouraging appropriate child behavior, the less time and effort adults will spend

correcting children's misbehavior. Family specialists agree that using physical

force, threats and put-downs can interfere with a child's healthy development.

For example, there is evidence that spanking can have negative effects on children.

Family specialists also agree that a perfect formula that answers all questions

about discipline does not exist. Children are unique and so are the families in which

they live. A discipline strategy that might work with one child may not work with

another.

Effective guidance and discipline focus on the development of the child. They also

preserve the child's self-esteem and dignity. Actions that insult or belittle are

likely to cause children to view their parents and other caregivers negatively, which

can inhibit learning and can teach the child to be unkind to others. However,

actions that acknowledge the child's efforts and progress, no matter how slow or

small, are likely to encourage healthy development.

Teaching children self-discipline is a demanding task. It requires patience,

thoughtful attention, cooperation and a good understanding of the child. It also

requires knowledge of one's own strengths and struggles with disciplinary issues.

Unfortunately, the only preparation for most parents is their own experience of

being parented. Such past experiences may not always be helpful in raising today's

children.

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Proactive Strategies

Child misbehavior is impossible to prevent completely. Children, usually curious and

endlessly creative, are likely to do things parents and other caregivers have not

expected. However, there are many positive steps adults can take to help prevent

misbehavior.

Set clear, consistent rules.

Make certain the environment is safe and worry-free.

Show interest in the child's activities.

Provide appropriate and engaging playthings.

Encourage self-control by providing meaningful choices.

Focus on the desired behavior, rather than the one to be avoided.

Build children's images of themselves as trustworthy, responsible and

cooperative.

Expect the best from the child.

Give clear directions, one at a time.

Say "Yes" whenever possible.

Notice and pay attention to children when they do things right.

Take action before a situation gets out of control.

Encourage children often and generously.

Set a good example.

Help children see how their actions affect others.

Possible Reasons Children Misbehave

If teachers understand why their children misbehave, they can be more successful

at reducing behavior problems. Listed here are some of the possible reasons why

children misbehave.

They want to test whether caregivers will enforce rules.

They experience different sets of expectations between school and home.

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They do not understand the rules, or are held to expectations that are

beyond their developmental levels.

They want to assert themselves and their independence.

They feel ill, bored, hungry or sleepy.

They lack accurate information and prior experience.

They have been previously "rewarded" for their misbehavior with adult

attention.

They copy the actions of their parents.

Positive Discipline Techniques

True misbehavior occurs when a child chooses to behave inappropriately. Before

you take action, ask yourself the following questions:

Is the child really doing something wrong? Is there a real problem, or are you just tired and out of patience?

o If there is no real problem, release your stress away from the child.

o If there is a problem, go to the next question.

Think for a moment. Is your child actually capable of doing what you expect?

o If you are not being realistic, re-evaluate your expectations.

o If your expectations are fair, go to the next question.

Did your child know at the time that she or he was doing something wrong? o If your child did not realize she was doing something wrong, help her

understand what you expect, why, and how she can do that. Offer to

help.

o If your child knew what she was doing was wrong, and she intentionally

disregarded a reasonable expectation, your child misbehaved.

If the behavior was an accident, like wetting her pants while sleeping, it was not

misbehavior. If the behavior was not an accident, ask your child to tell you the

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reasons she has for doing what she did. If the child is old enough, ask her how she

might solve the problem or correct the situation. By using a problem-solving

approach, children can develop skills in thinking through a situation and developing

possible solutions.

Responding to Misbehavior

Here are five strategies parents and other caregivers can use to respond to child

misbehavior. Remember, however, that it's always a good idea if rules are

explained fully and clearly understood before misbehavior occurs. Whenever

possible, involve children in making the rules for the family or the classroom.

Natural Consequences

Allowing children to experience the consequences of their behavior is also called

“learning the hard way”.

For example, Gena does not put her books back in her school bag after she finishes

reading. One day she loses a book, and therefore must find a way to replace it.

Logical Consequences

These are structured consequences that follow specific misbehaviors. The child

should be able to see how the behavior and the consequence are directly related.

For example, Andrew, who is a teenager, knows that if he stays out past his curfew

on a school night, his parents will not allow him to go out with his friends over the

weekend.

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Fix-Up

If children damage something, they need to help in fixing it or in cleaning up. If

they cause someone distress, they should help in relieving that.

For example, "Now that you made your brother cry, please come apologize and help

me soothe him."

Time Out

During time out, children are required to spend time alone in a specific place that

has few, if any, rewarding characteristics. This strategy gives the child a chance

to reflect quietly on her or his behavior away from others. When giving a time out,

be calm and firm. One minute for each year of the child's age is appropriate.

For example, "Hannah, we have talked often about how hitting is not acceptable.

But because you hit Jerry, please leave the playground and go to the Time Out

Table for five minutes. Please think about how Jerry might have felt when you hit

him."

Redirection

This strategy can work when you notice that a child is not following the rules and is

being uncooperative. Quickly get the child's attention and introduce another

activity.

For example, "Tom, please help me water the flowers now. You've been riding the

bike for a long time and it's now Lena's turn."

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Teaching Styles

Researchers have described four general styles of teaching: Authoritarian,

Permissive, Neglectful and Authoritative. Most teachers, however, do not fall

neatly in one category, but fall in the middle, showing characteristics of more than

one style. Also, some teachers change styles depending on experience, age,

maturity level of the child and the given situation.

A caregiver who is Authoritarian:

Values obedience, tradition and order

May use physical punishment

Usually doesn't allow choices or freedom of expression

Possible outcomes

Children of Authoritarian teachers might become followers and depend on others

for making decisions. They may develop low self-esteem, become aggressive or

defiant.

A caregiver who is Permissive:

Sets few rules and guidelines

Does not provide structure

Does not enforce limits when they are established

Possible outcomes

Children of Permissive teachers may have low self-control and little ability to

handle frustration. They may remain immature and have difficulty accepting

responsibility.

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A caregiver who is Neglectful:

Rejects or ignores the child

Does not get involved in the child's life

Allows the child to do as she or he pleases

Possible outcomes

Children of Neglectful teachers may face many challenges, including difficulties

with skill development, trust and self-esteem.

A caregiver who is Authoritative:

Sets appropriate rules and guidelines

Is firm, consistent and fair

Has reasonable expectations

Encourages child independence and individuality

Uses clear communication and reasoning

Allows choices and empowers the child

Possible outcomes

Children of Authoritative teachers are likely to be responsible, independent, have

high self-esteem and able to control their aggressive impulses. This style of

teaching provides a balance between setting appropriate limits and granting

independence to the child. It is this style of parenting that provides warmth and

supportive guidance.

Teaching, however, is not the only factor influencing child outcomes. Cultural

values, peer behavior, family circumstances and community characteristics all

impact the development of children. These factors also influence the style of

parenting that is used. For example, Authoritative parenting is more effective in

some contexts and for some groups than others.

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Knowing What to Expect From a Child

At times, adult expectations may be beyond children's abilities. Discipline and

guidance strategies should take into account a child's unique needs and

developmental level.

From birth to about age 2

Children need a lot of support, holding and loving interactions. If the caregiver is

absent, the child may fear that she or he will not return. At this stage, children

build attachments with caregivers. They will learn to trust that adults will be

there for them when they need them. During these years, children learn through

their senses and their physical activity.

From age 2 to about age 6

Children learn language, some reading and many social skills. They also begin to

struggle for more independence from caregivers. If such efforts are understood

and encouraged, children begin to take more initiative. During these years,

children learn by exploring, pounding, touching, mixing, turning objects over and

throwing them, and asking many questions.

From age 6 to about age 12

Children begin to act with increasing self-control. During these years, they begin

to lay the groundwork for becoming productive members of society. They process

the information they receive and can make complex decisions. They are able to

follow rules and accept responsibility. They also develop a self-image based on

their experiences and feedback they receive from significant adults. If this

feedback is positive, children grow to become confident and successful teens. If it

is frequently negative, a child can grow to feel inadequate and inferior.

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Learning About Your Children

Your children are unique individuals. To interact with your child effectively, take

time to learn about the special qualities of your child. Observe him or her in

various settings and jot down your responses in the space below.

How my child is similar to me?

How is my child different from me?

How does my child get my attention?

What are the things my child loves?

What special challenges does my child face?

What are my child's special strengths?

What do I appreciate about my child?

It's also important to talk directly with your children about their feelings and daily life experiences. Through frequent and positive interaction, the parent-child relationship is strengthened.

Growing With Your Child

Learning is a life-long process for both children and adults. Take a few minutes to

think about the new information you've gained about discipline from this guide

sheet. Writing down your responses can help you remember them.

I used to think discipline is...

o Now I know discipline is...

I have used this strategy to discipline...

o Now I will...

I used to think that I am...

o Now I know that...

I used to think my child is...

o Now I know my child is...

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It's also important to talk directly with your children about their feelings and daily life experiences. Through frequent and positive interaction, the parent-child relationship is strengthened.

Nurturing Your Child

According to numerous studies, nurturance in raising children is a highly important

quality. A nurturing adult is warm, understanding and supportive. Researchers

have found that a child will learn more easily from a nurturing parent than from a

harsh parent. Children who are raised by nurturing parents are also less likely to

become delinquent than are children who are raised by rejecting parents.

Here are some examples of nurturing messages to give children:

You are valued as a person.

I believe in you.

I trust you.

I know you can handle life situations.

You are listened to.

You are cared for.

You are very important to me.

I am pleased with you.

I love you.

You can tell me anything.

It's OK to make mistakes.

You belong.

I am learning with you.

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Fostering Children’s

Self Esteem

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What Is Self-Esteem?

When parents and teachers of young children talk about the need for good self-

esteem, they usually mean that children should have "good feelings" about

themselves. With young children, self-esteem refers to the extent to which they

expect to be accepted and valued by the adults and peers who are important to

them.

Children with a healthy sense of self-esteem feel that the important adults in

their lives accept them, care about them, and would go out of their way to ensure

that they are safe and well. They feel that those adults would be upset if anything

happened to them and would miss them if they were separated. Children with low

self-esteem, on the other hand, feel that the important adults and peers in their

lives do not accept them, do not care about them very much, and would not go out

of their way to ensure their safety and well-being.

During their early years, young children's self-esteem is based largely on their

perceptions of how the important adults in their lives judge them. The extent to

which children believe they have the characteristics valued by the important

adults and peers in their lives figures greatly in the development of self-esteem.

For example, in families and communities that value athletic ability highly, children

whom excel in athletics are likely to have a high level of self-esteem, whereas

children who are less athletic or who are criticized as being physically inept or

clumsy are likely to suffer from low self-esteem.

Families, communities, and ethnic and cultural groups vary in the criteria on which

self-esteem is based. For example, some groups may emphasize physical

appearance, and some may evaluate boys and girls differently. Stereotyping,

prejudice, and discrimination are also factors that may contribute to low self-

esteem among children.

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How Can We Help Children Develop a Healthy Sense of Self-

Esteem?

The foundations of self-esteem are laid early in life when infants develop

attachments with the adults who are responsible for them. When adults readily

respond to their cries and smiles, babies learn to feel loved and valued. Children

come to feel loved and accepted by being loved and accepted by people they look up

to. As young children learn to trust their parents and others who care for them to

satisfy their basic needs, they gradually feel wanted, valued, and loved.

Self-esteem is also related to children's feelings of belonging to a group and being

able to adequately function in their group. When toddlers become preschoolers,

for example, they are expected to control their impulses and adopt the rules of

the family and community in which they are growing. Successfully adjusting to

these groups helps to strengthen feelings of belonging to them.

One point to make is that young children are unlikely to have their self-esteem

strengthened from excessive praise or flattery. On the contrary, it may raise

some doubts in children; many children can see through flattery and may even

dismiss an adult who heaps on praise as a poor source of support--one who is not

very believable.

The following points may be helpful in strengthening and supporting a healthy sense

of self-esteem in your child:

As they grow, children become increasingly sensitive to the evaluations of

their peers. Parents and teachers can help children learn to build healthy

relationships with his or her peers.

When children develop stronger ties with their peers in school or around the

neighborhood, they may begin to evaluate themselves differently from the way

they were taught at home. You can help your children by being clear about your

own values and keeping the lines of communication open about experiences outside

the classroom.

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Children do not acquire self-esteem at once nor do they always feel good

about themselves in every situation. A child may feel self-confident and

accepted at home but not around the neighborhood or in a preschool class.

Furthermore, as children interact with their peers or learn to function in school or

some other place, they may feel accepted and liked one moment and feel different

the next. You can help in these instances by reassuring your child that you support

and accept him or her even while others do not.

A child's sense of self-worth is more likely to deepen when adults respond to

the child's interests and efforts with appreciation rather than just praise. For

example, if your child shows interest in something you are doing, you might include

the child in the activity. Or if the child shows interest in an animal in the garden,

you might help the child find more information about it. In this way, you respond

positively to your child's interest by treating it seriously. Flattery and praise, on

the contrary, distract children from the topics they are interested in. Children

may develop a habit of showing interest in a topic just to receive flattery.

Young children are more likely to benefit from tasks and activities that offer

a real challenge than from those that are merely frivolous or fun. For

example, you can involve your child in chores around the house, such as preparing

meals or caring for pets that stretch his or her abilities and give your child a sense

of accomplishment.

Self-esteem is most likely to be fostered when children are esteemed by the

adults who are important to them. To esteem children means to treat them

respectfully, ask their views and opinions, take their views and opinions seriously,

and give them meaningful and realistic feedback.

You can help your child develop and maintain healthy self-esteem by helping

him or her cope with defeats, rather than emphasizing constant successes and

triumphs. During times of disappointment or crisis, your child's weakened self-

esteem can be strengthened when you let the child know that your love and support

remain unchanged. When the crisis has passed, you can help your child reflect on

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what went wrong. The next time a crisis occurs, your child can use the knowledge

gained from overcoming past difficulties to help cope with a new crisis. A child's

sense of self-worth and self-confidence is not likely to deepen when adults deny

that life has its ups and downs.

Factors affecting children's self esteem:

How much the child feels wanted, appreciated and loved

How your child sees himself, often built from what parents and those close

say

His or her sense of achievement

How the child relates to others

Your child's self esteem can be increased by you:

Appreciating your child

Telling your child that you love them

Spending time with your child

Encouraging your child to make choices

Fostering independence in your children

Giving genuine importance to your child's opinion and listening

Taking the time to explain reasons

Feeding your child with positive encouragement

Encouraging your child to try new and challenging activities

Appreciating Your Child

A child's self esteem will suffer if he or she is not appreciated. Children know if

you are sincere or not. If you spend time together, you must enjoy it or there is no

point. Show appreciation at all times. Tell your child you like him or her - this is

appreciation. Thanking a child when he does something good is reward enough.

Children like to please.

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Encouragement

Esteem is boosted with your encouragement. Encourage decision-making; this will

lead to a feeling of confidence and independence.

Praise

Self esteem comes from what you think about yourself, praise is external. I do not

agree entirely with some who say praise creates kids addicted to it and then

needing praise to feel good. Encouragement is better than praise. I was often

told, "could do better" and this lead me to feel no matter what I did it would not

be good enough to please others.

Mutual Respect

Children's self esteem will be higher if you treat him or her seriously and with

respect. Explain to the child everything and treat him as an intelligent individual

able to understand and reach conclusions. You want to be treated like this and

children are no different. A child who is belittled, patronized or put down will

suffer lack of confidence. Mutual respect will foster trust and confidence.

Dealing With Failure

If the child fails he must not feel a failure. Teach a child failure doesn't exist,

but he may have only temporary setbacks on the road to success. Never tell a child

he has failed, let you down or cannot succeed. Be a mentor and help the child to

believe in his or her ability to succeed no matter how long it takes!

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Supervision

and

Safety Practices

in the

Care of Children

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General Responsibilities for Child Care Personal

All child-care center employees, including those who are not counted in child/staff

ratios, must:

Demonstrate competency, good judgment, and self control when in the

presence of children and when performing assigned responsibilities

Relate to children with courtesy, respect, acceptance, and patience

Recognize and respect the uniqueness and potential of all children, their

families, and their cultures

Not abuse, neglect, or exploit children

Report suspected abuse, neglect, and exploitation to PRS or the law

enforcement

Additional responsibilities for caregivers counted in child/staff

ratios:

Know and comply with state minimum standards

Know what children they are responsible for

Know each child’s name and age

Supervise the children at all times, adjusting appropriately for different

ages and abilities of each child

Ensure the children are not out of control

Be free from other duties not directly related to the teaching, care, and

supervision of the children; such as administrative duties, meal preparation,

and janitorial duties

Interact routinely with children in a positive manner

Foster developmentally appropriate independence in children through

planned but flexible program activities

Foster a cooperative rather than a competitive atmosphere

Show appreciation for children’s efforts and accomplishment

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Ensure the continuity of care for children by sharing with incoming caregiver

information about each child’s activities during the previous shift and any

verbal or written instructions given by the parent

Supervision

Supervising children at all times means that the assigned caregiver is accountable

for each child’s care. This includes responsibility for the on-going activity for each

child, appropriate visual and or auditory awareness, physical proximity, and

knowledge of activity requirements and each child’s needs. The caregiver must

intervene when necessary to endure the children’s safety. In deciding how closely

to supervise children, the caregiver must take into account:

Ages of the children

Individual differences and abilities

Indoor and outdoor layout of the child-care center

Neighborhood circumstances, hazards, and risk

Supervision is basic to the prevention of harm. Parents have an understanding that

caregivers will supervise their children in their absence. Adults who are attentive

and who understand young children’s behaviors are in the best position to

safeguard their well being. Child-care centers can also establish an understanding

with the parents regarding who is responsible for the child while the parent and

the child are both on the premises. These understandings could be laid out in the

enrollment agreement.

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Daily Checklist for Maintaining a Safe Environment

o Children are never left unattended o Electrical outlets are covered with safety plugs o No electrical cords are within a child’s reach o Cords from blinds and draperies are out of the reach of children o Cleaning supplies are locked up and are inaccessible to children o Medication s are stored in the front office and are inaccessible to children o Personal belongings are locked in cabinets and are inaccessible to children o Hot drinks are not allowed in the classroom o Bleach water solution, or its equivalent, is available in each classroom o Diaper pails are covered and are inaccessible to children o Waste baskets are covered o Toys are checked for chocking hazards o Paper clips, push pins, and staples are not used in areas where children are present o Children are not left alone on a changing table; teachers keep one hand on a child at all

times, even when they are strapped o Sides of infant cribs are closed and locked when not in use o Toys and furniture are in good repair with no sharp edges or splinters o Rugs have non-skid backing o Caution is taken when opening doors o Water is not warmer than 120 degrees o No poisonous plants are in the program o Knives and non-age appropriate scissors are out of reach of the children o 3 forms of attendance tracking is present o Playground is checked daily for trash or debris o Children’s personal clothing is appropriate for the weather and does not have hoods

with ties o Teachers are zoning the playground o Temperature of the slides is checked frequently o Water play is not done on cement or other hard surfaces o Playground equipment is checked for splinters, nails, and screws o Gates are closed at all times

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Positive

Interactions

with Children

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Key Ingredients to Interactions

Characteristics of individual staff members

Age appropriate conversations

Having a mixture of child initiated and adult initiated conversations

Staff is to interact while maintaining supervision and health and safety

Staff maintains guidance of the group

Communication between staff members

Listed below are 10 steps to having Quality Interactions with children.

Teachers interact frequently with children showing affection, interest, and

respect.

Teachers interact nonverbally by smiling, touching, holding

Teachers speak with children at eye level

Teachers talk and listen to children during activities and routines

Teachers seek meaningful conversations

Teachers give one-on-one attention to infants during feeding and diapering

Teachers are available and responsive to children.

Quickly comfort infants in distress

Reassure crying toddlers

Listen to children with attention and respect

Respond to children’s questions and request

Teachers are aware if the activities if the entire group even when dealing

with a smaller group. Staff position themselves strategically and look up

often from the involvement

Teachers spend time observing each child without interrupting an activity

involved child

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Teachers speak with children in a friendly, positive, courteous manner.

Speak with individual children often

Ask open-ended questions

Call children by names

Include children in conversations, describe actions, experiences, and events;

listen and respond to children’s comments and suggestions Talk with individual children, and encourage children of all ages to use

language

Treat children of all races, religions, family backgrounds, and cultures with

equal respect and considerations Provide children of both sexes with equal opportunities to take part in all

activities Encourage children’s development of independent functioning, as appropriate

Foster the development of age-appropriate self-help skills such as picking up

toys, wiping spills, personal grooming (toilet and hand washing), obtaining and

caring for materials, and other skills

Note: Cultural perspectives of family or community may influence expectations for independence.

Teachers facilitate the development of responsibility, self-regulation, and

self-control in children.

Teachers set clear, consistent, fair limits for classroom behavior and in the

case of older children, help them set their own limits

Teachers use children’s mistakes as learning opportunities, describing the

situation and encouraging children’s evaluation of the problem rather than

imposing the solution

Teachers anticipate and eliminate potential problems, redirecting children to

more acceptable behavior or activity

Teachers listen and acknowledge children’s feelings and frustrations and

respond with respect

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Teachers guide children to resolve conflicts and model skills that help

children to solve their own problems

Teachers encourage appropriate behavior, patiently reminding children of

rules and their rationale as needed

Teachers apply logical or natural consequences in problem situations

Teachers do not use corporal punishment or other negative discipline methods

that hurt, humiliate, or frighten children.

Food or beverage is never withheld as a form of discipline

The environment is arranged so that a minimal number of “No’s” are used,

especially with younger children

The overall sound of the group is pleasant most of the time.

Happy laughter, excitement, busy activity, pleasant conversation rather than

harsh, stressful noise or enforced quiet

Adult voices do not dominate

Teachers support children’s emotional development, assisting them to be

comfortable, relaxed, happy, and involved in play and other activities.

Comfort and reassure children who are hurt, fearful, or otherwise upset

Help children deal with anger, frustration, or sadness by comforting,

identifying, and reflecting feelings

Intervene quickly when children’s responses to each other become physically

aggressive, discuss the inappropriateness of such action, and help children to

develop more positive strategies to solve conflict

Encourage children to verbalize feelings and ideas, including both positive

and negative emotions. Supply words for very young children to describe

feelings, discuss alternative solutions with children 2 years and older

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Teachers recognize and encourage pro-social behaviors among children, such as

cooperation, helping taking turns, talking to solve problems, and concern for

others.

Expectations of children’s social behavior are developmentally appropriate

Teachers support children’s beginning of friendships and provide opportunities

for children to learn from each other as well as adults.

Infants interact (look, touch gently, vocalize) freely with one another as

teachers observe, alert to respond and model safe interactions

Two pieces of the same popular equipment are available so toddlers are not

forced to share too often

Preschoolers are encouraged to cooperate in small groups

Kindergartners work with small, flexible groups on extended projects and

participate in group problem solving

School age children have the opportunities to participate in group games or

to work or play alone

Teachers use a variety of teaching strategies to enhance children’s learning

and development throughout the day.

Stimulate children’s thinking and extend their learning using verbal methods

such as posing problems, asking questions, and making comments and

suggestions

Introduce children to new experiences, ideas, and challenges

Coach and/or directly guide children in the acquisition of specific skills as

needed, being careful to challenge, but not frustrate any child

Always smile and laugh. Have fun! Remember to get down to the children’s

eye level. Make sure you interact during meal times

Respect the children. When a child comes to you with a problem, look them

in the eyes, repeat what they say to you, then address

Watch your tone of voice. Use words like, “how do you feel about…”. Avoid

using nicknames

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Ask about the children’s day, listen to their response

Initiate conversations

Encourage a non-bias classroom

Have children agree to limitations

Use soft music in the classroom, use soft voices, lead by example

Encourage children to help clean up

Infant Interactions

Suggestions on positive and safe interactions for infants:

Be warm, loving, and responsive

Children who receive warm and responsive care giving and are securely attached to

their caregivers cope with difficult times more easily when they are older. They

are more curious, get along better with other children, and perform better in

school than children who are less securely attached.

Infants communicate their needs, preferences, and moods to the adults who care

for them by the sounds they make, the way they move, their facial expressions,

and the way they make or avoid eye contact. Children become securely attached

when caregivers try to read these signals and respond with sensitivity. They begin

to trust that when they smile, someone will smile back. That when they are upset,

someone will comfort them, and that when they are hungry, someone will feed

them.

You might think that a newborn might get spoiled with all this attention, but

studies show that newborns that are more quickly and warmly responded to when

crying typically learn to cry much less and sleep more at night. A baby expresses

distress by crying. When the caregiver responds with food, warmth, or comfort,

the baby tends to be calmed. The stress-response system in the brain is turned

off and the infant’s brain begins to create a network of brain cells that help the

baby soothe themselves.

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Talk, read, and sing to the child

Infants learn from “conversations”, even when they cannot understand what you

are saying. When babies hear the same words over and over again, the part of the

brain that handle speech and language develop. The time used the change a diaper

or feed an infant can be an opportunity to spend some individual time with that

child, talking, singing, and expanding on their own coos and gurgles.

Read picture books and stories to infants. By 6 months old, infants show

excitement by widening their eyes and moving their arms and legs when looking at a

book with pictures of babies and other similar objects.

Establish routines

Daily routines associated with pleasurable feelings are reassuring for children.

Repeated positive experiences provide for a sense of security. It helps a child

learn what to expect from his environment and how to understand the world around

them.

Encourage safe exploration and play

Play is an important learning experience. Look around the environment you are

providing for infants. Make sure there are enough interesting things for them to

look at- not too many, but that there are things for the infant to focus on one at a

time. Put the infant on the floor in safe areas that encourage them to move about.

Keep containers that the infants can dump and fill. Adults should encourage

exploration, and then also be receptive when the child needs to return to them for

security.

By providing consistent and responsive care giving, you can ensure that a child will have the best opportunity for healthy emotional and social development. Every important caregiver has the potential to help shape a young child’s future.

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Preventing the

Spread of

Communicable

Diseases

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Steps Teachers are Required to Take to

Ensure a Healthy Environment

Setting aside toys that have been placed in children’s mouth, or otherwise

contaminated by body secretion; these items must be sanitized before being

handled by another child

Machine washing cloth toys at least weekly

Machine washing linens at least weekly

Sanitizing sleeping equipment before another child uses it

Sanitize potty chairs after each child’s use

Sanitize water play toys and equipment, children wash hands after using

water table

Garbage is inaccessible to children; area is free of bugs

Keeping all floors, ceilings, and walls in good repair and clean

All parts of the center are well heated, lighted, and ventilated

Sanitize table tops, furniture, and other similar equipment

Clearly marking cleaning supplies and keeping these out of the children’s

reach

4-Step Process for Sanitizing

Washing with water and soap

Rinsing with clear water

Soaking in or spraying on a disinfecting solution for at least 10 minutes;

rinsing with cool water only those items that children are likely to place in

their mouths

Allowing the surface or article to air dry

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Disinfecting Solution

One tablespoon of regular strength liquid household bleach to each gallon of

water used for disinfecting items such as toys and eating utensils; or

One-fourth cup of regular strength liquid bleach to each gallon of water

used for disinfecting surfaces such as bathrooms, crib rails, and diaper

changing areas; and

You must prepare each solution daily and place it in a closed and labeled

container

When Employees Wash Their Hands

Before eating or handling food or medication

Before feeding a child

After arriving at the childcare center

After diapering a child

After assisting a child with toileting

After personal toileting

After handling or cleaning body fluids, such as wiping a nose, mouth, or

bottoms, and tending sores

After handling or feeding animals

After outdoor activities

After handling raw food products

After using any cleaners or toxic chemicals

When Children Wash Their Hands

Before eating

Before playing in a water table

After toileting or diaper changing

After outdoor play

After playing in sand

After feeding or touching animals

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Any other time you have reason to believe the child has come into contact

with something harmful!

Examples of Infectious Diseases Common in the Classroom

Human Immunodeficiency Virus (HIV)

Hepatitis

Syphilis

Malaria

Arboviral infections

Relapsing fever

HTV type 1

When could a childcare worker be exposed to an infectious disease?

An accidental puncture by a sharp object, such as a needle, broken glass, or

other sharp contaminated objects

Contact between broken skins

Contact between mucous membranes and infected bodily fluids

Be aware of:

Open sores

Cuts

Abrasions

Acne

Blisters

Other ways you could be infected

Touching an infected person

Coughing and sneezing

Using the same equipment, materials, toilets, water fountains

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Universal Precautions are the best way childcare centers can protect staff

members and other children from exposure.

Gloves and hand washing are good work place practices for childcare providers.

These two work place practices are the best way to protect you from spreading

illness.

How to protect yourself and the children

Thoroughly wash hands

Use gloves

Avoid splashing, spraying, spattering, and generation of droplets when

attending to a injured person

Refrain from eating, drinking, smoking, applying cosmetics or lip balm, and

handing contact lenses when there is a likely exposure

Keeping food or drinks away from refrigerators, freezers, shelves,

countertops, cabinets and bench tops where blood or other potentially

infectious materials are present

Points to keep in mind when faced with blood or bodily fluids

Wear gloves

Cover the spill with paper towels to avoid splashing

Decontaminate area with a disinfectant

Wait 10 minutes

Disinfect all mops and cleaning tools

Dispose of all contaminated materials

Wash your hands

Good Housekeeping Techniques

Clean and disinfect all contaminated areas immediately

Get in the routine of washing hands

Always have disinfectant solution ready

Maintain a safe environment

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Contaminated laundry should be washed at home, not at the child-care center.

Contaminated waste should be marked with POTENTIALLY INFECTIOUS

MATERIALS.

Other Health and Safety Tips

Always maintain ratios, maximize supervision

Avoid having open areas in the classroom

Place pictorial hand washing charts by every sink

PRACTICE WHAT YOU PREACH!!

Ensure that parents are also washing hands as they enter the classroom

Promptly change soiled diapers

Follow your Illness Exclusion Policy

Electrical outlets are covered

A/C’s, fans, and heaters are out of children’s reach

Glass or sliding doors are clearly marked

Play materials are in safe and good repair

No poisonous plants are in the classroom

Equipment with lids have a lid support, have ventilation holes, and cannot be

latched closed

All bodies of water, such as pools, hot tubs, ponds, creeks, birdbaths,

fountains, buckets, and rain barrels are inaccessible to children

No smoking or consuming alcohol around the children

First aid kits are well stocked

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Super Safety Checklist

Do I know my programs crisis plan?

What steps do I take when there is an accident involving a child?

What steps do I take when there is a vehicle accident?

Do I know my transportation safety systems?

What do I do if my center has significant property damage?

How do I sanitize my equipment?

What are my centers laundry and cleaning procedures?

Do any of my children have restrictions from normal activities?

What is my centers policy on summer outdoor play?

What is my centers policy on the use of sunscreen?

What is my centers policy on winter outdoor play?

What are the state guidelines for illness exclusion?

Do I have authorization forms on medicine?

What is my centers medication policy?

Do any of my children have severe allergies?

Do any of my children have diabetes?

How do I store children’s personal items?

What is my centers policy on cell phone use?

Am I current in CPR and first aid?

Do I open or close my center alone?

What do I do in weather emergencies?

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Recognizing

and

Preventing

Shaken Baby

Syndrome

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Shaken Baby Syndrome

Babies are fragile. Please don’t shake a child.

Most of the time shaken baby syndrome occurs when adults frustrated and angry

with children shake them strenuously. Many well-trained responsible people whom

could never dream of hitting a child think nothing of giving a baby a “good shaking”.

The effects may be far more damaging than they realize.

What is Shaken Baby Syndrome? When a baby is vigorously shaken, the head moves back and forth. The sudden

whiplash motion can cause bleeding inside the head and increase pressure on the

brain, causing the brain to pull apart and resulting in injury to the infant. This is

known as Shaken Baby Syndrome, and is one of the leading forms of fatal child

abuse. A baby’s head and neck are susceptible to head trauma because his or her

muscles are not fully developed and the brain tissue is exceptionally fragile. Head

trauma is the leading cause of disability among infants and children. Baby’s heads

are large and heavy, making up about 25% of their total body weight. Their neck

muscles are too weak to support such a disproportionately large head.

Shaken Baby Syndrome occurs most frequently in infants younger than 6 months

old, yet can occur up to age three. Often there are no obvious outward signs of

inside injury, particularly in the head or behind the eyes. In reality, shaking a

baby, if only for a few seconds, can injure a baby for life. These injuries can

include brain swelling and damage, cerebral palsy, mental retardation,

developmental delays, blindness, hearing loss, paralysis, and death. When a child is

shaken in anger or frustration, the force is multiplied five or ten times greater

than it would be if the child had simply tripped or fallen.

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How does it happen? Often frustrated people or other responsible people responsible for a child’s care

feel that shaking a baby is a harmless way to make a baby stop crying. The number

one reason why a baby is shaken is because of inconsolable crying. Almost 25% of

all babies with Shaken Baby Syndrome die. It is estimated that 25-50% of

parents and caretakers aren’t aware of the effects of shaking a baby.

What happens? When shaking occurs, the brain bounces within the skull cavity, bruising the brain

tissue. The brain swells, creating pressure and leading to retinal (back of the eye)

bleeding. This can cause blindness. Some blood vessels feeding the brain are torn

away, leading to additional brain damage or abnormalities. Blood pools within the

skull, creating more pressure.

Immediate Consequences

Breathing may stop

Seizures

Limp arms and legs

Excessive drooling

Heart may stop

Death

Long Term Consequences

Learning disabilities

Physical disabilities

Visual disabilities

Speech disabilities

Seizures

Death

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What can you do to prevent a tragedy? If you or someone else shakes a baby, whether accidentally or on purpose, call 911

or take the child to the emergency room immediately. Bleeding inside the brain can

be treated. Immediate medical attention will save your baby many future problems

and possibly the baby’s life.

Suggestions for Caregivers Never throw or shake a baby

Take the baby for a stroller ride

Make sure the baby is fed, burped, and dry

Make sure clothing is not too tight

Always provide support for the baby’s head and neck

Play music, or sing to the baby

Gently rock or walk the baby

Give the baby a pacifier

Lay the baby tummy down across your lap and rub or pat his back

Ask another caregiver to “take over for a while”

Offer a noisy toy or rattle

Sit down, close your eyes and count to 20

Don’t pick the baby up until you feel calm

Put the baby in a front carrier close to your body and breath slowly

Hug and cuddle a baby gently

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Preventing

Sudden Infant

Death Syndrome

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Sudden Infant Death Syndrome

What is SIDS? Sudden Infant Death Syndrome (SIDS) is the diagnosis given for the sudden

death of an infant, 1 month to 1 year of age that remains unexplained after a

complete investigation. The investigation includes an autopsy, examination of the

death scene, a review of the child’s symptoms or illness the infant had prior to the

death and any other pertinent medical history. Because most cases of SIDS occur

whenever the infant is sleeping in a crib, SIDS may also be known as crib death.

The event may occur wherever the infant is sleeping, not necessarily in a crib.

SIDS can occur anytime between 1 month and 1 year of age, however 91% of the

deaths occur before the age of 6 months, with the highest concentration between

2 and 4 months. There is an increase in these incidences in the winter months. It

is more common with male children than female. SIDS happens suddenly and

silently in a seemingly healthy infant. The death leaves many unanswered

questions, causing intense grief for parents and families.

SIDS is Not: SIDS is not hereditary, contagious, caused by immunizations, choking, suffocation,

or apnea. It is not child abuse and not the reason for all unexpected infant deaths.

What are the risk factors?

Mothers less than 20 years old at the time of her first pregnancy

Late or no prenatal care

Premature or low birth weight infant

Mother smoked during pregnancy, this increases risk by 3 times

Smoking in environment after birth. Increases risk by 2 times

Mother abused alcohol or drugs during pregnancy

Infants who are placed to sleep on stomach

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How can we reduce the risk of SIDS? Place infants on their backs for sleep. This includes naps. Do not place

infants on their stomach to sleep.

Place baby on a firm tight-fitting mattress in a crib that meets current

safety standards.

Do not place baby on a waterbed, sofa, beanbag, soft mattress, foam

padding, or pillow to sleep.

Use no soft bedding, pillows, sheepskins, stuffed toys, or other soft items in

the crib.

Make sure the baby’s head remains uncovered during sleep.

Avoid over-heating the baby. The temperature in the room should feel

comfortable to an adult. Overdressing the baby should be avoided.

Keep the baby in a smoke free environment.

What causes SIDS? The cause remains a medical mystery, but mounting evidence from research

suggests that some SIDS babies are born with brain abnormalities that make them

vulnerable to sudden death during infancy. Studies of victim’s show many have an

abnormality in the brain that is likely to be involved in controlling breathing and

waking during sleep.

Some things for caregivers to consider: If a parent of an infant is breast feeding, encourage them to provide

bottled breast milk that is clearly labeled with the child’s name for feeding

Check the infant sleeping environment frequently to assure sheets are tight

fitted and soft bedding or objects are not in the crib

If you have a child in care with reflux, respiratory disease, or upper airway

malformation, be sure to obtain information from the infants doctor on the

recommended sleeping position

If a child in your care is not breathing or is unresponsive, call 911; begin CPR

and immediately notify the child’s parents

If a child in your center dies, do not disturb the scene of death; do not

remove anything, if possible

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Understanding Early Childhood Brain Development

Why should caregivers know about brain development?

The brain is the part of the body that allows us to feel joy and despair, to respond

to others in a loving or angry way, to use reason, or to simply react. These

capabilities don’t just magically appear; they result from the interplay between a

child’s heredity and the experiences they have during childhood.

At birth, the brain is unfinished. The parts of the brain that handle thinking and

remembering, as well as emotional and social behavior, are underdeveloped. The

fact that the brain matures in the world, rather than in the womb, means young

children are deeply affected by their experiences. Their relationships with

parents and other important caregivers don’t just influence their moods, but

actually affect the way the children’s brains become “wired”. Researchers now

confirm that the way infants are interacted with and experiences provided for

them have a major impact on the child’s emotional development, learning skills, and

how they function later in life.

How does the brain form “connections”? At birth, the brain contains about 100 billion brain cells that are yet to be

connected into functioning networks. By the time a child is three, the brain has

formed about one thousand trillion connections between these brain cells. Some of

these connections become permanent, while others disappear as the child grows.

How does the brain know what connections to keep? Connections that are used

repeatedly during the child’s early years become the foundation for the brains

organization and function throughout life. In contrast, a connection that is not

used results in a lack of development or even the disappearance of these

connections. For example, a child who is rarely spoken to or read to in the early

years may have difficulty mastering language skills later on. By the same token, a

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child who is rarely played with may have difficulty with social adjustment as he or

she grows.

Brain cells are designed for making connections. Each cell sends signals out to

other brain cells and receives input from other cells. The signals, in the form of

electrical impulses, travel down the length of the nerve cell. With the help of

chemicals (such as serotonin) they travel from cell to cell, creating connections.

Repeated activation of networks of neurons strengthens these connections.

Principles of Brain Development: The outside world shapes the brains wiring

The outside world is experienced through the senses – seeing, hearing,

smelling, touching, and tasting – enabling the brain to create or modify

connections

The brain operates on a “use it or lose it” principle

Relationships with other people early in life are the major source of

development of the emotional and social parts of the brain.

What should be done to encourage appropriate brain development? As a mother feeds her child, she gazes lovingly into his eyes. A father talks gently

to his newborn daughter as he changes her diaper. A caregiver sings a child to

sleep. These are the everyday moments, the simple, loving encounters that provide

essential emotional nourishment.

Touching, rocking, talking, smiling and singing all affect brain development. Babies

experience relationships through their senses. They read the way you look into

their eyes. They see the expressions on your face. They hear you cooing, singing,

talking, and reading. They feel you holding or rocking them, and they take in

familiar smells. Touch is especially important, holding and stroking stimulates the

brain to release important hormones necessary for growth.

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Gross Motor Development

The human body has two muscular systems:

Gross Motor System, or Large Muscles

Head

Torso

Legs

Arms

Fine Motor System, or Small Muscles

Eyes

Hands

Fingers

Development

Development occurs first in the head region, then the torso, and last in the legs

and feet.

Development also progresses from the center of the body outward to the fingers

and toes.

This means that infants can control the movement of their head, neck, and

shoulders before they can control their hands and feet.

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Children’s motor development may be divided into 4 phases:

1. Reflexive Motor Phase

2. Rudimentary Motor Phase

3. Fundamental Motor Phase

4. Sport-Related Movement Phase

Reflexive Motor Phase

During the first 6 months of the reflexive motor phase:

Sucking

Gasping

Blinking

Yawning

Coughing

These actions are involuntary.

Other actions such as movement of legs and arms in kicking or waving motions are

random and uncontrolled.

Rudimentary Motor Phase

Includes:

Rolling over

Sitting

Crawling

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Creeping

Standing

Walking

These are children’s first voluntary actions.

Fundamental Motor Phase

Includes:

Running

Jumping

Hopping

Skipping

Galloping

Throwing

Catching

Pincer movements

Sport Related Movement Phase

More mature movements that can be applied to games.

Children can now engage in vigorous exercise, organized games, and detailed

handicrafts with increased skills and confidence.

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Value of Motor Development

Contributes to the child’s overall physical health and development

Is a source of pride and accomplishment

Prepares the child for participation in sports and other group activities later

in life

Movement activities help develop:

Build muscular strength

Strengthen the heart

Enhances aerobic capacity

Promotes muscle and joint flexibility

Promotes healthy body composition

Eye-hand coordination

Eye-foot coordination

Movement Activities increase:

General body awareness

Visual awareness

Auditory awareness

Tactile awareness

Directional awareness

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Among their many social and emotional benefits, movement activities…

Provide enjoyment for children

Provide opportunities for children to feel successful

Promote cooperation with other children

Movement activities also provide opportunities for…

Cognitive learning

Problem solving

Language development

Exploration, discovery, and creativity

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Developmental Goals by Age Groups

0 to 12 months

Holds head and chest up

Rolls to side

Swipes

Crawls

Holds bottle

Turns body

12 to 24 month (1 year olds)

Crawls after ball

Pulls up

Walks with support

Walks without support

Squats

Walks backwards

Note that this age group needs lots of practice on:

What happens when they step on objects

How far they can lean without tipping over

How fast they can go without stumbling

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24 to 36 months (2 year olds)

Carries large objects

Kicks ball

Jumps in place

Balances on one foot

Rides a tricycle

Walks on tiptoes

3 year olds

Note – 3 year olds are more mature at this stage. Large muscle movement now seems automatic, smoother and coordinated. Develops good posture at this point.

Walks on tiptoes

Walks on balance board

Jumps from stool

Hops on one foot

Catches ball

Throws ball

4 year olds

Note – 4 year olds seem more skillful. Can now coordinate the different body parts to perform different functions. Now building strength.

Balances on one foot

Gallops

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Dances

Explores space

5 year olds

Note – 5 year olds can now perform acrobatic type actions. Very skillful, can ride bikes.

Skip

Catches different types of balls

Walks backwards

3 Types of Fundamental Movement Skills

When planning movement activities, include all three:

Locomotor Activities - those used to move through space, such as walking,

running, jumping, hopping, leaping, skipping, galloping, sliding, and dancing

Non-Locomotor Activities – such as twisting, swinging, bending, stretching,

pushing, pulling, weight transfer, and balance

Manipulative Skills – such as throwing, bouncing, rolling, dribbling, kicking,

striking, catching

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Tips for Adding Music to Your Movement!

Be an active, enthusiastic participant during singing and movement. Your

involvement will encourage children to join in!

Talk to the children about various ways they can move their bodies.

Find ways to incorporate music and movement throughout the day. Sing

without recordings, most children love the teacher’s voice!

Have Fun!

Cognitive Advantages to Adding Music to Your Movement

Knowledge is the ability to recognize, extend, and create patterns. The

earliest patterns children are exposed to are sound patterns. Music helps

children recognize and organize patterns through refrains and repetitions.

The endorphins produced by the brain during exposure to and participation

in musical activities act to fix or cement information in memory.

Music making contributes to the development of essential cognition, which

includes reasoning, creativity, thinking, decision-making, and problem solving.

Movement integrates and anchors new information into our neural networks.

Every time we move in an organized manner, full brain activation and

integration occur, and THE DOOR TO LEARNING OPENS. To pin down a

thought, there must be movement.

Many children are kinesthetic learners and must move to learn. Moving is

the only thing that unites all brain levels.

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Age-Appropriate Activities

List 5 age appropriate activities for Infants:

1.

2.

3.

4.

5.

List 5 age appropriate activities for Toddlers:

1.

2.

3.

4.

5.

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List 5 age appropriate activities for Two Year Olds:

1.

2.

3.

4.

5.

List 5 age appropriate activities for Three and Four Years Olds:

1.

2.

3.

4.

5.

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List 5 age appropriate activities for School Age Children:

1.

2.

3.

4.

5.

Guidance and Discipline

List 5 proactive strategies you can take when dealing with guidance and

discipline:

1.

2.

3.

4.

5.

Tymothy Smith





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What are 5 reasons children misbehave?

1.

2.

3.

4.

5.

Write out 3 nurturing messages you can use with your children to boost

self-esteem:

1.

2.

3.

Tymothy Smith





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What are 5 things you will do in the classroom to ensure proper

supervision?

1.

2.

3.

4.

5.

Interactions in the Classroom

List the 10 steps to quality interactions:

1.

2.

3.

Tymothy Smith





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List the 3 things teachers must always do when interacting with

children:

1.

2.

3.

Health and Safety

List some examples of infectious diseases common in classrooms:

When could childcare workers be exposed to an infectious disease?

Tymothy Smith





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__________________________ is the best way childcare centers

can protect staff members and other children from exposure.

____________________ and ___________________ are good

work place practices for childcare providers. These two work

practices are the best way to protect you from spreading illnesses.

Teachers can also protect themselves from health issues by following

these personal hygiene tips:

1.

2.

3.

4.

Tymothy Smith





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If you are faced with a spill of blood or body fluid, what are the key

points to keep in mind?

1.

2.

3.

4.

5.

6.

7.

List good housekeeping techniques needed in your classroom to protect

you from health and safety issues:

Tymothy Smith





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Contaminated laundry should be washed ____________________ and

not at ____________.

Contaminated waste should be marked with ____________________

when disposing.

What are 5 things you will do different to protect yourself and your

children after today’s training?

1.

2.

3.

4.

5.

Tymothy Smith





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Shaken Baby Syndrome, SIDS,

Understanding Early Childhood Brain Development

With Shaken Baby Syndrome, what happens inside the child’s head

when the child is shaken?

List 4 kinds of injuries that shaking a baby can cause:

1.

2.

3.

4.

Tymothy Smith





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What is the number one reason a baby is shaken?

List 5 things a caregiver can do to help a baby stop crying or to control

their own frustration:

1.

2.

3.

4.

5.

Tymothy Smith





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What is another common name for Sudden Infant Death Syndrome

(SIDS)?

What age is SIDS most likely to occur?

List 5 risk factors for SIDS:

1.

2.

3.

4.

5.

What position should infants be placed in for sleep?

Tymothy Smith





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Name 3 additional things that can be done to reduce the risk of SIDS:

1.

2.

3.

What affects the way children’s brains become “wired”?

How does the brain know which “connections” to keep?

How do babies experience relationships?

How do children become securely attached to caregivers?

Tymothy Smith





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Certificate of Training

This is to certify that

_____________________________

is awarded this certificate for satisfactory completion of 8 clock hours of

Pre Service

training and instruction in: Developmental Stages of Children, Age-appropriate activities for children, Positive guidance and discipline for children

Fostering children’s self esteem, Supervision and safety practices in the care of children

Positive interactions with children, Preventing the spread of communicable diseases

Recognizing and preventing shaken baby syndrome, Preventing sudden infant death syndrome

Understanding early childhood brain development

___________________ ________ ___________

Signature of Seminar Participant Signature of Director

Date:_________________ Tymothy Smith Member of the Texas Trainers Registry #1320

This certificate is only valid if the attached worksheets are completed

PO Box 271229 Flower Mound, Texas 75027-1229


http://www.tymthetrainer.com/

child care pre-service - tym the trainer · child care pre-service training guide (may be used with...

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