...Environmental processes that may cause injury, illness, or death in Toddlers Lilian Iberosi Grand Canyon University, Arizona 11/13/2013 A toddler is a child between the ages of one and three. During this time, although the physical growth and motor development will slow, the toddler years are a time of great cognitive, emotional and social development. To this extent, toddlers are especially susceptible to preventable injuries because their physical abilities exceed their capacities to understand the consequences of their actions. Hence a two-year old child whose ball rolls into the road will think only about retrieving the ball, not about the danger of being hit by a motor vehicle. They are extraordinary mimics, but their understanding of cause and effect is not as developed as their motor skills. (Hagan 184). Therefore, safety issues in a toddler relate primarily to the toddler’s environment and interactions with parents and or caregivers In the light of the foregoing, some of the most frequent causes of injuries, illness, or death in toddlers include: suffocation, motor vehicle crashes and car seat safety-related injuries, falls, fires and burns, poisoning, choking, and drowning. Suffocation and motor car- related injuries are the leading causes of death, however toddlers’ who are exposed to maternal substance use, secondhand smoke, malnutrition, lack of caregiver supervision, or caregiver neglect also are at increased risk of morbidity. (Hagan 183) Parents usually underestimate...
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...Early Childhood Development and Social Inequalities by all families should have the same opportunities to live a descent life. But due to the backgrounds of some families, and children, they may not have a chance for this. There are certain risk factors that have a bearing on social inequalities in health, and particularly those that are prone to preventative intervention. There are many that I could talk about, but I have picked out four of these factors to talk about. They are biological factors, family and social factors, parenting factors, and attachment. Even these I feel that I will not be able to cover completely, because there is only a certain part we see, and then there is the that is kept hidden from all. There are many factors that influence the development and social inequalities in a child’s life. These include biological, family and social factors, parenting factors, attachment, and the way non-maternal care is influenced. All of these are risk factors that are likely to have a bearing on the child’s social inequalities on their health. The biological factors include premature birth, low birth weight, and a serious medical illness. The significantly influence and infants growth. “Low birth weight, less than 2500 grams, has a prevalence of 6 percent in white middle-class U.S. women, and 15 percent in ethnic minority teenagers. These teenagers tend to be single mothers.” At the Infant Health and Development Project, they found that in a large amount of premature infants...
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...interactions between parents and children during play. In this article, Needham and Jackson explore the English Parent-Toddler groups and Australian supported playgroups with a view to establish similarities between the two from the perspectives of service users (parents) and practitioners (facilitators). Both authors attempt to look at the environment that is created for parents and their children to meet together and share play and ideas with practitioners. The study is based on five case studies of parent and child play sessions, two in England and three in Australia and engaged families with children ranging from 0 to 5 years old. It begins with an initial assessment of the feasibility of any comparison in the settings being studied as well as assessing the purposes and roles of participants in the study drawing on Bronfenbrener’s ecological model and of social cultural approach to compare the purposes, tools and roles of these participants. Qualitative multi-case methodology is used in both countries to generate data to inform the ‘why and how’ of the groups and examine closely the place of these groups in the context of early childhood education and identify how they contribute to valued outcomes for children. The article then pays brief attention to the theoretical aspect of the Australian playgroup model and stipulates the development of the English parent-Toddler groups. It then follows on to compare perspectives of parents’ and Practitioners perceptions of the purpose of...
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...Infancy and Early Childhood Development Five: Infancy and early childhood development There are many aspects that influence a child’s development throughout life. Not only does development start while the fetus is growing, but all through life one’s body continues to develop. The beginning stages are the most important stage, this is were a parent needs to understand the physical and mental factors that affect a child’s development is through observation and interaction. Once an infant is born their brain is like a sponge begins to developed mental changes. Family dynamics can have a major effect on how a child matures and develops he or she grows older. The main impact on development, however, is the five senses that are developed within the child’s brain as it develops. A child’s early childhood can be broke down into two separate categories, they are experience-dependent which is known as cultural-bound and experience-expectant which is known as universal (Berger, 2011). Experience-expectant is where the nervous system is expected to develop a particular manner. The right cognitive growth is reliant on the right environmental exposure. In order for the experience-expectant to be in the proper range of growth is there shouldn’t be any kind of fetal damage to the brain. Family can affect the development of infants and young children through language and physical abuse. During infancy children learn by listening and mimicking what they have observed...
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...One of the most striking changes in family structure over the last twenty years has been the increase in single-parent families. In 1970, the number of single-parent families with children under the age of 18 was 3.8 million. By 1990, the number had more than doubled to 9.7 million. For the first time in history, children are more likely to reside in a single-parent family for reasons other than the death of a parent. One in four children are born to an unmarried mother, many of whom are teenagers. Another 40 percent of children under 18 will experience parental breakup. Ninety percent of single-parent families are headed by females. Not surprisingly, single mothers with dependent children have the highest rate of poverty across all demographic groups (Olson & Banyard, 1993). Approximately 60 percent of U.S. children living in mother-only families are impoverished, compared with only 11 percent of two-parent families. The rate of poverty is even higher in African-American single-parent families, in which two out of every three children are poor. Effects on Children Past research has indicated that children from single-parent families are more likely to experience less healthy lives, on the average, than children from intact families. For instance, children growing up with only one parent are more likely to drop out of school, bear children out of wedlock, and have trouble keeping jobs as young adults. Other consequences include risks to psychological development, social...
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...Infancy, according to Ainsworth, Erikson, and Bandura, and the impact neglect has on development Amy Wiltsie Professor Laura Schwinn, HSV 504 Introduction Childhood neglect endured during the infancy stage of development can influence and have a “snowball effect on their subsequent successes in later stage development” (Broderick & Blewitt, 2010 p. 9). Infancy, the time between birth and 12 months old, is a critical stage of development, as human growth escalates rapidly during the first few years of life. It is a period of growth that is especially sensitive and vulnerable to the effects of maltreatment (Hildyard & Wolfe, 2002). When childhood neglect occurs during this very sensitive period, issues of safety, attachment, and social-emotional functioning are often identified as areas that need immediate intervention. The following paper will focus on the issue of early childhood neglect and the possible effects it can have on development during infancy according to three expert theorists Mary Ainsworth, Erik Erikson, and Albert Bandura. This paper is also written using the stories from “Paul”, (a pseudonym), a victim of childhood neglect: My name is Paul. I was born in 1995 to my mother who was thirteen years old. Her boyfriend, my father, was seventeen. My father was never involved in my life, as he was actively involved in criminal behavior, which ultimately led to...
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...& Castellino, 2002). Through these interactions, children learn skills they need to engage with others and to succeed in different environments (Rogoff, 2003). They learn how to manage their emotions and behaviors and establish healthy relationships with adults and peers. They also learn how to adjust to new situations and to resolve conflicts .When parents have warm, trusting, and reliable relationships with peers, family, community members, and service providers, they are more likely to have positive relationships with their children. To work toward the Parent, Family, Community and Environment: Positive Parent-Child Relationships Outcome, providers and programs can: provide emotional and concrete support to parents,1.respect diverse parenting styles, 2.value cultural differences and home languages, 3.reinforce the importance of fathers and other co-parents, 4.help parents connect with other parents and community members and resources, and model warm, responsive relationships by engaging in these relationships with parents and other family members The objective of this chapter is to present the child interaction theory as a useful framework for assessing and promoting positive parental competency in children. This is too discussed: 1) Positive Parent-Child Relationships Boost Child Development and School Readiness, and 2) Building Positive Parent-Child Relationships from the Beginning. Dr. Barnard’s PCI Model is the relationship between...
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...Reflective Journal Diana McKenzie ECE 205 Introductions to Child Development Instructor: Elizabeth Vanausdeln October 16, 2015 Reflective Journal This course has really helped me to have a better understanding of how to prepare myself as an educator in providing the best developmentally appropriate practices for the necessary child development. Not only prepare me for that but prepare for all the challenges that will take place during routine transitioning time in the classroom and making sure that the classroom is a save learning environment for every child. As the educator I have to making sure that I am in control of my classroom at all times and making sure that my curriculum planning is according to NAEYC-developmental appropriate practices by referring to their guidelines at all times. I believe that every child is unique and they are our future. We must allow every child to develop and grow with maturity in these stages, emotionally, physically, and socially. Therefore as an educator I will supply them with a safe environment and help them meet their full potential with the eagerness to learn. Then teach them how to communicate with each other making them a community of learners. What has impacted your learning the most throughout this course? There are several things that have impacted my learning the most throughout this course. First, the different theories are guidelines to follow and to have a better understanding in how a child learns according to...
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...My Virtual Child, Peyton Basically, this is all about my virtual child, Peyton. That's all I will be talking about in this...I know it's exciting! Thursday, November 27, 2008 Bonus Assignment 1. Are there any issues you had with your parents, your school work, your friends, or your romantic involvements in the last year of high school that continued to be issues for you in college? First of all, don’t all teenagers have issues with their parents? I didn’t have a ton of issues with them as most kids did when I was in high school. My school work has always been pretty consistent with me staying on top of things and doing my homework when I was suppose to. My last year of high school is when I had my first real relationship and that continued into my first year of college, but it was no big thing. I really didn’t have too many issues in high school, I’m not saying that I was perfect, but I was very quiet and I only had one really good friend in high school. The only big issue that I had was I had a tough time having a good work ethic. I started working when I was 16 and let me just say I had terrible work ethics. My parents had to help me come to like to work and appreciate what I was working for. By the time I got into college, this wasn’t a problem anymore. 2. Reflect on your own personality, interests and cognitive abilities at the time you graduated high school. How did these personality characteristics and abilities manifest themselves in subsequent years? How have they...
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...Learning Development Center will be a center based child care center that will operate between the hours of 6:00 a.m. to 6:00 p.m. The early years are when the foundation for your child’s life is being implemented. That is why here at Star Child Learning Development we provide programs for ages six weeks to twelve years old. Our early care program provides services for children between the ages of six weeks through twenty four months of age. This program is designed to make sure that each child’s physical, social, emotional and developmental needs are met on a daily basis. Our daily schedule will be one that can easily be adjusted to meet the individual feeding and sleeping schedules of our children. The schedule will also have times when our toddlers are introduced to the different skills and concepts that will help them as we prepare them to move on to the next program and step in their lives. Our preschool education program will serve children between the ages of two and five years of age. Each of these groups will be grouped according to age. There may be some mixed age groups depending on when their birthdays are. Star Child Learning Development Center understands that we serve a community that works various and long hours. We gladly provide before and afterschool care for families that require assistance. During the after school program we will provide a variety of activities and projects to enhance life skills as well as, an established time for the children to do homework and...
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...Challenging Behaviors in the Preschool Classroom Challenging behaviors come in many shapes and sizes. Some children have tantrums, others may go hide in a corner and some may even get extremely aggressive. The underdeveloped or emerging language and social/emotional skills of preschool children can lead to challenging behaviors in the classroom when they cannot communicate their needs. Finding strategies that will enhance the development of their language and social/emotional skills will help to deter the challenging behaviors. Smith and Fox (2003) (qtd. In Powell, Dunlap, and Fox 26) define challenging behavior in young children as “any repeated pattern of behavior, or perception of behavior, that interferes with or is at risk of interfering with optimal learning or engagement in prosocial interactions with peers and adults.” Challenging behaviors can be a behavior that encumbers the child’s development of their social, cognitive and emotional skills (Kaiser and Rasminsky 7). Some of these behaviors can be harmful to the child themselves or to other children or adults. Many adults tend to put labels on those children with challenging behaviors. Kaiser and Rasminsky stated “A Rose by Any Other Name” (9), here are some of the labels many of us have heard or even used ourselves, ”High maintenance, noncompliant, disruptive, and out of control” just to name a few (Kaiser and Rasminsky 9). When labels are used to identify a child with those challenging behaviors, the child basically...
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...Saint Gabriel Academy Araneta Avenue Corner Road, Caloocan City Highschool Department “Fourth Year students’ performance in relation to their family issues” In partial fulfilment of the requirements in English IV Submitted to: Ms. Jhazmyn Reyes English Teacher Submitted by: VIRAY, Patricia Rose A. IV – Saint Augustine February 21, 2012 ACKNOWLEDGEMENT I would like to express my deepest gratitude for the fourth year students who serve as the respondent of my surveying to fulfil this study. Despite their busy schedule, they manage to answer my questionnaire properly and relevantly. Because of them, I can think of more realization with the help of their own personal opinion and experiences. Also with their help my study would be relevant because it is based on their real-life experiences. I would also like to thank Ms. Jhazmyn Reyes, my English teacher, for making me do this study because of this experience doing a thesis, it would be a big help for me when I get to college and do another thesis a my requirement. Thank you, for the time you spend to teach me how I will do this step-by-step and for the patience and effort you have exerted every time I will ask questions. To my family, for supporting me in everything I do as long it is in favour of the Almighty God, for being my strength and inspiration, and for teaching me what is wrong from right. God blessed me with a good family so I can be a good person and be a responsible steward of God. ABSTRACT ...
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...h e P r o g r e s s i v e P s y c h o l o g y H u m a n D e c l i n e ! Human development is pretty straightforward; people grow for a while, then die. Whats interesting though, is what happens within an individual as they grow, and begin to die. Just how kids are restrained, and kept from the world they desire. Research on this subject is typically broken up into nine sequential stages of ‘life,’ beginning with pre-natal development, and moving through infancy, the toddler state, early childhood, childhood, adolescence, early adulthood, middle age, and finally moving though observations in old age to gain a holistic scope of the human experience. Instead of approaching each topic in blind succession, this paper will demonstrate human development in a streaming, dynamic, more lifelike manner. ! Super-analytical research type folk start picking apart and studying, like lab-rats, human beings before they are even born. These pre-natal findings are compared along side average results to let the parenting humans know if their child to be will be ‘disabled’, ‘challenged’, a ‘failure to thrive’, or just ‘normal.’ Is it a good thing that we can look a wee bit into the future? Ever seen the movie GATTICA? If you have seen the movie, you’ll probably have a slight headache and swear never to watch it again, but you may also understand that a perverted future of scientifically/sociologically altered humans is to come. Not so much superhumans that can fly, etc. but a society that has weeded...
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...cocaine, a cheap, easily used form of the drug, became widely available. Studies conducted since that time have identified substance abuse as a contributing factor in 40% to 80% of substantiated cases of child maltreatment (Curtis & McCullough, 1993; Magura & Laudet, 1996; Murphy, Jellinek, Quinn, Smith, Poitrast, & Goshko, 1991). Further, studies of substance abusing parents have found child-rearing beliefs and attitudes that heighten risk for child abuse (Williams-Peterson et al., 1994), as well as elevated rates of first-time reports to child protective services (Jaudes & Ekwo, 1995), re-reports (Wolock & Magura, 1996), and out-of-home placements of maltreated children (Nair et al., 1997). Substance abuse contributes to maladaptive parenting in three ways. First, there is the direct effect of the substance(s) used on parents’ behavior. As will be explored in this paper, different types of controlled and illicit drugs have different pharmacological effects on the organism. These effects...
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...have also been identified in the forms of being predominately inattentive, predominately hyperactive-impulsive, and combined types (Barkley). Where does ADHD occur? Out of the childhood population 4-12% have ADHD (Clayton). Along with that percentage boys can be found outweighing girls in a ratio of 3:1. ADHD can continue on into a person’s adolescence stage in 50-80% of clinically diagnosed case and into adulthood in 30-50% of these same cases (Barkley). How can someone determine if their child or children have ADHD? ADHD is most likely evaluated through diagnostic interviews with the child, their parents, and the child’s tearcher(s). Other evaluations are behavior rating scales completed by the parents and the teacher(s), direct observations of the students’ school behavior, and clinic based testing (Anastopoulos). There are many different methods as to how ADHD is treated. Some examples are couneling and behavior management training for the parents, family, and teacher. The are also special education resources available in order to help children with ADHD. Another alternative for parents is to have a professional prescribe psychoactive medications for their child or children to improve their behavior (Barkley). The most effective type of medication found for...
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