1. Children
Objective 5

2. Ages and Stages

3. Areas of Development
Terms to know: cooperative play, developmental tasks, eye-hand coordination, inclusion, large-motor skills, morality, object permanence, parallel play, reflexes, small-motor skills
The skills and body of an infant change so rapidly in the few years of life, it is phenomenal

4. Cont. Children develop in 5 major areas:
Physically: small and large motor skills
Socially: talking, sharing, and getting ready for school
Emotionally: learning to express and control emotions
Intellectually: ability to use and express language
Morally: being able to tell right from wrong

5. Stages and Principles 4 stages of development:
Infancy: birth to one year
Toddler: one to three years
Preschooler: three to five years
School-age: five to 12 years

6. Principles of Development
Development is sequential
All children master the same skills around the same time
Rates of development are individual
Some develop quicker and some slower than others
Five areas of development are interrelated
Example: toileting requires physical, emotional, and intellectual readiness

7. Brain Development
Brain develops quicker in the first few months than any other time of life

8. Infancy Physical Development
Reflexes: automatic, involuntary responses
Become learned behaviors
Need to develop hand-eye coordination
Developing their large and small motor skills

9. Cont. Social and Emotional Development:
Learning to trust their care giver
For food, comfort, cleanliness, and loved
Recognizes familiar faces, smiles, and responds to voices

10. Cont. Intellectual Development: Imitating others actions
Communicates through crying
Developing object permanence

11. Toddlers Physical Development: Growth starts to slow down Walking
Major developments with large and small motor skills

12. Cont. Social and Emotional Development: Engage in parallel play
Struggle for independence but still very dependent on their parents
Develop self-concept (knowledge they are unique and have their own feelings)
“I can do it” attitude

13. Cont. Intellectual Development: Improved communication
Can understand basic cause and effect
Learns size and space and how two objects relate to one another

14. Cont.
Moral Development:
Begin to understand what is right and wrong

15. Preschoolers Physical Development
Arms, legs, and trunk lengthen making running and other large motor skills easier
Small motor skills are also improving
Can cut with ease, string beads, and dress themselves

16. Cont. Social and Emotional Development
Verbal skills allow better control over emotions
Can express themselves better and not have outbursts
Can not distinguish between fantasy and fact
Engage in cooperative play
Learning to get along in a group, how to share, and solve simple problems

17. Cont. Intellectual Development Learning to count and name colors
Can identify letters of the alphabet
Have an active imagination
May create imaginary friends
Speak in complete, coherent sentences

18. Cont. Moral Development Understand right and wrong
Believe that parents, caregivers, and teachers set the rules

19. School-Age Physical Development Between ages 5-10
Still growing, but slowing down
Baby teeth are replaced by permanent teeth
Enjoy more skillful games and activities
Small motor skills are still improving

20. Cont. Social and Emotional Development
Fear is being replaced with stress
Do not understand what it is and do not know how to deal with it
More social opportunities outside of the home
Practice sharing and considering others feelings

21. Cont. Intellectual Development
Ask a lot of questions and inquire about the world
Practice reasoning skills like why and how
Learning math, reading, and science
Add about 5,000 new words a year to their vocabulary

22. Cont. Moral Development
Begin to understand that rules are flexible and can be changed
Begin to care what others think
Most want to be thought of as “good”
Conscience takes a larger role

23. Childhood Nutrition

25. Special Needs
Disabilities cause children to be challenged in more than one area of development
Different disabilities include: physical, mental, learning, and emotional
Gifted children also have special needs
Many schools use inclusion to help benefit children with special needs

26. Importance of Play
Chapter 10

27. Play and Development
Terms to know: active play, distract, facilitate, quiet play, sensory toys
Through play, children learn about themselves and the world around them

28. Cont.
Play helps development physically, intellectually, emotionally, socially, and morally
Physically
Helps to develop large and small motor skills as well as coordination

29. Cont. Intellectually Emotionally
Their environment teaches about shapes, sizes, colors, textures, numbers, problem solving, and how things fit together
Emotionally
Learn to give and receive love, share, develop self-esteem

30. Cont.
Socially
Learn to make and maintain friendships, sharing, resolving conflicts, taking turns, cooperating, and compromise
Morally
Learn how their actions affect others, make-believe lets children learn about values and consequences of their actions

31. Active and Quiet Play
Children need a balance of quiet and active play time
Active play includes activities that are primarily physical
Need active play to develop muscles and release energy
Helps children sleep better at night

32. Cont.
Quiet play includes activities that engage the mind and do not have much movement
Helps develop small motor skills and their mind
Example: reading a book, drawing, coloring, painting, and playing with clay/play dough

33. Cont.
Both activities help children get exercise and learn self-discipline needed for school years
Not every child needs the exact balance of both activities

34. Promoting Play Infants
Sensory toys like mobiles, rattles, and teething rings
Learn through hands, eyes, and mouth
Giving attention to infant will also help
Enjoy looking at faces

35. Cont. Toddlers Need activities that help develop their motor skills
Love to play in sand, water, dirt, clay, dough, and paint
Like to imitate adults
Very short attention span
Always changing activities

36. Cont. Preschoolers Continue many of the play games of toddlers
Like to color, draw pictures, and make collages
Very creative and love to show it off
Imaginary friends
Playing dress-up

37. Making the Most of Play Give children choices of activities
Caregivers can provide ideas, materials, or join in their fun
May also facilitate their play
Help bring about play without controlling what the children do

38. Cont. Handling competition
Should parents have their young children compete?
Does it help self-esteem?
Is it beneficial at a very young age?

39. Reading Books Enhances verbal communication
Helps children understand feelings and ways to express them
Things parents should consider:
Age appropriate
Story will be repeated
Let child look at the pictures
Talk about the story or act it out

40. Using Television Many babysitters use movies to entertain
Scientists believe that too much television can be harmful
Tips for television:
Watch it with the children
Limit the amount of time
If child doesn’t seem interested, turn off the television
Adults should also watch in moderation

41. Providing Opportunities
Take children on walks
Let them interact with other children
Talk about what the child sees
Make the most out of everyday events

42. Responsible Caregiving
Chapter 11

43. Caring for Children Terms to know: caregiver, parenting
Caring for children can be difficult
Takes patience, skills, responsibility, and knowledge
Children are full of energy and have a great capacity to learn

44. Types of Caregivers
Primary caregivers have main responsibility of children
Generally parent or guardian
Guardian is someone with legal responsibilities for child when the parents can not care for them
Generally a relative

45. Cont. Babysitter is someone that offers temporary care
Child-care professionals offer long term care
Others
Siblings, grandparents, and other family members that fill in the parenting roles when the parents are not able to care for the child

46. Rewards of Caregiving
People enjoy looking at a child’s perspective on life because of their active imagination and creative view
Help carry on traditions and values
Watching a child reach their potential

47. Personal Characteristics
Not everyone is suited to work with children
Need: affection, patience, self-control, consistency, alertness, and energy
Feeling affection for a child will make working with them much easier
Need to understand and know the limitations of children and learn that repetition is key in children’s learning

48. Cont.
Must not be impatient with children; if losing their “cool”, take a break and count to 10
Children thrive when given a routine; learn quicker
Must be aware of what children are doing at all times to help keep them safe
Must have the physical and mental stamina to keep up with children

49. Knowledge No one is born with the ability to parent
Must be learned and practiced
Effective parenting requires the understanding of children

50. Skills Communication Conflict Resolution Decision Making
Children can not learn if they don’t understand words
Keep sentences and directions simple
Always talk at their level
Conflict Resolution
Need to teach children how to share and take turns
Decision Making
Must know how to make quick, safe decisions

51. Cont. Problem Solving Management
Need to be able to recognize how to peacefully solve problems with children
Understand that children act out feeling because they do not understand them
Management
Need to manage time
Keep to a schedule

52. Outside Resources Family and friends Agencies and organizations
Give support and advice
Agencies and organizations
Provide financial, medical, and support
Support groups
Hot lines
Gives immediate questions to answers
Books and magazines
Classes and workshops

53. Impact
The quality of childcare impacts a child’s physical, social, emotional, and intellectual development
Children need adult’s time and attention to help successfully develop in all areas

54. Care and Safety of Children
Chapter 10 & 11

55. Meeting Needs Physical Needs: Rest: need more sleep than adults
Food: snacks are very important in young children’s lives. Foods like peanuts, popcorn, and hot dogs are not appropriate for young children
Clothing: daily changing of clothes will be necessary
Bath time: should take frequent baths. Never leave children alone when they are bathing

56. Cont. Health care: need immunizations and regular check-ups
Illness: get sick often and need lots of rest

57. Cont. Intellectual Needs:
Parents are in charge of providing for a child’s intellectual needs
Talking to the child, reading with them, asking them questions, or letting them problem solve helps to develop their brains

58. Cont. Emotional Needs: Listening to children Praising children
Helping them learn to express their emotions
Accept their fears and help them to over come them
Show affection

59. Cont. Social Needs: Need to learn to get along with others
Learn to share
Learn to form friendships

60. Cont. Moral Needs: Need to develop a sense of right and wrong
Learn about consequences for their actions
Teach children about values

61. Guiding Behavior Learn appropriate behavior by receiving guidance
Modeling behavior is the best way to promote it in children
Acknowledge when children engage in appropriate behavior
They are more likely to repeat it if they get a reaction; can be good or bad

62. Setting Limits Children need to know what they can and cannot do
Limits should be clear and positive
Limits make a child feel safe and secure in their environment

63. Handling Misbehavior
Discipline should be immediate or else the child forgets what they did wrong
Important to make sure child understands what they did wrong
Discipline depends on type of misbehavior
Time out is an effective tool
One minute for each year of age

64. Cont. Consistency in behavior helps to prevent misbehavior
Rules and responses to situations must always be the same

65. Keeping Children Safe
One way to keep children safe is to childproof a home
It helps to reduce accidents and allows children to explore freely
Examples: caps over electrical plugs, child gate, storing cleaning products and medicines, and keep scissors and coins out of reach

66. Cont. More examples: Keep plastic bags away from children
Never give them sharp objects or objects that can break easily
Teach the concept of “hot”
Keep children away from fans
Use a car seat

67. Cont. Protecting children outside of the home
Give them limits of places they can go
Only leave children with people you trust
Listen to children
Teach them what to do if a stranger approaches

68. Emergencies If choking occurs, use the heimlich maneuver
For fires, get every one out of the house
Scrapes and bruises, clean with warm water and soap
Nosebleeds, keep them leaning forward and apply pressure

69. Cont. Cuts, apply pressure
Burns, (minor) run under cold water; (serious) go to hospital
Poisoning, call poison control; do NOT induce vomiting; take container if you go to the hospital
Electric shock, don’t touch them until they are disconnected from the power source; turn off power, call 911