ECED 13 Assignment, Guidance Program in Elementary Comprehensive Elementary Guidance Program Belief Statements
We believe…
* All students have individual abilities and are capable of learning with support from family, community and educators. * All students have the right to be treated with dignity and respect and learn in a safe, supportive environment.
Assumptions A school counseling program:
* Reaches every student
* Is comprehensive in scope * Is proactive in design * Is developmental in nature * Is an integral part of a total educational program for student success * Selects measurable student competencies based on local need in the area of academic, career and personal/social domains. * Has a delivery system that includes school guidance curriculum, individual planning, responsive services and system support * Is implemented by a credentialed school counselor * Is conducted in collaboration with all stakeholders. * Uses data to drive program decisions * Monitors student progress * Measures both process and outcome-results and analyzes critical data elements * Seeks improvement each year based on results data * Shares successes with stakeholders.
All school counselors will:
* Plan and manage the comprehensive school counseling program in collaboration with all elementary counselors. * Abide by the professional school counseling ethics as advocated by the American School Counselors Association. * Participate in professional development activities essential to maintaining a quality school counseling program.
Mission Statement The mission of the Davenport Community School’s comprehensive school guidance program is to enhance each student’s ability to acquire knowledge, attitudes and skills in the academic, career and personal/social domains to become contributing members of our diverse society.
good day sir.. its me Ailene Rubia of BEED 3A, i wasn't able to post my assignment here because google says some errors arise.. please view arugakabataan.blogspot.com wherein i posted my assignment..
Sample Guidance and Counseling Programs for Elementary-ECED13 Elementary School Guidance Program
Your school counselors' job is to... ...Counsel individuals and small groups to help meet identified needs. ...Teach the guidance curriculum and assist teachers with guidance related curricula. ...Consult with parents regarding any concerns about their children. ...Consult with teachers and administrators regarding students' needs. ...Present workshops for parents, teachers, and community members. ...Interpret test results to students, teachers and parents. ...Coordinate with school and community personnel to bring together resources for students What are the qualifications of an Elementary School Counselor? A Master's Degree with specialization in guidance and counseling. 2 years classroom teaching experience. State certification in Counseling. Did you know that a child may see the counselor for: Friendship problems? Help with my feelings? A school phobia? Motivation to Achieve? A fear? or Loss? Family Changes? A physical concern? Learning disabilities? Goal Setting? Conflict Management? Did you know there are many things to do in the counselor's office? Boys and girls can: talk about things that are important to them. uses play and art media to learn about themselves and others. use puppets to help them talk. be in a discussion group. just sit and think. Did you know there are many ways to see the counselor: Boys and girls can: ask to go to the counselor's office. have teachers send them have parents ask that they go. Counselors can invite them to visit. Did you know that counselors: Talk with students about themselves and others? See children individually and in groups? See classes at a regularly scheduled time for guidance? Conduct activities to improve self-concept? Talk with kids' Moms and Dads? Gain understanding through observation and the use of standardized test? Is a child's friend? How does the counselor learn about new ideas? Inservice training Workshops Continuing Education Inter-school counselor meetings Current literature
Story: There are five boys who really close each other.They enjoying their companies together. Every single day of their lives they think that this is the last day of their living in this world, that's why every time they see each other they always enjoy every single minute of their lives. There motto is to love and live to the fullest, although they have their different problems they enjoy it and just think positively.
Negative Point: Sometimes the become irresponsible. Positive Point: The positive point in this story that they are very optimistic person.they just enjoy life with faith in god. IV. I relate myself in the story same with them I'm optimistic person too. I just enjoy life even though I struggle problems. V. Moral: The lesson in this story, is just enjoy life. Always remember that there is a GOD beside us and walk with faith.
Overview Virginia Beach City Public Schools offers a comprehensive K-12 school counseling program that is an integral part of each school's total educational program designed to promote the academic, career, and personal/social development of all students. As an essential part of the instructional program, school counseling helps to build a foundation for student learning and academic success. Program Design The division has adapted the American School Counselor Association (ASCA) National model as the framework for developing a school counseling program because the model emphasizes a comprehensive and developmental approach for implementing a school counseling program. The concepts of student advocacy, leadership, collaboration, and systemic change are infused throughout the school counseling program.
All schools are required to have a Guidance Advisory Council to inform all stakeholders about the school counseling program. This council is comprised of representatives from the school and community that include students, parents, administrators, faculty, businesses, universities, and other local agencies. Program Goals Student goals and Myrick's (1997) principle for developing counseling programs provide the basis of Virginia Beach Public City Public Schools' guidance program. These goals are: Understanding the school environment School success skills Career awareness and educational planning Understanding self and others Understanding attitudes and behaviors Decision making and problem solving Interpersonal and communication skills Community pride and involvement Program Components Our comprehensive school counseling programs are developmentally designed to serve all students and include the following services: Counseling Services Individual Group Preventive or Remedial Crisis Intervention Referrals from students (self), parents , teachers, or others Classroom Guidance Services Academic Planning Career Awareness Decision making Personal/Social Development Skills Consultation Services Parents Teachers Administrators Community Agencies Coordination Registration of New Students Academic Planning Student Records Testing Program (counselor's role may vary by school) Orientation Programs Peer Facilitator Programs Special Programs Referrals to community agencies College and Career Information College application process ( SAT/PSAT, Financial Aid, Scholarships, Transcripts) Career/Vocational preparation Parent Workshops Presentations Military (deployment, support, transitioning)
In children from birth to the beginning of the fifth year, common problems include difficulties in feeding and sleeping, as well as clinging to the parents (separation anxiety), temper tantrums, oppositional behavior, and minor degrees of aggression.
1. Sleep Problem The most frequent sleep difficulty is wakefulness at night, which is most frequent between the ages of 1 and 4 years. About a fifth of children of this age take at least an hour to get to sleep or are wakeful for long periods during the night. When wakefulness is an isolated problem and not very distressing to the family, it is enough to reassure parents that it is likely to improve.
2. Temper Tantrum
Occasional temper tantrums are normal in toddlers, and only persistent or very severe tantrums are abnormal. The immediate cause is often unwitting reinforcement by excessive attention and inconsistent discipline on the part of the parents. When this arises it is often because the parents have emotional problems of their own or because the relationship between them is unsatisfactory.
3. Pica
Pica is the eating of items generally regarded as inedible, for example soil, paint, and paper. It is often associated with other behavior problems. Cases should be investigated carefully because some are due to brain damage, or autism, or mental retardation. Some are associated with emotional distress, which should be reduced if possible.
4. Reactive attachment disorder of infancy and early childhood
This term denotes a syndrome starring before the age of 5 years and associated with grossly abnormal care-giving. There are two subtypes: inhibited and disinhibited. Children in the first subgroup may show a combination of behavioral inhibition, vigilance, and fearfulness, which is sometimes called frozen watchfulness. These children are miserable, difficult to console, and sometimes aggressive. Some fail to thrive. Such behavior is seen among children who have been abused. Children with the disinhibited subtype of the disorder relate indiscriminately to people, irrespective of their closeness, and are excessively familiar with strangers. Such behavior has been described most clearly in children raised in institutions. In DSM-IV, the diagnosis is made when the disturbance of relationships appears to be a direct result of abnormal care-giving. ICD-10 does not use this criterion but requires that the behavior is present in several situations.
5. Sibling Rivalry Your preschool age child may have a hard time sharing your attention with other siblings, especially a new baby. Children at this age are normally self-centered and may not understand why they have to share your attention. They may feel neglected or jealous and may regress in many of their behaviors. See the Preparing siblings for the new babyguide for more info...
Older children may also feel jealously towards a preschool age child. It is important to respect your older children's need for privacy by setting certain areas and items off limits to your preschooler. And continue to spend special time alone with your older children.
6. Child Abuse Child abuse is more than bruises and broken bones. While physical abuse might be the most visible sign, other types of abuse, such as emotional abuse or child neglect, also leave deep, long lasting scars. Some signs of child abuse are subtler than others. However, by learning common types of abuse and what you can do, you can make a huge difference in a child’s life. The earlier abused children get help, the greater chance they have to heal from their abuse and not perpetuate the cycle. Learn the signs and symptoms of child abuse and help break the cycle, finding out where to get help for the children and their caregivers.
There were types of Child Abuse these are the following: Emotional Child Abuse Child Neglect Physical Abuse
good day sir..........im done with my assignment about "THE COMMON PROBLEMS ENCOUNTER BY THE EARLY CHILDHOOD"............ i post it on my blog...its too long thats why i dont know how to post it here,,,,,,,, thx for your consideration... godbless...
good day sir..........im done with my assignment about "THE COMMON PROBLEMS ENCOUNTER BY THE EARLY CHILDHOOD"............ i post it on my blog...its too long thats why i dont know how to post it here,,,,,,,, thx for your consideration... godbless...
good day sir.. i'm through with my assignment on ECED13.. about the "common problems in early childhood".. but i post it on my blog because it is too long to post it here....
St. Ignatius Early Childhood Center Guidance Program
Brief Descriptive of Early Childhood Center, Students and Staff
St. Ignatius ECC offers a developmentally appropriate early childhood program for children aged 2-5 years of age. We have 100 children currently enrolled in our 2010-1011 school year. Our facility is located at the Northern most portion of St. Ignatius Catholic Church property. Our hours of operation are 9am-12pm daily, with an extended day (Lunch Bunch) Monday-Friday from 12pm until 2pm. We follow the Diocese of St. Petersburg school schedule as well as the Pinellas County School Calendar, for the most part. St. Ignatius ECC employs 12 staff members. We have a list of several Safe Environment Trained Substitutes that we utilize as needed. Our staff members are part time. The Director is the only full time employee. School Guidance Program As an Early Childhood Center, we do not have a guidance program. We have made the following arrangements, if there would be a need for a counselor or crisis intervention as well as the curriculum items noted that support this area of development. Contact the OCD&C (Kay Rizzo) to request a Crisis Intervention Team to assist with specific situations thatwarrant their expertise. Contact Guardian Angels Catholic School, Clearwater. Arrangements in place with Cindy Malinski to share their Guidance Counselor, Donna Eliason, if a situation arose that warranted consultation and/or a counselor on site. Refer families to FDLRS and other agencies depending on issue at hand. Safe Environment Curriculum – 3 & 4 year olds Refer families to parish priest or deacon, as appropriate Coordinate guest speakers/programs to enhance curriculum
Consultation and Coordination:
1. The Director meets with teachers to discuss student issues. 2. The Director consults with parents and teachers during parent conferences when appropriate. 3. Teachers, in consultation with the Director, offer community resources to the parents. 4. The Director consults with the Office of Catholic Schools and Centers, if necessary. 5. Once the family has signed documentation, the Director contacts the community resource. 6. The Director and teachers consult with and support Inclusion resource staff. 7. The Director coordinates Safe Environment workshops for parents and volunteers. 8. The Director coordinates the Safe Environment curriculum for teachers and children. 9. The Director coordinates the Guidance Curriculum for teachers and children. 10.The Assistant Director coordinates guest presentations for children, such as Fire Fighters, Police, Helen Ellis Hospital health services, Pediatric Dentist, etc. 11.The Assistant Director and Director coordinate guest presentations for parents, such as Helen Ellis Hospital health services, parenting classes, etc. 12.The Director coordinates Tour Of facility for Staff and Parents 13.The Director introduces teaching staff to parents and prospective parents and children 14.Parents visit the classroom prior to enrolling 15.Parents receive and overview of the Family/Parent Handbook 16.Director discusses the expectations of family and the needs of the child with the parents 17.Support resources are made available to each family 18.Johanna Gonzalez is our facility interpreter that is available for our Spanish speaking clients and Anna Chychek is available for our Polish speaking clients if needed. 19.Our policy allows families to remain in the classroom with their newly enrolled child for a period of time as to when they all feel comfortable in the new surroundings.
The school-based guidance program provides:
1. Creative Curriculum assessment tool twice a year. 2. Ages and Stages Questionnaire assessment tool if there are concerns about developmental delays. 3. Safe Environment Curriculum 4. Guidance Curriculum 5. School Crisis Plan, which includes a Crisis Intervention Model. In the event of an emergency, contact the OCSC, 727-344-1611.
Infant-Child Guidance Program A program of Children's Integrated Services Supporting Children's Emotional Well-Being Newborn to Six-Year Olds and their Families Do you have a question or concern about a young child's behavior or emotional development? The Infant-Child Guidance Program was created to assist infants, toddlers and children up to age six, who are experiencing social, emotional and/or behavioral difficulties and their parents and providers of early care and education. Program Results: An evaluation of ICG completed by Vermont Mental Health and UVM found: • Parental overall satisfaction: 96% • Satisfactory progress of child: 93% • Services improved family life: 79% Quote from a teacher: "ICG's ongoing presence in the classroom has yeilded a wealth of insight into the behaviors of the children... We have had amazing success at changing destructive behavior. The Infant-Child Guidance Program's consultants are available to: • Provide parenting support for any behavioral or emotional concern, including anger or aggression, trauma, foster placement, divorce, grief and loss. • Provide direct therapy and social skills training to children up to age 6, in their home, school, our office, child care, or whatever setting their parents prefer. • Consult with teachers and early childhood professionals to provide support and assistance regarding a child with behavioral and/or social-emotional difficulties. • Provide support groups and parenting classes. • Present workshops and trainings to families and early childhood providers.
• A consultation with school staff regarding classroom and/or school approaches to behavior and to develop positive behavior supports and interventions. • Screening, evaluation, identification and referral for children displaying emotional disturbances. • Planning and implementing appropriate academic and other educational supports. • Measuring progress and improvement both for individuals and also for programs. • Interventions for students with chronic behavior and emotional needs. • Small group and/or individual counseling for such issues as social skills, anger control, etc. • Development of expectations such as positive behavior and intervention, prevention of violence, crisis planning and intervention, etc. • Coordination and referral of children and families to community service agencies, related to mental health needs.
This article deals with some aspects of past lives that explain how our personality develops since early childhood. We refer here to the root of many small to major emotional disturbances that impede or become a heavy burden toward happiness and success.
The effects of emotional disturbances relate to what we call mental blocks, unexplained fears, obsessive behavior, depression, anxiety, addictions, uncontrolled anger, eating disorders, self-destructive behavior, and many other long standing problems affecting many people's lives for the worst.
Let's see how the memories from past lives may play with negative emotions experienced during childhood.
When confronting situations like those that imply fearing rejection, loss of something important, real or emotional death, doing something against our will, guilt, anger, and many others implying some sort of fear or frustration, somehow a part of our brain provides an understanding of them based on our past experiences configuring an scope of possible results, alternatives of solutions and actions to take.
During childhood the understanding of those situations are associated to experiences usually related to the family members, their behavior and other situations related to the basic needs and feelings experienced in childhood.
In childhood, while the child does not experience traumatic situations, the memories related to what is experienced are brought in a normal way and the new experiences are healthily stored in memory.
But when some traumatic situation occurs, like hard beat ups, physical and emotional abuse, threats, abandonment, denial of the supply for the basic needs, lack of affection, isolation, being ignored etc, the child confronting such situations may access those memories that belong to traumatic situations experienced during past lives to find some way to psychologically adapt to the situation.
An important fact to consider here is that nightmares also may bring the need to recall past lives experiences to confront the emotions moved due to them or bring up the use of a character trait stored in the past lives memories to cope with extreme emotions, specially fear.
As a result of some fearful experience, real or dreamed, a character trait from past lives might emerge into the normal personality of the child to serve as a psychological defense. If the situation repeats a number of times, the character trait brought temporarily from past lives may stay as part of the normal personality, thus conditioning the same reaction when confronting situations that are somehow associated in the subconscious mind as the same or similar situations, with disregard of important aspects that make them different in the reality.
The normal personality takes the present reality into account. The part of the personality that has been taken from past lives takes the present reality under the conditions that belong to past lives, thus inducing an emotional understanding that do not fit the real social practice of the child and later, when the same child becomes an adult.
The above explain why some persons stay in the wrong relationships, cannot control anger, experience anxiety, social phobia, depression, etc. while others, the majority, in their same situation, do not.
im here again,.. just wanna say that im already done in encoding the LIST OF ECED PROBLEMS from the different blogs of my classmates.. please view arugakabataan.blogspot.com..
gud day sir ngaun qo lng po ntapos blogging inulit qu po kc ung account nkalimutan qu po kc ung password at usermame, sorry po sir.. see u tom.. gobless
Hi sir!! good evening, I already done with my assignment about my happy thoughts and the essay Christmas for Sale.... Thank you sir!!see you on Friday on our seminar.. Merry Christmas and Happy New Year in advance...........
Gudevening sir! Im done with my assignment "Christmas for sale".. I already post it on my blog.. Hope u like it! if u want to read sir, just visit my blog.. *jomalou-rencioeced11.blogspot.com *jomalou-rencioeced13.blogspot.com
Good Evening Sir! I'm done on our last assignment this Year 2010! Exactly Dec. 31, 2010, between next year 2011! Thanks God!Kahit putukan na He2! HaPpy NEw YEar!!! God Bless! Cya next year...
Usual Problems of ECED Children What happens – or doesn’t happen – to children in the earliest years of their lives is of critical importance, both to their immediate well-being and to their future.
This phase brings a rapid increase in intellectual abilities, especially in the complexity of language. Social development occurs as the child learns to live within the family. He begins to identify with the parents and adopt their standards in matters of conscience. Social life develops rapidly as he learns to interact with siblings, other children, and adults. Temper tantrums continue, but diminish and should disappear before the child starts school. At this age, the child has much curiosity about the environment and may ask a great number of questions.
In children aged 2-5, fantasy life is rich and vivid. It can form a temporary substitute for the real world, enabling desires to be fulfilled regardless of reality. Special objects such as teddy bears or pieces of blanket become important to the child. They appear to comfort and reassure the child, and help sleep. They have been called 'transitional objects'.
The child begins to learn about his own identity. He realizes the differences between males and females in their appearance, clothes, behavior, and anatomy. Sexual play and exploration are common at this stage. According to psychodynamic theory, at this stage defense mechanisms develop to enable the child to cope with anxiety arising from unacceptable emotions. They include repression, rationalization, compensation, and displacement.
In children from birth to the beginning of the fifth year, common problems include difficulties in feeding and sleeping, as well as clinging to the parents (separation anxiety), temper tantrums, oppositional behavior, and minor degrees of aggression.
This comment has been removed by the author.
ReplyDeletegood day sir!
ReplyDeleteI'm already done in my assignment and I posted it in my account.
ECED 13 Assignment, Guidance Program in Elementary
ReplyDeleteComprehensive Elementary Guidance Program
Belief Statements
We believe…
* All students have individual abilities and are capable of learning with support from family, community and educators.
* All students have the right to be treated with dignity and respect and learn in a safe, supportive environment.
Assumptions
A school counseling program:
* Reaches every student
* Is comprehensive in scope
* Is proactive in design
* Is developmental in nature
* Is an integral part of a total educational program for student success
* Selects measurable student competencies based on local need in the area of academic, career and personal/social domains.
* Has a delivery system that includes school guidance curriculum, individual planning, responsive services and system support
* Is implemented by a credentialed school counselor
* Is conducted in collaboration with all stakeholders.
* Uses data to drive program decisions
* Monitors student progress
* Measures both process and outcome-results and analyzes critical data elements
* Seeks improvement each year based on results data
* Shares successes with stakeholders.
All school counselors will:
* Plan and manage the comprehensive school counseling program in collaboration with all elementary counselors.
* Abide by the professional school counseling ethics as advocated by the American School Counselors Association.
* Participate in professional development activities essential to maintaining a quality school counseling program.
Mission Statement
The mission of the Davenport Community School’s comprehensive school guidance program is to enhance each student’s ability to acquire knowledge, attitudes and skills in the academic, career and personal/social domains to become contributing members of our diverse society.
Submitted by: Cherry Billones BEED III -A
Submitted to: Prof. Miranda
Good morning Sir!!! wanna ask if this my assignment is correct..? hehehe... thanks a lot and more power.GOD BLESS!
ReplyDeletegood day sir..
ReplyDeleteits me Ailene Rubia of BEED 3A,
i wasn't able to post my assignment here because google says some errors arise.. please view arugakabataan.blogspot.com wherein i posted my assignment..
thank you and have a great day sir..
Sample Guidance and Counseling Programs for Elementary-ECED13
ReplyDeleteElementary School Guidance Program
Your school counselors' job is to...
...Counsel individuals and small groups to help meet identified needs.
...Teach the guidance curriculum and assist teachers with guidance related curricula.
...Consult with parents regarding any concerns about their children.
...Consult with teachers and administrators regarding students' needs.
...Present workshops for parents, teachers, and community members.
...Interpret test results to students, teachers and parents.
...Coordinate with school and community personnel to bring together resources for students
What are the qualifications of an Elementary School Counselor?
A Master's Degree with specialization in guidance and counseling.
2 years classroom teaching experience.
State certification in Counseling.
Did you know that a child may see the counselor for:
Friendship problems?
Help with my feelings?
A school phobia?
Motivation to Achieve?
A fear? or Loss?
Family Changes?
A physical concern?
Learning disabilities?
Goal Setting?
Conflict Management?
Did you know there are many things to do in the counselor's office?
Boys and girls can:
talk about things that are important to them.
uses play and art media to learn about themselves and others.
use puppets to help them talk.
be in a discussion group.
just sit and think.
Did you know there are many ways to see the counselor: Boys and girls can:
ask to go to the counselor's office.
have teachers send them
have parents ask that they go.
Counselors can invite them to visit.
Did you know that counselors:
Talk with students about themselves and others?
See children individually and in groups?
See classes at a regularly scheduled time for guidance?
Conduct activities to improve self-concept?
Talk with kids' Moms and Dads?
Gain understanding through observation and the use of standardized test?
Is a child's friend?
How does the counselor learn about new ideas?
Inservice training
Workshops
Continuing Education
Inter-school counselor meetings
Current literature
good morning sir....
ReplyDeletedone to post my assignment....
thank you and GODBLESS...
Title: Friends Forever"
ReplyDeleteStory:
There are five boys who really close each other.They enjoying their companies together. Every single day of their lives they think that this is the last day of their living in this world, that's why every time they see each other they always enjoy every single minute of their lives. There motto is to love and live to the fullest, although they have their different problems they enjoy it and just think positively.
Negative Point:
Sometimes the become irresponsible.
Positive Point:
The positive point in this story that they are very optimistic person.they just enjoy life with faith in god.
IV.
I relate myself in the story same with them I'm optimistic person too. I just enjoy life even though I struggle problems.
V. Moral:
The lesson in this story, is just enjoy life. Always remember that there is a GOD beside us and walk with faith.
School Guidance/Counseling Program
ReplyDeleteOverview
Virginia Beach City Public Schools offers a comprehensive K-12 school counseling program that is an integral part of each school's total educational program designed to promote the academic, career, and personal/social development of all students. As an essential part of the instructional program, school counseling helps to build a foundation for student learning and academic success.
Program Design
The division has adapted the American School Counselor Association (ASCA) National model as the framework for developing a school counseling program because the model emphasizes a comprehensive and developmental approach for implementing a school counseling program. The concepts of student advocacy, leadership, collaboration, and systemic change are infused throughout the school counseling program.
All schools are required to have a Guidance Advisory Council to inform all stakeholders about the school counseling program. This council is comprised of representatives from the school and community that include students, parents, administrators, faculty, businesses, universities, and other local agencies. Program Goals
Student goals and Myrick's (1997) principle for developing counseling programs provide the basis of Virginia Beach Public City Public Schools' guidance program. These goals are:
Understanding the school environment
School success skills
Career awareness and educational planning
Understanding self and others
Understanding attitudes and behaviors
Decision making and problem solving
Interpersonal and communication skills
Community pride and involvement
Program Components
Our comprehensive school counseling programs are developmentally designed to serve all students and include the following services:
Counseling Services
Individual
Group
Preventive or Remedial
Crisis Intervention
Referrals from students (self), parents , teachers, or others
Classroom Guidance Services
Academic Planning
Career Awareness
Decision making
Personal/Social Development Skills
Consultation Services
Parents
Teachers
Administrators
Community Agencies
Coordination
Registration of New Students
Academic Planning
Student Records
Testing Program (counselor's role may vary by school)
Orientation Programs
Peer Facilitator Programs
Special Programs
Referrals to community agencies
College and Career Information
College application process ( SAT/PSAT, Financial Aid, Scholarships, Transcripts)
Career/Vocational preparation
Parent Workshops
Presentations
Military (deployment, support, transitioning)
sir,i already done my assignment about the the problems of ECED children..i just post it in my blog and i already registered on your subject..
ReplyDeleteCOMMON PROBLEMS IN EARLY CHILDHOOD
ReplyDeleteIn children from birth to the beginning of the fifth year, common problems include difficulties in feeding and sleeping, as well as clinging to the parents (separation anxiety), temper tantrums, oppositional behavior, and minor degrees of aggression.
1. Sleep Problem
The most frequent sleep difficulty is wakefulness at night, which is most frequent between the ages of 1 and 4 years. About a fifth of children of this age take at least an hour to get to sleep or are wakeful for long periods during the night. When wakefulness is an isolated problem and not very distressing to the family, it is enough to reassure parents that it is likely to improve.
2. Temper Tantrum
Occasional temper tantrums are normal in toddlers, and only persistent or very severe tantrums are abnormal. The immediate cause is often unwitting reinforcement by excessive attention and inconsistent discipline on the part of the parents. When this arises it is often because the parents have emotional problems of their own or because the relationship between them is unsatisfactory.
3. Pica
Pica is the eating of items generally regarded as inedible, for example soil, paint, and paper. It is often associated with other behavior problems. Cases should be investigated carefully because some are due to brain damage, or autism, or mental retardation. Some are associated with emotional distress, which should be reduced if possible.
4. Reactive attachment disorder of infancy and early childhood
This term denotes a syndrome starring before the age of 5 years and associated with grossly abnormal care-giving. There are two subtypes: inhibited and disinhibited. Children in the first subgroup may show a combination of behavioral inhibition, vigilance, and fearfulness, which is sometimes called frozen watchfulness. These children are miserable, difficult to console, and sometimes aggressive. Some fail to thrive. Such behavior is seen among children who have been abused. Children with the disinhibited subtype of the disorder relate indiscriminately to people, irrespective of their closeness, and are excessively familiar with strangers. Such behavior has been described most clearly in children raised in institutions. In DSM-IV, the diagnosis is made when the disturbance of relationships appears to be a direct result of abnormal care-giving. ICD-10 does not use this criterion but requires that the behavior is present in several situations.
5. Sibling Rivalry
Your preschool age child may have a hard time sharing your attention with other siblings, especially a new baby. Children at this age are normally self-centered and may not understand why they have to share your attention. They may feel neglected or jealous and may regress in many of their behaviors. See the Preparing siblings for the new babyguide for more info...
Older children may also feel jealously towards a preschool age child. It is important to respect your older children's need for privacy by setting certain areas and items off limits to your preschooler. And continue to spend special time alone with your older children.
6. Child Abuse
Child abuse is more than bruises and broken bones. While physical abuse might be the most visible sign, other types of abuse, such as emotional abuse or child neglect, also leave deep, long lasting scars. Some signs of child abuse are subtler than others. However, by learning common types of abuse and what you can do, you can make a huge difference in a child’s life. The earlier abused children get help, the greater chance they have to heal from their abuse and not perpetuate the cycle. Learn the signs and symptoms of child abuse and help break the cycle, finding out where to get help for the children and their caregivers.
There were types of Child Abuse these are the following:
Emotional Child Abuse
Child Neglect
Physical Abuse
sir i already posted my ass in ECED13 about PROBLEMS IN EARLY CHILDHOOD..
ReplyDeleteTHANK YOU and GOD BLESS..
I've done my assignment!
ReplyDeleteim Done with my assignment sir^^
ReplyDeletegood day sir!!
ReplyDeletei'm done with my assignment.
I posted it in my account!
GOD BLESS PO!!
good day sir..........im done with my assignment about "THE COMMON PROBLEMS ENCOUNTER BY THE EARLY CHILDHOOD"............ i post it on my blog...its too long thats why i dont know how to post it here,,,,,,,, thx for your consideration... godbless...
ReplyDeletegood day sir..........im done with my assignment about "THE COMMON PROBLEMS ENCOUNTER BY THE EARLY CHILDHOOD"............ i post it on my blog...its too long thats why i dont know how to post it here,,,,,,,, thx for your consideration... godbless...
ReplyDeleteThis comment has been removed by the author.
ReplyDeletegood day sir.. i'm through with my assignment on ECED13.. about the "common problems in early childhood".. but i post it on my blog because it is too long to post it here....
ReplyDeletethanks sir.. godbless..
good MORNING sir i just want to inform you that i am already done with my assignment
ReplyDeleteGodspeed
gud eve sir.. I am also done w/ my assignment, I also post it on my blog because its too long.. advance merry Christmas sir.... tnx
ReplyDeleteGud eve Sr..
ReplyDeleteIm already done in my assignment(Common Problems of Children) I posted it in my account..
St. Ignatius Early Childhood Center
ReplyDeleteGuidance Program
Brief Descriptive of Early Childhood Center, Students and Staff
St. Ignatius ECC offers a developmentally appropriate early childhood program for children aged 2-5 years of age. We have 100 children currently enrolled in our 2010-1011 school year. Our facility is located at the Northern most portion of St. Ignatius Catholic Church property. Our hours of operation are 9am-12pm daily, with an extended day (Lunch Bunch) Monday-Friday from 12pm until 2pm. We follow the Diocese of St. Petersburg school schedule as well as the Pinellas County School Calendar, for the most part. St. Ignatius ECC employs 12 staff members. We have a list of several Safe Environment Trained Substitutes that we utilize as needed. Our staff members are part time. The Director is the only full time employee.
School Guidance Program
As an Early Childhood Center, we do not have a guidance program. We have made the following arrangements, if there would be a need for a counselor or crisis intervention as well as the curriculum items noted that support this area of development.
Contact the OCD&C (Kay Rizzo) to request a Crisis Intervention Team to assist with specific situations thatwarrant their expertise.
Contact Guardian Angels Catholic School, Clearwater.
Arrangements in place with Cindy Malinski to share their Guidance Counselor, Donna Eliason, if a situation arose that warranted consultation and/or a counselor on site.
Refer families to FDLRS and other agencies depending on issue at hand.
Safe Environment Curriculum – 3 & 4 year olds
Refer families to parish priest or deacon, as appropriate
Coordinate guest speakers/programs to enhance curriculum
Consultation and Coordination:
1. The Director meets with teachers to discuss student issues.
2. The Director consults with parents and teachers during parent
conferences when appropriate.
3. Teachers, in consultation with the Director, offer community resources
to the parents.
4. The Director consults with the Office of Catholic Schools and Centers, if
necessary.
5. Once the family has signed documentation, the Director contacts the
community resource.
6. The Director and teachers consult with and support Inclusion resource
staff.
7. The Director coordinates Safe Environment workshops for parents and
volunteers.
8. The Director coordinates the Safe Environment curriculum for teachers
and children.
9. The Director coordinates the Guidance Curriculum for teachers and
children.
10.The Assistant Director coordinates guest presentations for children, such
as Fire Fighters, Police, Helen Ellis Hospital health services, Pediatric
Dentist, etc.
11.The Assistant Director and Director coordinate guest presentations for
parents, such as Helen Ellis Hospital health services, parenting classes,
etc.
12.The Director coordinates Tour Of facility for Staff and Parents
13.The Director introduces teaching staff to parents and prospective
parents and children
14.Parents visit the classroom prior to enrolling
15.Parents receive and overview of the Family/Parent Handbook
16.Director discusses the expectations of family and the needs of the child
with the parents
17.Support resources are made available to each family
18.Johanna Gonzalez is our facility interpreter that is available for our
Spanish speaking clients and Anna Chychek is available for our Polish
speaking clients if needed.
19.Our policy allows families to remain in the classroom with their newly
enrolled child for a period of time as to when they all feel comfortable
in the new surroundings.
The school-based guidance program provides:
1. Creative Curriculum assessment tool twice a year.
2. Ages and Stages Questionnaire assessment tool if there are concerns
about developmental delays.
3. Safe Environment Curriculum
4. Guidance Curriculum
5. School Crisis Plan, which includes a Crisis Intervention Model. In the
event of an emergency, contact the OCSC, 727-344-1611.
Infant-Child Guidance Program
ReplyDeleteA program of Children's Integrated Services
Supporting Children's Emotional Well-Being
Newborn to Six-Year Olds and their Families
Do you have a question or concern about a young child's behavior or emotional development?
The Infant-Child Guidance Program was created to assist infants, toddlers and children up to age six, who are experiencing social, emotional and/or behavioral difficulties and their parents and providers of early care and education.
Program Results:
An evaluation of ICG completed by Vermont Mental Health and UVM found:
• Parental overall satisfaction: 96%
• Satisfactory progress of child: 93%
• Services improved family life: 79%
Quote from a teacher: "ICG's ongoing presence in the classroom has yeilded a wealth of insight into the behaviors of the children... We have had amazing success at changing destructive behavior.
The Infant-Child Guidance Program's consultants are available to:
• Provide parenting support for any behavioral or emotional concern, including anger or aggression, trauma, foster placement, divorce, grief and loss.
• Provide direct therapy and social skills training to children up to age 6, in their home, school, our office, child care, or whatever setting their parents prefer.
• Consult with teachers and early childhood professionals to provide support and assistance regarding a child with behavioral and/or social-emotional difficulties.
• Provide support groups and parenting classes.
• Present workshops and trainings to families and early childhood providers.
• A consultation with school staff regarding classroom and/or school approaches to behavior and to develop
positive behavior supports and interventions.
• Screening, evaluation, identification and referral for children displaying emotional disturbances.
• Planning and implementing appropriate academic and other educational supports.
• Measuring progress and improvement both for individuals and also for programs.
• Interventions for students with chronic behavior and emotional needs.
• Small group and/or individual counseling for such issues as social skills, anger control, etc.
• Development of expectations such as positive behavior and intervention, prevention of violence, crisis
planning and intervention, etc.
• Coordination and referral of children and families to community service agencies, related to mental health
needs.
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COMMON PROBLEMS IN EARLY CHILDHOOD
ReplyDeleteThis article deals with some aspects of past lives that explain how our personality develops since early childhood. We refer here to the root of many small to major emotional disturbances that impede or become a heavy burden toward happiness and success.
The effects of emotional disturbances relate to what we call mental blocks, unexplained fears, obsessive behavior, depression, anxiety, addictions, uncontrolled anger, eating disorders, self-destructive behavior, and many other long standing problems affecting many people's lives for the worst.
Let's see how the memories from past lives may play with negative emotions experienced during childhood.
When confronting situations like those that imply fearing rejection, loss of something important, real or emotional death, doing something against our will, guilt, anger, and many others implying some sort of fear or frustration, somehow a part of our brain provides an understanding of them based on our past experiences configuring an scope of possible results, alternatives of solutions and actions to take.
During childhood the understanding of those situations are associated to experiences usually related to the family members, their behavior and other situations related to the basic needs and feelings experienced in childhood.
In childhood, while the child does not experience traumatic situations, the memories related to what is experienced are brought in a normal way and the new experiences are healthily stored in memory.
But when some traumatic situation occurs, like hard beat ups, physical and emotional abuse, threats, abandonment, denial of the supply for the basic needs, lack of affection, isolation, being ignored etc, the child confronting such situations may access those memories that belong to traumatic situations experienced during past lives to find some way to psychologically adapt to the situation.
An important fact to consider here is that nightmares also may bring the need to recall past lives experiences to confront the emotions moved due to them or bring up the use of a character trait stored in the past lives memories to cope with extreme emotions, specially fear.
As a result of some fearful experience, real or dreamed, a character trait from past lives might emerge into the normal personality of the child to serve as a psychological defense. If the situation repeats a number of times, the character trait brought temporarily from past lives may stay as part of the normal personality, thus conditioning the same reaction when confronting situations that are somehow associated in the subconscious mind as the same or similar situations, with disregard of important aspects that make them different in the reality.
The normal personality takes the present reality into account. The part of the personality that has been taken from past lives takes the present reality under the conditions that belong to past lives, thus inducing an emotional understanding that do not fit the real social practice of the child and later, when the same child becomes an adult.
The above explain why some persons stay in the wrong relationships, cannot control anger, experience anxiety, social phobia, depression, etc. while others, the majority, in their same situation, do not.
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ReplyDeletetime check: 11:10pm (GMT +8)December 8, 2010
Nice day Sir!
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I made it as I observe in usual class day
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God Bless!
This comment has been removed by the author.
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GOD BLess ....
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MERRY CHRISTMAS!
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ReplyDeleteThis comment has been removed by the author.
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ReplyDelete12/5/10
ReplyDeleteUsual Problems of ECED Children
Usual Problems of ECED Children
What happens – or doesn’t happen – to children in the earliest years of their lives is of critical importance, both to their immediate well-being and to their future.
This phase brings a rapid increase in intellectual abilities, especially in the complexity of language. Social development occurs as the child learns to live within the family. He begins to identify with the parents and adopt their standards in matters of conscience. Social life develops rapidly as he learns to interact with siblings, other children, and adults. Temper tantrums continue, but diminish and should disappear before the child starts school. At this age, the child has much curiosity about the environment and may ask a great number of questions.
In children aged 2-5, fantasy life is rich and vivid. It can form a temporary substitute for the real world, enabling desires to be fulfilled regardless of reality. Special objects such as teddy bears or pieces of blanket become important to the child. They appear to comfort and reassure the child, and help sleep. They have been called 'transitional objects'.
The child begins to learn about his own identity. He realizes the differences between males and females in their appearance, clothes, behavior, and anatomy. Sexual play and exploration are common at this stage.
According to psychodynamic theory, at this stage defense mechanisms develop to enable the child to cope with anxiety arising from unacceptable emotions. They include repression, rationalization, compensation, and displacement.
In children from birth to the beginning of the fifth year, common problems include difficulties in feeding and sleeping, as well as clinging to the parents (separation anxiety), temper tantrums, oppositional behavior, and minor degrees of aggression.
This comment has been removed by the author.
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