COMPETENCY BASED LEARNING

MATERIALS

Sector : Health, Social and Other Commnit! De"elo#ment Ser"ice$  

Qualification Title: CAREGI%ING NCII

Unit of Competency: &o$ter Social Intellectal, Creati"e and Emotional

De"elo#ment o' Children
Module Title: &o$terin( Social Intellectal, Creati"e and Emotional De"elo#ment
o' Children

MARY CHILES COLLEGE

667 F.T. Dalupan Sr. St., Sampaloc, Manila Philippine
!!!.marychilecoll"e.edu.ph #
!!!.marychilecoll"e.edu.ph  #  marychilecolle"e$"mail.com
marychilecolle"e$"mail.com  
Tel.
Tel. 7%% & '()), 7)*&*)'
7)*&*)'%% to '*

SMJG CAREGIVING NCII 1

 

HO) TO *SE THIS COMPETENCY + BASED LEARNING MATERIAL

+elcome

The unit of competency, &o$ter Social Intellectal, Creati"e and Emotional De"elo#ment
o' Children-,
Children-, i one of the competencie of C-/012130
C-/012130 3C 11, a coure !hich comprie the
4no!led"e, 4ill and attitude ac5uired for a T2/T trainee to poe.

The modu
The modulele,, &o$
&o$teri
terin(
n( Social
Social Intellec
Intellectal,
tal, Creati"e
Creati"e and Emotion
Emotional al De"elo#
De"elo#men
mentt o' 
Children-,, contain trainin" material and actiitie related to &o$ter children.$ inde#endnce
Children-
and
and aton
atonom!
om!-,-, E
Enco
ncora
ra(e
(e childe
childenn to e/#re
e/#re$$ $$ their
their 'eelin
'eelin($
($,, idea$
idea$ and need$
need$-,
-,
Stimla
Stimlate
te children
children.$
.$ a0arene
a0arene$$
$$ and creati"
creati"it!-,
it!-, &o$ter
&o$ter children
children.$
.$ $el' e$teem
e$teem and
de"elo#ment o' $el' conce#t- for you to complete.

1n thi module, you are re5uired to "o throu"h a erie of learnin" actiitie in order to complete
each learnin"
learnin" outcome.
outcome. 1n each
each learnin"
learnin" outcome
outcome are Information Sheets, Self-Checksand
Self-Checks and
Task
Tas k Sheets. 
Sheets.  Follo! a and
nd perform
perform the actiitie
actiitie on
on your
your o!n. 1f you hae 5uetion,
5uetion, do not
heitate to a4 for aitance from your facilitator.

ememer to:
• +or4 throu"h all the information and complete the actiitie in each ection.
• ead informat
information
ion heet
heet and complete
complete the elf&che
elf&chec4.
c4. Su""e
Su""eted
ted reference
reference
 are
include to upplement the material proided in thi module.
• Mot proaly
proaly,, your trainer
trainer !ill alo e your uperior
uperior or mana"er.
mana"er. 8e i there
there to
upport you and ho! you the correct !ay to do thin".
• 9ou
9ou !ill e "ien plenty of opportunitie to a4 5uetio
5uetion
n and practice on the o. Ma4e
ure you practice your
your ne! 4ill durin" re"ular !or4 hift. Thi !ay,
!ay, you !ill improe
your peed, memory and your confidence.
• Ue the Self&Chec4, ;peration Sheet or Ta4 or <o Sheet at the end of each ection
to tet your o!n pro"re.
pro"re. Ue the Performan
Performance
ce Criteria
Criteria Chec4lit
Chec4lit or Procedu
Procedural
ral
Chec4lit located after the heet to chec4 your o!n performance.
• +hen you feel confident
confident that you hae had ufficient
ufficient practic
practice,
e, a4 your Trainer
Trainer to
ealuate you.
you. The reult of your
your aement
aement !ill e recorded in your
your Pro(re$$ Chart
and accom#li$hment Chart1

9ou need to complete

9ou complete thi module efore
efore you can perform
perform the ne=t
ne=t module,
module, &o$terin(
Ph!$ical De"elo#ment o' Children1

CAREGI%ING
COMPETENCY2BASED NCII MATERIALS
LEARNING

SMJG CAREGIVING NCII 2

 

BASIC COMPETENCIES
Li$t o' Com#etencie$

N o1 *nit o' Com#etenc! Modle Title C ode

Proide care and upport to Proidin" care and upport

% 8CS)())>%
infant#toddler to infant#toddler
Proide care and upport to Proidin" care and upport
( 8CS)())>(
children to children
&o$terin( $ocial,
&o$ter $ocial, intellectal,
intellectal, creati"e and
3 creati"e and emotional HCS343353
emotional de"elo#ment o' 
de"elo#ment o' children
children
Foter the phyical Foterin" the phyical
' 8CS)())>'
deelopment of children deelopment of children

* Proide care and upport to Proidin" care and upport 8CS)())>*

elderly to elderly
Proide care and upport to Proidin" care and upport
6 8CS)())>6
people !ith pecial need to people !ith pecial need
Maintain a healthy and afe Maintainin" a healthy and
7 8CS)())>7
enironment afe enironment

? epon
pond to emer
mer"ency epon
pondin
din" to emer
mer"ency
ency 8CS)())>?

Clean liin" room, din" Cleanin" liin" room, din"

@ room, edroom, toilet and room, edroom, toilet and 8CS)())>@
athroom athroom
+ah and iron clothe, linen +ahin" and iron clothe,
%> 8CS)())%>
and faric linen and faric
Preparin" hot and cold
%% Prepare hot and cold meal 8CS)())%%
meal

SMJG CAREGIVING NCII 3

 

U31T ;F C;MP/T/3C9 : &OSTER THE SOCIAL, INTELLECT*AL, CREATI%E AND

EMOTIONAL DE%ELOPMENT O& CHILDREN

M;DUA/ T1TA/ : &OSTERING THE SOCIAL, INTELLECT*AL, CREATI%E

AND EMOTIONAL DE%ELOPMENT O& CHILDREN

M;DUA/
M;DUA/ D/SC1P
D/SC1PT;
T; : Thi mod
module
ule coe
coer
r the 4no!led"
4no!led"e, e, 4ill
4ill and attitude
attitude

re5uired to foter the ocial, intellectual, creatie and
emotional deelopment of children from %&%( year old.

3;M13-A DU-T1;3 : *> hour

QU-A1F1C-T1;3 A/2/A : 3C 11

P//QU1S1T/ : Pro"idin( care and $##ort to children

SUMM-9 ;F A/-3130 ;UTC;M/S:

Upon completion of thi module, the trainee#tudent mut e ale to:

A;%..
A;% Fot
Foter
er children
childrenB
B indepen
independen
dence
ce and autono
autonomy
my

A;(..
A;( /nc
/ncoura
oura"e
"e childre
children
n to e
e=pre
=pre
 their
their feelin
feelin",
", idea
idea and need
need


A;)..
A;) Stim
Stimulat
ulate
e children
childrenB
B a!arene
a!arene
 and creatiity
creatiity

A;'..
A;' Fot
Foter
er childre
childrenB
nB elf
elf eteem
eteem and
and deel
deelopme
opment
nt of elf conce
concept
pt

SMJG CAREGIVING NCII 4

 

LO611
LO6 &OST
&OSTER
ER CHILD
CHILDREN
REN.S
.S INDEP
INDEPENDE
ENDENCE
NCE AND A*TONOM
A*TONOMY
Y

 -SS/SSM/3T
 -SS/SSM/3T C1T/1-:
C1T/1-:

%. ;pportu
;pportuniti
nitie
e deelop
deeloped
ed el
elff help 4ill
4ill and
and indepen
independenc
dence e proided
proided a neede
needed.
d.
(. Children
Children "ien
"ien oppo
opportun
rtunitie
itie
 to ma4e
ma4e choice
choice in approp
appropriate
riate !ay
!ay ta4in"
ta4in" into
into
conideration their indiidual difference
). Children
Children encoura
encoura"ed
"ed to
to accept
accept rep
reponi
oniility
ility for their
their o!n
o!n action
action
'. ;pportu
;pportuniti
nitie
e created
created for child
children
ren to par
particip
ticipate
ate in
in deciion
deciion ma4in"
ma4in"

C;3T/3T:

• Pycholo"y of children

C;3D1T1;3S:

Student#trainee mut e proided !ith the follo!in":

•
 - childcare
play !or4place
!or4place
pen !ith appro=imate toy accordin" to a"e "roup cradle toy, oect to
e=plore y mouth, !in"in" toy, rattle, toy po4e, 5ueee and puh alon"E
• audio&iual e5uipment uch a radio, caette and T.2

M/T8;D;A;01/S:

• Aecture & demontration

• Self&paced intruction
• 0roup dicuion

 -SS/SSM/3T
 -SS/SSM/3T M/T8;DS:
M/T8;DS:

• 8and&on
• Direct oeration
• Practical demontration

SMJG CAREGIVING NCII 5

 

LO411
LO4 ENCO
ENCO*RAG
*RAGE E CHILDREN
CHILDREN TO E7PRESS
E7PRESS THEIR
THEIR &EELINGS
&EELINGS,, A)
A)AR
ARENES
ENESS
S AND
CREATI%ITY

 -SS/SSM/3T
 -SS/SSM/3T C1T/1-:
C1T/1-:

%. Children encoura"ed
encoura"ed to e=pre their feelin",
feelin", idea
idea and need aed
aed on ocial
norm
(. Children proided !ith actiitie
actiitie a mean ofof releain"
releain" their feelin" accordin" to
their interet and need.
). Children encoura"ed
encoura"ed to repect each
each otherB
otherB indiidual
indiidual need,
need, ailitie
ailitie and interet

C;3T/3T:

• ChildrenB deelopmental ta"e

 
C;3D1T1;3S:

Student#trainee mut e proided !ith the follo!in":

• Childcare !or4place
• Playpen !ith appro=imate toy accordin" to a"e "roup cradle toy, oect to
e=plore y mouth, !in"in" toy, rattle, toy to po4e, 5ueee and puh alon"E
•  -rt and paint
paint material
material
•  -ctiity 4it
• Pule#oo4
• Manual

M/T8;D;A;01/S:

• Aecture & demontration

• Self&paced intruction
•
0roup dicuion
 -SS/SSM/3T
 -SS/SSM/3T M/T8;DS:
M/T8;DS:

• 8and&on
• Direct oeration
• Practical demontration

SMJG CAREGIVING NCII 6

 

LO311
LO3 STIM
STIM*LA
*LATE
TE CHILDRE
CHILDREN.S
N.S A)A
A)AREN
RENESS
ESS AND
AND CREATI%
CREATI%ITY
ITY

 -SS/SSM/3T
 -SS/SSM/3T C1T/1-:
C1T/1-:

%. Children are encoura"ed

encoura"ed to e=pre
e=pre ttheir
heir ima"ination
ima"ination and creatiity aed
deelopmental need
(. Children are proided
proided !ith actiitie that !ould
!ould upport
upport a!arene
a!arene of of the ran"e of
of
moement of their o!n ody aed on deelopmental need.
). Material and e=perience
e=perience  are proided
proided that
that !ould
!ould timulate
timulate their ariou ene
aed on their interet.
'. /=perience
/=perience that
that deelop and enhance
enhance ima"ination and creatiity
creatiity are
are proided
proided
aed on their interet
 
C;3T/3TS:

• Cultural a!arene
•

Proce for creatie and artitic e=preion

C;3D1T1;3S:

Student#trainee mut e proided !ith the follo!in":

•  -udio iual
iual e5uipment
e5uipment radio,
radio, caette,
caette, T2E
• Colorin" oo4
• Crayon, pencil, pe" oard
• ead to trin"
• Contruction et
• Scior#paper# color# paint and ruhe
• Play dou"h
•
 -ctiity 4it
• Pule
• oo4# manual

M/T8;D;A;01/S:

• Aecture & demontration

• Self&paced intruction
• 0roup dicuion

 -SS/SSM/3T
 -SS/SSM/3T M/T8;DS:
M/T8;DS:

• 8and&on
•
Direct oeration

SMJG CAREGIVING NCII 7

 

• Practical Demontration

LO811
LO8 &OST
&OSTER
ER CHILDREN
CHILDREN.S
.S SEL&
SEL& ESTEEM
ESTEEM AND
AND DE%ELO
DE%ELOPMEN
PMENT
T O& SEL&
SEL& CONCEPT
CONCEPT

 -SS/SSM/3T
 -SS/SSM/3T C1T/1-:
C1T/1-:

%. ;pportunitie
;pportunitie proided
proided for
for children to e=perience
e=perience their
their indiidual
indiidual tren"th
tren"th and
and need
need
(. -c4no!led"ement
-c4no!led"ement and poitie
poitie upport
upport "ien
"ien aed
aed on child e=perience
e=perience ne"atie
feelin" frutration, a""reion, depreion, fear, and an=ietyE
). -ctiitie that preent
preent a challen"e !ithin the childB need and capailitie
capailitie proided
aed on deelopmental ta"e.
'. 1ndiidual
1ndiidual difference
difference ac4no!led"
ac4no!led"ed ed and repected aed on childB
childB deelopment
deelopment
ta"e
*. ChildrenB achieement
achieement ac4no!led"e
ac4no!led"ed d and appreciated
appreciated aed
aed on preference
preference
6. Children
ChildrenBB poiti
poitie
e elf&!
elf&!orth
orth and
and elf eteem
eteem enhanc
enhanced.
ed.

C;3T/3TS:

• ChildrenB need, interet and prolem

• Undertandin" of childrenB phyical deelopment

C;3D1T1;3S:

Student#trainee mut e proided !ith the follo!in":

• Childcare !or4place
• 1llutration#picture#chart#dia"ram of childB deelopment
• Manual#8andout

M/T8;D;A;01/S:

• Aecture & demontration

• Self&paced intruction
• 0roup dicuion

 -SS/SSM/3T
 -SS/SSM/3T M/T8;DS:
M/T8;DS:

• 8and&on
• Direct oeration
• Practical demontration

SMJG CAREGIVING NCII 8

 

LO611
LO6 &OST
&OSTER
ER CHILD
CHILDREN
REN.S.S INDPE
INDPENDENNDENCE CE AND A*TONO
A*TONOMY MY
A1 Comm
Commn
nic
icat
atio
ion
n
%. ee4 opport
opportuni
unitie
tie to offer
offer choice
choiceGG allo! a4in"
a4in" 5uetio
5uetion
n
(. pea4 in imple entenceG
entenceG e concie and limitlimit len"th
len"th of e=planation
e=planation
). decrie
decrie procedu
procedure
re a they are ao
aoutut to e performed
performed iual
iual learnin"
learnin"EG
EG ue
play to e=plain procedure and actiitie
'. allo! handl
handlin"
in" the inintrum
trument
ent or e5uipme
e5uipment nt !hich
!hich !ill eae fear
fear and help
help to
an!er 5uetion

P$!cho$ocial De"elo#ment

a. <ean
<ean Pia"etB
Pia"etB Theory
Theory H Co"nit
Co"nitieie De
Deelo
elopmen
pmentt
%E pre
prechoo
choolerB
lerB co"
co"niti
nitie
e ta"e i IConcret
IConcrete e ;perationa
;perationalJ
lJ
(E the ch
child
ild i a
ale
le to clai
claify
fy,, order
order and
and ort fact
fact
)E moe
moe  from pre&lo"ica
pre&lo"icall thou"ht
thou"ht to olin"
olin" concrete
concrete prolem
prolem thou"h
thou"h
lo"ic
'E decen
decenter
terin"
in",, accom
accommodmodati
ation,
on, co
cone
nera
ratio
tion
n an
and
d cla
cla in
inclu
cluio
ion
n i
learned

I1  HEALTH PROMOTION

A1 Schoo
School2A
l2A(e
(e Sa'et
Sa'et!!
%. Schoo
School&a
l&a"e
"e childre
children
n are ready
ready for time on their
their o!n !ithout
!ithout direct
direct adult
adult
uperiion if they can relialy
r elialy follo! intruction and can occupy themele
for an hourB time

(. a"e
Se=ual
"roupaue i i an unfortuna
unfortunate
te and all&too&common
all&too&common haard
haard for children in
in thi
a. children
children hould
hould 4eep
4eep adult
adult informed
informed a to !here
!here they
they are and !hat
!hat they
are doin"
. remin
remind d not
not "o !ith
!ith tran
tran"e
"erG
rG parent
parent#c
#care
are"i
"ier
er can etal
etalih
ih a e
ecre
crett
!ord code !ith child
c. intr
intruc
uctt to ay I3oJ
I3oJ to anyone
anyone !ho!ho touche
touche them if they do do not !ih it,
it,
includin" family memer and friend
d. donBt all llo
o! theme mel
le
e to e lef left alon
lone !ithith a peroron ththey
ey are
uncomfortale !ith ecaue he#he touche them in a !ay they donBt li4e
e. teach
teach ththemem a Ipria
Ipriate
te partJ
partJ i the part of the
their
ir ody that
that a a
athi
thin"
n" uit
uit
coerG if omeone a4 them to ho! their priate part or touche them,
tell them to top and tell omeone ele
f. for
for late c cho
hool&
ol&a"
a"e,
e, tea
teach
ch rule
rule of afer
afer e=,
e=, uch a ueue of condom
condom, ,

inpectin" partner, etc.

SMJG CAREGIVING NCII 9

 

). -ccident i till the

the leadin"
leadin" caue
caue of death and tend tend to occur !hen!hen children
children
are under tre ecaue they are le attentieG ome children are more
actie, curiou and impulie and therefore, more ulnerale to accidentG
pecial precaution mut e ta4en at thi time
a.  0eneral#Community
%E aoid u unafe
nafe area, uch a a railroad,
railroad, rieran4,
rieran4, ac4 alley
alley
(E tea
teach
ch afe firearm
firearm ueG ueG 4eep4eep th them
em in loc4ed
loc4ed caine
cainett !ith ullet
ullet

eparate from "unG hould e tau"ht to leae an area immediately if 
a"un i iile and to tell an adult
)E help chi
childld aoid all recreati
recreationalonal dru"
dru" and ta4e precrip
precription
tion medicin
medicine e
only a directed
'E ao
aoid
id tto
oacc
acco o and
and alco
alcohol
hol
*E teach the ch child
ild to aoid teain" or playin" playin" rou"hly
rou"hly !ith
!ith animal
animal
6E intruct not to tolerat rate ullyin" in chool, play"round or 
nei"hourhood
7E teach h ho!
o! to callcall for help
help !hen
!hen in troule
troule oror if !itneed
!itneed an accident
accident
.  Motor 2ehicle -ccident
%E e cert
certain
ain tha
thatt children
children 4no!4no! ho! to ue ue eatelt
eatelt  in carG hould
hould e
e
!orn lo! on the hip, the houlder elt i ued only if it doenBt cro
oer the childB nec4 and faceG e a role model in uin" eatelt
(E tea
teach
ch treet&c
treet&cro roin
in"" afet
afetyGyG tre
tre  th
that
at treet
treet are no nott a place
place for 
rou"h&houin", puhin", playin" or hoin"
)E teac
teachh icy
icyclclee afe
afetyty,, incl
includ
udin
in"
" uuee of he helm
lmetet an
and d no
nott to ta
ta4e
4e a
paen"er on a icycle
'E teac
teachh par4
par4in"
in" lot andand chool
chool u afety
afetyGG do not !al4 in ac4ac4 of par4ed
par4ed
carG !ait for croin" "uardG teach traffic li"ht and treet i"n
c.  urn
%E teac
teachh afe
afety ty !ith candle
candle,, matche,
matche, campfir
campfiree fire i not
not funE
(E tea
teach
ch afety
afety !ith!ith e"in
e"innin nin"" co
coo4i
o4in"
n" 4illG
4illG in
inclu
clude
de afety
afety in uin"
micro!ae oen, "a and electric ran"e and oen
)E tea
teach
ch afe
afetyty !ith
!ith un
un e=pou
e=poure re
'E int
intruct
ruct not
not to clim electelectricric pole
pole or touch
touch electric
electric !ire
!ire

*E teac
teach
h emer"
mer"enency
e=haution#tro4e cy rep
repon
one
e an andd fir
firtt aid
aid fo forr fire
fire,, u
urn
rn,
, heheat
at
d.  Fall
%E teac
teach
h that rou"
rou"h&ho
h&houin
uin"
" on fence
fence and tair,
tair, climin"
climin" on tree
tree and
roof i haardou
(E teac
teach
h icyc
icycle,
le, 4ateo
4ateoard,
ard, coote
cooterr and 4atin"
4atin" afety
afety
)E tea
teach
ch emer"en
emer"ency cy repon
reponee and firt
firt aid foforr fall,
fall, he
head
ad inury
inury,, prain
prain
and fracture
e.  Sport 1nurie
%E teach ththat
at !earin"
!earin" appropriate
appropriate e5uipment
e5uipment for port port i not ayih
ayih ut
ut
mart
(E tre
tre
 no
nott to play
play to a popoin
intt of e=hau
e=haut tio
ionn or in a por portt eeyo
yond
nd
phyical capaility
)E ue "ymn
"ymnati
atic
c e5uipment
e5uipment only !ith!ith adult uperi
uperiion ion to aoid eriou
eriou

f.  nec4 inury

Dro!nin"

SMJG CAREGIVING NCII 10

 

%E tea
teach
ch or enro
enroll for aic
aic !imm
!immin"in"
(E dare
re
 and ro rouu"h&h
&hooui
in
n" !hehenn dii in
n" or !im
!immi
min
n" are not
appropriate
)E do n
not
ot !im
!im eyon
eyond d lim
limit
it of
of capail
capailitie
itie


LO411
LO4 ENCO
ENCO*AGE
*AGE CHILD
CHILDREN
REN TO E7PRE
E7PRESS
SS THEIR
THEIR &EELING
&EELINGS,
S, IDEAS
IDEAS AND NEEDS
NEEDS

A1 La
Lan(
n(a(
a(e
e De"e
De"elo#
lo#me
ment
nt

61  - )&year&old child ha a ocaulary

ocaulary of aout @>> !ordG thee are ued to
a4 5uetion contantlyG
contantlyG motly Iho!J and I!hyJ 5uetion up to '>> a dayG
can "ie o!n name and a"eG ue three or four&!ord entence
41 Child need imple an!er to 5uetion o curioity, ocaulary uildin"
and
and 5uet
5uetion
ionin
in"
" are encoencoura
ura"ed
"ed anandd alo
alo e
ecau
caue
e th
the
e dedept
pth
h of ch
child
ildB
B
undertandin" i often deceptie
31 +ord !ith doule and triple meanin" can e truly confoundin" to children
81 Four and fie&year&old children continue to a4 many 5uetionG increae
ocaulary to %,*>> !ord at '&year&old and (,%>> !ord y * year of a"e
91 Th
They
ey eneno
oyy pa
part
rtic
icip
ipat
atin
in"
" in meal
mealtitime
me con
conerera
ati
tion
on anandd can
can dedec
cri
rie
e
omethin" from their day in "reat detail
:1 Pre
Precho
chooler
oler imitate
imitate lan"ua
lan"ua"e "e e=actly
e=actly o if they hear hear le&tha
le&than&pe
n&perfec
rfectt
lan"ua"e, thi i the lan"ua"e pattern they adoptG they may imitate and ue
Iathroom lan"ua"eJ if not corrected ecaue of the attention from adult thi
"enerate
7. Pre&cho
Pre&chooler
oler are e"oce
e"ocentric
ntric o they dedefine
fine oect
oect in relation
relation to themel
themelee
a 4ey i not a metal ut a thin" that i ued to open the doorE
?. Start
Start to in"
in" a on"G
on"G follo!
follo! rule
rule of interact
interactie
ie peer
peer "ame
"ame

B1 Pla!

61 Prechooler do not need many toyG alo 4no! ho! to ta4e turn, deelop

41 cooperatie play and

Their ima"ination
ima"ination areen"a"e
4eenerinthan
ma"ical
they thin4in" at a"e
!ill e any ) time
other year&old
in their lie o
they enoy "ame that ue imitation at thi period
31 They imitate !hat
!hat they ee from parent#care"
parent#care"ier,
ier, playmate,
playmate, teleiion,
enironment
81 They pretend to e teacher, co!oy, firefi"hter, etc
91 Many prechooler hae ima"inary friend a a normal part of hain" an
actie ima"inationG thee often e=it until children formally e"in choolG can
ditin"uih fantay from reality at '
:1 ' and *&year&old diide their time et!een rou"h houin" and imitatie play
;1 *&year&old children are alo intereted in "roup "ame or on" !ith actionG
they li4e "ame !ith numer or letter

C1 P$!cho$
P$!cho$ocia
ociall De"elo#
De"elo#men
mentt

SMJG CAREGIVING NCII 11

 

%. Children at
at prechool
prechool period chan"e a "reat deal in their their aility
aility to undertand
undertand
the !orld and ho! they relate to people
(. They
They deter
determin
minee ri"
ri"ht
ht from
from !ron"
!ron" aae
edd on their
their pa
paren
rent#
t#car
care"
e"ie
ier
r rule
ruleGG
they hae little undertandin" of the rationale for thee rule or een !hether 
the rule are conitentG they !onder !onder if the ame rule applie !hen they face
different ituation and ettin"
a. <ean
<ean Pia"etB
Pia"etB Theory
Theory H Co"nit
Co"nitie
ie De
Deelo
elopmen
pmentt
%E pre
prechoo
choolerB
lerB co"
co"niti
nitie
e ta"e i IPreope
IPreoperatio
rational
nal Sta"eJ
Sta"eJ
(E child llearn
earn to thin4
thin4 in term of
of pat,
pat, preent
preent and future
future
)E moe to prelo"ical thin4in" and findin" findin" olution to prolem
prolem
'E till
till lac4
lac4 the ini"h
ini"htt of putt
puttin
in"
" theme
themelele to other
other pepeop
opleB
leB
 place
place
ecaue they feel they are al!ay ri"ht and thi caue them to ar"ue
*E imp
importortan
antt poin
pointt to reme
rememmerer !hen e=plai
e=plainin
nin"
" proce
procedudure
re to a pre&
pre&
chooler i that they cannot ee your ide of ituation
6E pre&
pre&choo
chooler
ler are
are not
not yet a!ar
a!aree of the
the propert
propertyy of conservation
conservationGG they
cannot ee chan"e in form doenBt chan"e in amount or a procedure
done in t!o eparate !ay i the ame procedureG procedureG they eliee that a
certain procedure mut e done in one !ay

. Si"mund
Si"mund Freud
FreudBB Theory
Theory H Pych
Pychoe=
oe=ual
ual Deelo
Deelopmen
pmentt
%E dee
deelop
lopment
mentalal leel
leel i called
called IPhall
IPhallic
ic Sta"eJ
Sta"eJ
(E e=p
e=peri
erien
ence
ce ple
pleaaure
ure and
and coconfl
nflict
ictin
in"
" fee
feelin
lin"
" aoci
aociate
ated
d !ith
!ith th
the
e
"enital or"an
)E the ple
pleaur
aure
e of matura
maturation
tion and
and the fantay
fantay life of childre
children
n et the
ta"e for the ;edipu and /lectra comple=
'E chil
childB
dB
 unco
unconnci
ciou
ou  e=u
e=ualal at
attr
trac
acti
tion
on to an
andd !ih
!ih to popo
e
e
 th
the
e
parent of the oppoite e=, the hotility and deire to remoe the
parent of the ame e=, and the ue5uent "uilt for thee !ihe i
the conflict the child face
*E pare
parent
nt mut e reaure
reaured d that thi phenome
phenomenonnon of competit
competition
ion and
romance i normalG they may need to control feelin" of ealouy and
an"er 

6E ame
the con
conflict
flictemer"ence
e=G i reoled
reoled of
!hen
!hthe
en the child
child identifie
upere"o ident ifie
i the  !ith the
olution to parent
pare
and nt of the
reult of 
thee intene impule

D1 Di
Di$c
$ci#
i#li
line
ne
%. pre&cho
pre&chooler
oler hae
hae definite
definite opinio
opinion
n on thin"
thin" uch a !hat they they !ant to eat,
eat,
!here they !ant to "o and !hat they !ant to !earG thi may rin" them into
oppoition !ith their parent
(. paren
parent#
t#car
care"
e"ie
ierr i repo
repon
nil
ile
e to "u
"uide
ide a ch
child
ild throu"
throu"hh ththee
ee tru""l
tru""le
e
!ithout dicoura"in" the childB ri"ht to hae an opinion
). ItimeoutJ
ItimeoutJ i a "ood techni5u
techni5ue e to correct e
ehai
haiour
our throu"h
throu"houtout the precho
prechool
ol
year
yea r eca
ecaue
ue it allo!
allo! the parent#
parent#care
care"ie
"ierr to diciplin
dicipline
e !ithout
!ithout uin"
uin"
phyical punihment and allo! a child to learn a ne! !ay of ehaiour 
!ithout e=treme tre

E1 Common
Common &ear$
&ear$ o'
o' the Pre$choo
Pre$chooler 
ler 

SMJG CAREGIVING NCII 12

 

1. Fear
Fear of the
the DDar
ark 
k 
a. the
the tend
tenden
encycy to fear the dar4 dar4 i an e=amp
e=ample le of a fefear
ar hei"ht
hei"hteneneded y a
childB iid ima"inationG a tuffed toy y dayli"ht ecome a threatenin"
monter in the dar4
. children
children a!a4en
a!a4en cream
creamin" in" ecaue
ecaue of ni"htm
ni"htmare
areGG may e reluctan
reluctantt to
"o to ed or "o ac4 to leep y themele unle a li"ht i left on
c. paren
parent#
t#ca
care"
re"ie
ierr mu
mutt e prepa
prepared
red for thi
thi fear
fear an
and d un
unde
dert
rtan
and d it i a
phae of "ro!thG monitor the timuli the child i e=poed to epecially
around
arou nd edtime
edtime,, includin"
includin" teleiio
teleiion,
n, adult
adult dicuio
dicuion n and fri"hteni
fri"htenin"n"
torie
d. parent#
parent#care
care"ie
"ierr are ometime
ometime relucta
reluctant
nt to leae thethe li"ht
li"ht on at ni"ht
ecaue they donBt !ant to cater to the fearG dim ni"ht li"ht may ole the
prolem at a lo!er cot
e. children
children !ho
!ho a!a4e terrifie
terrified
d and creamin
creamin" " need reaur
reauranc
ance e they are
afe, that !hateer !a chain" them !a a dream and i not in their 
room
f. they may
may re5uire
re5uire anan underta
undertandinndin"" adult
adult to it on
on their
their ed until
until they
they can
fall ac4 to leepG pre&chooler do not rememer in the mornin" they had
uch a dream ut they rememer for a lifetime they receied comfort
!hen they need it
". ac4no!led"e
ac4no!led"e the the childB
childB fear
fear and an=ietieG
an=ietieG ta4e time for for communication
communication
h. if parent#
parent#care
care"ie
"ierr ta4e enile
enile precauti
precaution
on a"aint
a"aint fear
fear of the dar4 or 
ni"htmare and a child continue to hae thi 4ind of diturance eery
ni"ht, it may e a reaction to undue tre and mut e ineti"ated
i. "ii
"iin"
n" l
lee
eepp medi
medica cati
tion
on to coun
counte
tera
ract
ct th
the
e l
lee
eepp dit
ditur
ura
anc
ncee do
doe
e nonott
ole the prolem and i not recommended
 . fear of the dar4 can ecome intenified in a hopital ettin" and re5uire
careful plannin"G encoura"e roomin"&in or leae faourite toy !ith them

2. Fear
Fear of Muti
Mutila
lati
tion
on
a. reea
reealed
led y intene
intene react
reaction
ion of a pre&c
pre&cho
hoole
olerr to een a impl
imple
e inury
inury
uch a fallin" and crapin" a 4neeG child crie not only from the pain ut

alo
. part from
part of thithe
thi i"ht
 fear ofe
theecau
arie
ari inury
ec auee pre&ch
pre&choo
ooler
ler do not 4no! !hich
!hich ody
ody
part are eential and !hich one can e eaily replaced
c. oy
oy deelop
deelop a fear of catra
catration
tion ecau
ecauee deelopm
deelopmenta
entally
lly they
they are more
in tune !ith their ody part and are tartin" to identify !ith the ame&e=
parent a they "o throu"h the ;edipal phae
d. pre&cho
pre&chooler
oler can !orry that
that if ome lood
lood i ta4en
ta4en out of their
their odie,
odie, all
of their lood !ill lea4 outG they often lift a anda"e
anda"e to pee4 at an inciion
or cut to ee if their ody ItuffJ i flo!in" out
e. they dil li4
i4e
e inai
ai
e pro roce
ced dure
re
 uch a needle tic tic4
4,, re
rect
cta
al
tempe
temperat
ratur
ure,
e, otoco
otocopy
py or hain
hain" " 30 tutue
e inert
inerted
edGG they
they neneed
ed "o"ood
od
e=planation of the limit of health care procedure in order to feel afe
tympanic thermometer doe not hurt or fin"er pric4 heal 5uic4lyE

3. Fe
Fear
ar of Sepa
Separat
ration
ion or Aa
Aan!o
n!onm
nment 
ent 

SMJG CAREGIVING NCII 13

 

a. intenifie
intenifie ecaue
ecaue their
their 4ee
4een n ima"ination
ima"ination allo! them
them to eliee they areare
ein" deerted
. their
their en
enee of time and ditan
ditance
ce i till
till o limited
limited that
that they
they cannot
cannot e
comforted y auranceG relatin" time and pace to omethin" a child
4no! i mot effectie
c. ca
cauti
ution
on parent
parent#ca
#care"
re"ie
ierr to e eeni
niti
tiee to uch fear
fear !hen
!hen they tal4
aout
ao ut miin"
miin" chil
children
dren or if they hae their their precho
prechoole
olerB
rB fin"erpr
fin"erprint
int
ta4en for identification
d. hopita
hopitall admi
admiion
ion or "oin"
"oin" to a ne! choo
chooll often rin"
rin" a childB
childB
 fear of 
epa
epararati
tion
on to the the fore
forefr
fron
ontG
tG he
help
lp prep
prepar are
e pr
pre&
e&c
cho
hool
oler
er
 foforr the
theee
e=perience
e=perien ce o they can urie them in "ood mental health and alleiate
the fear 

&1 Beha"
Beha"ior
ior %aria
%ariatio
tion$
n$
1. Tell
Tellin
in"
" Tall
Tall Ta
Tale
les
s
a. tretchin
tretchin" " torie
torie to ma4e them eem
eem more intere
interetin
tin"
" i a phenome
phenomenon non
fre5uently encountered in thi a"e "roup
. if you a4ed
a4ed a child
child !hat
!hat happene
happened d durin"
durin" hi day at
at chool
chool or field trip,
trip, a
child perceie you !ant omethin" e=citin" to hae happened o they
!ill add ome ima"inatie thin" to a imple re"ular tory
c. thi i
i not lyin"
lyin" ut
ut merel
merelyy upplyi
upplyin"
n" an ee=pe
=pected
cted an!
an!er 
er 
d. paren
parent#t#ca
care"
re"ie
ierr h
houl
ould
d not
not en
encou
coura"
ra"ee thi
thi 4ind
4ind of toryt
torytell
ellin"
in",, u
utt
intead help a child eparate fact from fictionG thi coney the idea a
child ha not told the truth ut doe not 5uah ima"ination or initiatie

2. Ima"
Ima"ininar
ar#
# Frie
Frien!
n!ss
a. pre&c
pre&cho
hoole
oler
r hae an ima"i
ima"ina
nary
ry friend
friend !ho
!ho play
play !ith themG
themG th
they
ey may
a4 to et e=tra plate on the dinin" tale for their pecial friend or may a4
you to !ait for their pecial friend and a4 your permiion if they can play
. althou"h
althou"h ima"in
ima"inary
ary frie
friend
nd are a normal,
normal, creati
creatie
e part of the precho
prechool
ol
ye
year
ar and
and can e inen
inented
ted y chchild
ildren
ren !ho
!ho are urroun
urrounde
dedd y real
real
playmate a !ell a y thoe !ho hae fe! friend, parent#care"ier 

c. may
ma4efind
ma4e them
cert
certai n diconcertin"
ain that
that child
child ha
ha e=
e=po
pou
ure
re to rereal
al playma
playmate teG
G a lon"
lon" a
ima"inary playmate donBt ta4e center ta"e in childB mind and preent
them from ocialiin" !ith other children, they hould not poe a prolem
and often leae a 5uic4ly a they come
d. it may proide
proide an outlet
outlet for
for a child to e=pre
e=pre innerm
innermot
ot feelin
feelin"
" or ere
ere
a a hand
handy y cape
cape"o"oat
at for ehaio
ehaiour
ur a
aou
outt !hich
!hich a child
child ha
ha ome
ome
co
confl
nflict
ictGG childB
childB cone
conera
ratio
tion
n !ith
!ith p
peci
ecial
al frien
friend
d cocould
uld e a he helpf
lpful
ul
information aout the childB an=iety and emotion
e. help
help child ep epara
arate
te fact from fanta
fantayy a
aou
outt th
their
eir ima"in
ima"inary
ary friend
friend ut
!ithout retrictin" their ima"ination and creatiity
f. do not att attem
empt
pt to eparat
eparate e the child
child from ima"in
ima"inary
ary frien
friend
d forcefu
forcefully
lly or 
aruptly

G1 La
Lan(
n(a(
%. a(e
e Pro<l
motPrcommon
o<lem
commem
on prol
prolem
em of
of a choo
chool&a"
l&a"e
e child
child i articulation

SMJG CAREGIVING NCII 14

 

(. child ha diffi

difficulty
culty pronoun
pronouncin"cin" letter
letter s, $ , th,
th, l , r  and% 
 and% 
). they
they u u
tititu
tute
te %   for   r  ma4in"
 ma4in" I!etroomJ intead of IretroomJG utitute  utitute   r 
for   l 
l  ma4in"
 ma4in" it IradieB roomJ intead of IladieB roomJ
'. mot noticeale
noticeale durin" the the firt and econd
econd "radeG
"radeG uually
uually diappear
diappear y the
third "rade
*. unle
nle it peri ritt afterter thirird
d "ra rad
de, ppe eech th the
era
rapy
py for thi normarmal
deelopmental ta"e i not neceary at all

H1 &e
&ear$
ar$ and An/i
An/ieti
etie$
e$
1. An&iet#
An&iet# 'elate!
'elate! to (e"in
(e"innin"
nin" School 
School 
a. adutin
adutin" " to "rade
"rade chool
chool i a i" ta4 for 6&year&
6&year&old
old ecau
ecaue e the rule
rule
are firmer and the electie feelin" i "one
. chool
chool i for 4eep
4eep for many
many year,
year, a time pan diffic
difficult
ult for a youn"
youn" child
child
to ima"ineG if pre&chool learnin" !a carried out throu"h fun actiitie,
part of eeryday in "rade chool inole oiou !or4
c. eca
ecaue
ue choo
chooll i an adu
adutme
tment
nt,, a childB
childB pro"re
pro"re  in chool
chool mut e
carefully aeedG parent hae to alter their e=pectation of ho! much
their child hould e achiein" to conform to their childB actual aility
d. one of the i""et
i""et ta4
ta4 of the
the firt "rade of
of chool i learnin"
learnin" to readG et
et
if parent hae prepared children for thi y readin" to them ince infancy,
!hile pointin" to the !ord and picture a they "o alon"G thi help
children realie entence flo! from left to ri"ht and the !ord tell the
tory and not the picture
e. many firt&"
firt&"rade
rader
r are capale
capale of mature
mature action
action at chool
chool ut ut appear
appear le
mature !hen they return homeG their peudo&ophitication of the day i
"oneG they may ite their nail, uc4 their thum and ay tal4G ome
deelop tic uch a !rin4lin" the forehead, hru""in" the houlder,
t!itin" the mouth, cou"hin", clearin" the throat or fre5uently lin4in" or 
rollin" the eyeG uch moement may occaionally e confued !ith
eiure actiityG tic diappear durin" leep and occur mainly !hen the
child i uect to tre or an=iety
f. coldin"
coldin",, na""
na""in",
in", threa
threateni
tenin"
n" or pupuhin
hin"
" doe
doe not top
top either
either tic
tic or nail
nail

itin"G it ma4e
retrainin" thee hand
the childB prolem !oreG nail
to preent uin" ad&flaored
itin" nail polih and
are alo ineffectie
". ehaio
ehaiourur top !hen
!hen the underlyin
underlyin"" tre i dicoered
dicoered and
and alleiatedG
alleiatedG
parent mut pend time !ith a child after chool or in the eenin" o the
child continue to feel ecure in the family and doenBt feel puhed&out y
ein" ent to chool

2. Scho
Schoolol )hoi
hoiaa
a. it i a fear of attend
attendin"
in" choolG
choolG a type
type of Iocial
Iocial phoiaJ
phoiaJ !hich
!hich i a fear of 
"oin" outide
. children
children !ho
!ho reit
reit attendin"
attendin" chool
chool thi
thi !ay may deelop
deelop phyica
phyicall i"n
of illne uch a omitin", diarrhea, headache or adominal pain on
chool day and lat until after the chool u ha left or allo!ed to tay
home for the day
c. hain"
parti
particul
cular
ar child
child may
to ho!er e reacti
in "ymreactin"
clan"
orto a itua
ituatio
facin" tion
n uch
a cla ully a a ha
eeryharh
rh in
dayG teache
teacher,
r,
thee

SMJG CAREGIVING NCII 15

 

intance the childB fear may e !ell "roundedG counellin" may help
mana"e the ituation or parent can tranfer child to another claroom
or e e=cued from a dili4e ituation li4e ho!erin" to top reitance
d. choo
chooll pho
phoiaia may occur
occur from
from fe
fear
ar of e
epa
parat
ration
ionGG ch
child
ild may e oerlyoerly
dependent on the parent or may e reluctant to leae home ecaue of 
!orry that youn"er ilin" !ill uurp the parentB affectionG an=iety of 
eparation may alo reult from oerprotectie parent !ho i the one
hain" more difficulty eparatin"
e. once
once it ha
ha e
een
en eta
etali
lih
hed
ed the child
child i fr
free
ee of an anyy illn
illne
e an
andd th
thee
reitance tem from eparation an=iety or phoia, the child hould e
made to attend choolG reinforcement y parent to "o to chool thi !ay
help
help to pree
preent
nt prol
prolem
em  u
uch
ch a choo
chooll failur
failure,
e, pe
peer
er rid
ridicu
icule
le or a
pattern of aoidin" difficultie
f. parent
parent can
can try to !al4
!al4 the child to
to chool
chool and
and tay inin chool
chool until
until the child
i ready to tay in claroom independently and ready for the eparationG
eparationG
encoura"e the parent to e !aitin" outide the chool "round or in front
of their home !hen the child !al4 out of choolG allo! child ome
independence not only in "oin" to chool ut in other actiitie

I1 THE
THE BAT
BATTERE
TERED
D CHIL
CHILD
D SYND
SYNDRO
ROME
ME

a1 De'inition=
De'inition= aue
 aue of children y parent or other care"ierG the aue can e
phyical, e=ual, nutritional or emotional

<1 Characteri$tic$
Characteri$ti c$ o' Battered Children

%. they are o
often
ften from
from an
an unplan
unplanned
ned ppre"n
re"nancy
ancy
(. many
many of them
them !ere premat
premature
ure,, had a lo! irth
irth !ei"h
!ei"htt or ha
had
d maor
maor irth
irth
defect
). they ometi
ometimeme reeml
reemle
e a peron
peron that the
the parent
parent dili4ed
dili4ed

c1 Characteri$tic$
Characteri$ti c$ o' A<$i"e Parent$

%. one paren
parentt often
often ha a preio
preiou
u ememotio
otional
nal prole
prolemm
(. the aue
aue i uually
uually done
done y one parentG
parentG the other
other parent
parent 4no!
4no! aout
aout the
aue ut uually doe not report it
). auie
auie parent
parent often
often hae
hae ery hi"h e=pec
e=pectatio
tationn of their children
childrenGG if they do
not IperformJ up to thee e=pectation, they are IpunihedJ
'. aui
auie
e parent
parent are often
often uta
utancncee a
aue
uerG
rG they come
come from
from all ocio&
ocio&
economic leel
*. the mot
mot common characcharacteri
teritic
tic of au
auie
ie parent
parent i that often
often they
they !ere
aued themele a childrenG ho!eer, thi i not al!ay true

d1 Identi'!in( the Battered Child

SMJG CAREGIVING NCII 16

 

%. one
one fractu
fracture
re may e e een
en on =&ray
=&ray e=amin
e=aminati
ation
on at a
ario
riou
u ta"e
ta"e  of 
healin"
(. child e=hiit
e=hiit i"n of phyical
phyical ne"lect
ne"lect uch a malnourihment
malnourihment,, improper or 
dirty clothin"
). child !ithdra! !hen approached y parent, care"ier, nure or phyician
'. parentB e=planatio
e=planation
n of the childB inury
inury are inconitentG
inconitentG chan"e
chan"e from one
time to the ne=t
*. parentB emotional reaction i inconitent ! !ith
ith the e=tent of the childB inury
6. ha many une=plained
une=plained car,
car, ruie and inurieG
inurieG many of thee mar4in"
mar4in"
are i"n of aue

7. some characteristic markin"s often seen in ph#sicall# ause! chil!* 

chil!*  A
A
are mar4 from oect and B are mar4 from urnE

>1 Inter"ention$
Inter"ention $ 'or the Battered Child and Parent$

61 interie! the parent calmly re"ardin" the hitory of the incident

SMJG CAREGIVING NCII 17

 

41 control your o!n feelin" and attitude to!ard the parent to !or4 effectiely
!ith the family
31 proide phyical care for the child a needed
81 emotional care for the child hould include proidin" a afe enironment,
e=plainin" the procedure and ituation, proidin" toy and familiar elon"in"
!hen the child i hopitaliedG proide phyical cuddlin" and holdin" !hen
appropriate
91 referral hould e made a ocial !or4er, local department of children and
family erice, the police and pycholo"it a needed

LO311
LO3 STIM
STIM*LA
*LATE
TE CHILDRE
CHILDREN.S
N.S A)A
A)AREN
RENESS
ESS AND
AND CREATI%
CREATI%ITY
ITY

 A. +en!er 'oles

'oles
a. need
need e=p
e=pooure
ure to an adult
adult of the oppoi
oppoite
te "ende
"enderr o they can
can ecome
ecome
familiar !ith oppoite "ender roleG in"le mother hould let their child
pend time !ith adult other than themele, uch a "randparent, a
friend, an aunt or an uncle, nurery chool teacher 
. ecaue
ecaue motmot nurery
nurery chool
chool teache
teacher
r are !omen,
!omen, a in"le
in"le mother
mother may
loo4 ele!here to find an adult male role modelG male nure can help fill
thi role if child i hopitalied
c. children
childrenB
B "ender&ty
"ender&typica
picall action are tren"the
tren"thened
ned y parent,
parent, tran"er
tran"er,,
chool teacher, family memer and other childrenG aoid fi=ed role that
reult to "ender tereotypin"

(. Soci
Social
ali$
i$at
atio
ion
n
a. )&year&ol
)&year&old
d are capale
capale of harin
harin"
" o they play
play !ith other
other children
children much
much
more a"reealyG
a"reealyG ta"
ta"e
e of enitie
enitie and critical
critical time for ocialia
ocialiation
tionGG

children e=poed
learnin" ho! to other
to relate children
to other people a playmate hae an eaier time
. althou"h
althou"h '&yea
'&year&old
r&old
 continue
continue to enoy
enoy play "roup
"roup,, they may e inole
inole
in ar"ume
ar"ument
nt eca
ecaue
ue they
they eco
ecome
me more
more certai
certain
n of their
their role
role in th
the
e
"roupG thi i for!ard moement inolin" tetin" and identification of 
their "roup role
c. *&year&old
*&year&old e"in to deelop
deelop Iet friendhip
friendhipJG
JG een numer "roup play

C1 Pre
Pre#a
#arin
rin(
( 'or a Ne0
Ne0 Si<lin
Si<lin(
(
%. introduction
introduction of a ne! ilin"
ilin" need pecial tep
tep for parent and they mut
e certain that their pre&chooler !ill e preparedG no rule a to !hen the
preparation hould e"in ut it hould e efore the time a child e"in to
feel the difference the ne! ay !ill ma4e uch a efore the mother 
tart to loo4 pre"nant and efore ma4in" phyical preparation at home
(. it i al!a
al!ay
y le
le fri"
fri"ht
hten
enin
in"
" fo
forr a chil
child
d to un
unde
der
rta
tand
nd !hy th
thin
in"
" ar
are
e
happenin" no matter ho! ditateful they may e, than to hear people

SMJG CAREGIVING NCII 18

 

!hiperi
!hip erin"
n" aroun
around d or oio
oiou
ulyly eadin
eadin"" the iueiueGG th
the
e un
un4no
4no!n
!n i
omethin" to fear !herea a definite eent can e readily faced and
con5uered
). do not underetimate
underetimate the i"nificance
i"nificance of a ed or a paceE
paceE to a prechool
prechool
childG it ere a ecurity, conitency and IhomeJ to themG if the pre&
chooler ha een leepin"
leepin" in a cri or ed that i to e ued for the ne!
ay, it i et if he#he i moed to a ne! ed aout ) month in
adance efore irth of the ne! ayG al!ay tell that the reaon for the
chan"e i ecaue he or he i "ro!in" up rather than the ne! ay
need or !ant the old cri or ed ecaue it i "oin" to e a direct route
to ilin" rialry or ealouy
'. if the child
child i to tart
tart precho
prechool
ol or daycare,
daycare, itit i et to hae
hae it tarted
tarted ( to
) month efore or after the ne! ay i orn o that the child !ill
perceie that tartin" chool i a reult of maturity and not ein" puhed
out of the houe y the ne! ay
*. mothe
motherr mut
mut proid
proide e more
more time
time !ith
!ith pre&c
pre&cho hoole
olerr du
durin
rin"" the day and
hae actiitie that the child enoyG thi hould tart after learnin" of the
pre"nancyG
pre"nan cyG aoid ma4in" udden or arupt chan"e in daily routine !ith
pre&choolerG e=plain the chan"e ahead of time and e certain that the
child undertand and prepared for the e=pected chan"eG ae childB
copin"
6. the
the pre&c
pre&cho
hoole
olerr mu
mut
t alo e prepa
prepared
red in ad adan
ance
ce for th
the
e epara
eparatio
tion
n
!hen the mother need to "o to the hopital on the day of irthG !hen the
mother i ruhed to the hopital at ni"ht !hile the pre&chooler i aleep,
it i unrealitic to e=pect a child in the mornin" to e happy aout the
arrial of a ne! ilin" !hen he#he realie the ne! ay ha ta4en
a!ay hi#her mother 
7. mother
mother hould
hould maintain
maintain contact
contact !ith
!ith their pre&ch
pre&choole
oolerr durin" the hort
hort
time they are in the hopital for child irthG ome pre&chooler may react
ery coldly to their mother een after a hort time of hopitaliationG
hopitaliationG they
mi"ht turn head a!ay or refue to "o near the motherG thi i a reaction to
hopitaliation and not to the ne! ay

D1 Br
Bro?
o?en
en &l
&le
enc
nc!!
%. deelopi
deelopin"
n" lan"ua"
lan"ua"e e i a complica
complicatedted proce
proce that
that children
children from ( to 6 year
of a"e
a"e typic
typicall
ally
y hae
hae ome
ome peec
peech h diffic
difficult
ulty
y tha
thatt may e interp
interpret
reted
ed a
tutterin"
(. child
child may e"in
e"in to repe
repeat
at !ord
!ord or ylla
yllale
leGG thi i called
called broken fluency 
!hich i repetition and prolon"ation of ound, yllale and !ordG it i often
referred to a seconda
secondaryry stuttering  ecaue
  ecaue a child e"in to pea4 !ithout
thi prolem and then deelop it durin" prechool
). unli4e
unli4e the adult
adult !ho tutter
tutter,, children
children are una!ar
una!are e that they
they are not ein"
ein"
fluent unle it i called to their attentionG it i a part of normal deelopment
and !ill paG it i not an indication of re"reion or a chronic peech patternG
patternG
the parent !ho 4no! a peron !ho i a peritent tutterer or !ho !a a
peritent tutterer a a child may react to thi normal ro4en fluency in a
more emotional !ay than the prolem deere

SMJG CAREGIVING NCII 19

 

'. if a child
child ecome
ecome conciou
conciou of
of a dirupted
dirupted peech pattern, it i le
le li4ely the
prolem !ill correct itelfG do not dicu in a childB preence the difficulty
!ith peechG do not lael the child ItuttererJ ecaue the more the child !ill
compound the prolem
*. liten
liten !ith patien
patience
ce to !hat
!hat the child i ayin"
ayin" and do
do not interrup
interruptt or try to fill
in a !ord for themG do not tell the child to pea4 more 5uic4ly or to tart oerG
tal4 to child in a calm imple !ay o the child !ill ee that there i no need to
ruh !hen pea4in"G do not re!ard the child for fluent peech and punih
them if not
6. do not force
force a child
child to pea4
pea4 if he doenBt
doenBt !ant
!ant toG do not
not a4 to recite
recite or in"
for tran"erG protect pace for the child if there are other children around for 
they mi"ht ruh the child to conform to adult peech

E1 Bath
Bathro
room
om Lan(
Lan(a
a(e
(e
%. pre&cho
pre&chooler
oler imitate
imitate the ocau
ocaulari
larie
e of their parent
parent or older
older children
children in the
family
fam ily o !ell
!ell durin
durin"" thi
thi
 time
time th
that
at they
they in
inclu
clude
de !ea
!earr !ord
!ord into
into th
their 
eir 
ocaularie

(. remind
rem ind paren
meanG par
theent#
t#ca
childcare"
re"ie
ierrheard
imply that
that athem
child
childut
doea not un
unde
he#he dert
rtan
ha and
d !hat
!hhundred
heard at the !ord
!oof 
rd
other !ord and ha decided to include them in hi#her ocaularie and ue
them
). correction hould e unemotiona
unemotionall or any
any different
different !hen correctin"
correctin" them !hen
!hen
they ue poor "rammar or ho! inappropriate ehaior 
'. if paren
parent#
t#car
care"
e"ie
ierr eco
ecome
me emotion
emotionalal,, a chchild
ild realie
realie
 the alue
alue of uch
!ord and may continue uin" them for the attention they create

&1 Stealin(
%. durin" early
early chool&a"e,
chool&a"e, mot
mot children "o throu"h
throu"h a period in !hich they
they teal
looe
looe ch
chan
an"e
"e from
from thei
theirr mothe
motherB
rB pu
pure
re or fa
fathe
therB
rB dree
dreerG
rG th
thi
i uuall
uually
y
happen at around 7 year of a"e !hen children are firt learnin" ho! to
ma4e chan"e and alo dicoer importance of money

(. teali
tealin"
n" occu
occur
appreciation irnot
eca
eyet
caue
ue a child
childyitron"
alanced "a
"aini
inin"
n" an ap
moral appre
precia
ciatio
principletionn fo
forr money
money,, thi
3. parents
parentscare
care"ie
"ierr shoul!
shoul! e&plore
e&plore the reason
reason for stealin
stealin" 
" 
a. othe
otherr chi
childr
ldren
en in the
the nei"h
nei"ho
orho
rhood
od receie
receie an allo!anc
allo!ance e an
andd o hae
money for mall item
. ch
child
ild ma4
ma4ee ae
aett tha
thatt mut
mut e paid
paid
c. uyin"
uyin" a ullyB
ullyB friend
friendhip
hip y
y purchain
purchain" " candy
candy or "um for for that child
child
d. child
child need
need more ecuecurity
rity and
and ie!
ie! money
money a ecuri
ecurity
ty
'. early childh
childhood
ood tealin
tealin"" i et handled
handled !ithou
!ithoutt a "reat deal
deal of emotionG
emotionG tell
the child the money i miin"G the importance of property ri"ht hould e
reie!edG motherB and fatherB money are their and the childB money i the
childB, they are not interchan"eale
*. youn"ter
youn"ter !ho continue to teal pat @ year of of a"e may re5uire
re5uire counellin"
counellin"
ecaue they hould hae pro"reed eyond thi normal deelopmental
tep y thi a"e

SMJG CAREGIVING NCII 20

 

6. ome hoplift
hopliftin"
in" occur
occur !ith early chool&
chool&a"e
a"e children
children,, ut the maor prolem
prolem
!ith thi arie durin" pre&adolecenceG it i a pulic act of reellion a"aint
autho
authorit
rity
y, a Icomin
Icomin"" of a"eJ
a"eJ ritua
ritualG
lG it may alo
alo ha
happ
ppenen e
ecau
caue
e of pe
peer 
er 
preure or initiation ritual for a "an"
7. hopli
hoplifti
ftin"
n" mut e ta4en
ta4en erio
eriou
uly
ly y parent
parent ecau
ecauee it i a pupuni
niha
hale
le
crimeG hould e confronted immediately to preent a child !ho ucceed
once !ill "o for omethin" much i""er the econd time
?. child hould
hould e a4ed
a4ed ho! he#he came to poe
poe the
the article and hould
hould not
e allo!ed to ue itG child hould then e denied acce to tore until he#he
demontrate more reponiility
@. oerall, parent
parent mut
mut et "ood
"ood e=ample
e=ample if they e=pect their
their child to
to e honetG
honetG
if one parent ta4e money from the other !ithout permiion, neither hould
e urpried to find their child attemptin" to do the ameG thi i alo the
ame !hen a parent chan"e a price ta" or open a pac4a"e and eat it in a
upermar4et !ithout payin" for them i a ad e=ample

G1 B
Bll
ll!
!in(
%. fre5uent reaon chool&a"e
chool&a"e children cite for feelin"
feelin" o
o unhappy
unhappy that
that they turn

"un on
could clamate
no lon"er i that
ta4e the aue they !ere ridiculed or ullied to the point they
2. traits
traits commonl
commonl# # associat
associate! e! %ith schoo
school-a"
l-a"e
e ullies*
ullies*
a. adance
adanced d phy
phyical
ical ie
ie and
and tren"th
tren"th for
for their
their a"e
. a""rei
a""reie
e tempera
temperament
ment oth
oth male
male and
and femaleE
femaleE
c. !ith
!ith pa
paren
rent
t !ho
!ho are indindiff
iffere
erent
nt
d. !ith paren
parent
t !ho are
are permii
permiie e !ith an a""re
a""rei
ie
e child
e. !ith paren
parent
t !ho typica
typically
lly reort
reort to phyica
phyicall punihme
punihmentnt
f. preence
preence ofof a child !ho
!ho i a Inatura
Inaturall ictimJG
ictimJG under!e
under!ei"ht
i"ht,, mall,
mall, an=iou,
an=iou,
inecure, cautiou, enitie and !ith lo! elf&eteem

H1 %iole
%iolenc
ncee or Terro
Terrori$
ri$mm
%. children
children aica
aically
lly ie! their
their !orld
!orld i afe,
afe, o itB a hoc4
hoc4 !hen
!hen iolence
iolence uch
uch
a chool hootin" or report of international terrorit enter their lie

(. aure
au re children
that thechildren they
iolence are
are afeG
afeto
i iolated G !atch ne!
ne!
another  pro"ram
partpro"ra
of them!orld
!ith children
child
and ren
theyand
aree=plai
e= plain
out n
of 
dan"er 
). do not allo!
allo! children to ie! foota"e
foota"e of
of traumatic
traumatic eent oer
oer and oer,
oer, a
a thi
decrea
decr eae
e the aility
aility to feel
feel afeG
afeG aure
aure parentB
parentB actie
actie inolem
inolementent in
4eepin" children afe
'. oe
oer
re
e for
for i
i"n
"n of t tre
re
 uch
uch a l lee
eep
p dit
ditur
ura
anc
nce
e,, fa
fati
ti"u
"ue,
e, lac4
lac4 of 
pleaure in actiitie or i"n of e"innin" utance aue

SMJG CAREGIVING NCII 21

 

LO81 &OSTER CHILDREN.S SEL& ESTEEM AND DE%ELOPENT O& SEL& CONCEPT
 A. Difficult# Sharin" 
a. efore
efore prechoo
prechooll a"e, chil
children
dren en"a"
en"a"e
e in parallel
parallel playG
playG ( children
children need (
toy and ( pace to play ecaue they cannot pa one toy ac4 and

. forth
h
hari or play
arin"
n" i a to"ether 
concep
conceptt that fir
firtt come
come to e under
undertoo
toodd around
around a"e )G
children e"in to undertand that ome thin" are their, ome elon" to
other and ome can elon" to oth
c. for the firt
firt time,
time, they
they can tand
tand in line
line to !ait
!ait and ta4e
ta4e turn
turn or hare
hare
d. h
hari
arin"
n" doe
doe not come eailyeailyGG childr
children
en !ho are ill or under
under tre
tre hae
hae
een
ee n "reater
"reater difficul
difficulty
ty !ith itG parent#
parent#care
care"ie
"ierr mut e aured
aured that
that
harin" i a difficult concept for a child to "rap and li4e mot 4ill, child
need practice to undertand and learn it
e. paren
parent#
t#ca
care"
re"ie
ierr need
need to accom
accompa pany
ny e=
e=pe
perie
rience
nce !ith
!ith harin
harin"
" an
andd
learnin"
lear nin" property
property ri"htG
ri"htG ep
eparat
aratee their
their importan
importantt elon"in
elon"in"
" and "ie
them full control oer it and point out to them !hich elon"in" elon" to
other
oth er that he hould
hould not touch it and !hich el elon"
on"in"
in" need
need to e
hared !ith other y ta4in" turnG definin" limit and e=poin" children to

thee
oectthree cate"orie
elon" to !hichmine, your, ourE help them determine !hich
cate"ory

(. 'e"r
'e"res
essi
sion
on
a. "eneral
"enerally
ly in relation
relation to tre, precho
prechoolol children
children reert
reert to ehaiour
ehaiour they
preiouly out"re!, uch a thum uc4in", ne"atiim, lo of ladder 
control and inaility to eparate from their parent
. uually
uually the tre
tre i a reult
reult of uch thin"
thin" li4e ne!
ne! ay in the family
family,, a
ne! chool e=perience, eein" fri"htenin" and "raphic teleiion ne!,
tre in the home from financial or other prolem, marital difficultie or 
eparation caued y hopitaliation
c. pare
parent
nt#
#ca
care
re"i
"ie
err mu
mut
t ununde
der
rta
tand
nd ththat
at rere"r
"re
ei
ion
on re reu
ult
ltin
in"" fr
from
om
aforementioned circumtance i normalG childB thum uc4in" i little
different from a "ro!n upB reaction to tre mo4in", nail itin", oer 
eatin"E to ma4e it eaier for them to accept and undertand

SMJG CAREGIVING NCII 22

 

d. remo
remoi in"
n" the tre
tre i the
the e
et
t !ay
!ay to help
help a chil
child
d di
dic
con
onti
tinu
nuee thi
thi
ehaiorG mot of the time the mentioned caue of tre cannot e
eaily remoed li4e ne! aie canBt e returned, irreparale marria"e
canBtt e patched
canB patched to"ether,
to"ether, fri"hteni
fri"htenin"
n" ne!
ne! happen
happen eery day and
hopitaliation do occur 
e. ch
child
ildren
ren under"o
under"oin
in"
" le
le e
eer
eree t
tre
re
 mut
mut e aured
aured that
that altho
althou"
u"h h
ituation around them i chan"in", omeone till loe them and !ill
continue to ta4e care of them
f. thum
thum uc4in"
uc4in" or
or other
other manifet
manifetatio
ation
n of tre
tre are
are et
et i"nored
i"noredGG callin"
callin"
them to a childB attention caue more tre ecaue it !ill ma4e the
child a!are that he#he i not pleain" the parent#care"ier in addition to
e=periencin" the primary tre

C. Si
Sil
lin
in"
" 'ia
'ialr
lr# 
# 
a. eal
ealou
ouy
y of a rot
rothe
herr or i
it
ter
er may
may fir
firtt e
eco
come
me eeid
iden
entt du
duri
rin"
n" th
the
e
prechool period, partly ecaue thi i the firt time that the children
hae enou"h ocaulary to e=pre ho! they feel 4no! a name to callE

. home
pre&cho
pre&chooler
areoler
 are more a!are
diided a!are of family role
role and ho!
ho! reponi
reponiiliti
ilitie
e at
c. alo could
could e
e a time !hen
!hen a ne! roth
rotherer or iter
iter i ornG
ornG firto
firtorn
rn child
child i
rarely allo!ed the priile"e of a econd childG parent !ere unure of 
ho! far they hould let a child enture or !hat leel of reponiility a
child could accept !hen the child !a youn"er 
d. firt
firtorn
orn
 ere
ere a the Itrial
Itrial runJ
runJ fo
forr all child
children
ren !ho come
come af afte
terG
rG thi
phenomenon can lead to ilin" rialry ecaue children a youn" a
prechool can ene that a youn"er ilin" i ein" allo!ed ehaiour 
that !a not tolerated in them
e. to help
help pre&c
pre&cho
hool
oler
er feel
feel e
ecur
cure
e an
and d promo
promotete elf&e
elf&ete
teem,
em, upply
upplyin"in"
them !ith a priate dra!er or o= for their thin" that no one could touch
itB content e=cept him can e helpful ecaue thi can "ie them ene
of defendin" their poeion a"aint youn"er ilin" or children !ho
don not appreciate their property ri"ht
D1 Pre#arin
Pre#arin( ( a Child
Child 'or
'or S
Schoo
chooll
61 parent may ometime !onder if a child i old enou"h for formal chool
e=perience,
e=perien ce, epecially if a childB irthday i in the late ummer or middle
of the chool yearG pareparent
nt ho
hould
uld dicu
dicu thi concern
concern !ith chool
official if the child hould e re"itered for 4inder"arten or delay for 
another year 
41 ma4e ure that the childB immuniation are up to date
31 prepare child emotionally !ith poitie attitudeG dicu chool !ith the
pre&chooler
pre&choo ler a omethin" to loo4 for!ard toG if chool i dicued a an
adenture that !ill e atifyin" and re!ardin", a child !ill ie! it from
early on a a poitie e=perience
81 if chool i preented a a punihment, there can e little deli"ht in
anticipatin" it

SMJG CAREGIVING NCII 23

 

91 l
lo!
o!ly
ly chan
chan"e"e the
the chil
childB
dB
 da
dail
ily
y rorout
utin
ine
e fe
fe!! mont
monthh in adada
anc
nce
e of 
e"innin" chool to accutom a child to !a4in" early and "oin" to ed
earlier 
:1 if a child i to ride a chool u or tranportation
tranportation erice, parent#care"ier 
parent#care"ier 
hou
hould ld ta4e
ta4e the
the chil
child
d for
for a u
u  ride
ride a intr
introd
oduc
ucti
tion
on to ththi
i fo
form
rm of 
tranportationG if a child i to !al4, a trial !al4 !ill help and treet afety
hould e treed
;1 if a child !ill e re5uired to ta4e lunch o=, introduce thi ne! e=perien
e=perience
ce
y preparin" a""ed food at homeG if a child i to purchae food at
chool, playin" IcafeteriaJ at home y erin" elf from a uffet&tyle
uffet&tyle and
lettin" a child practice electin" and tranferrin"
tranferrin" food to hi tray i a "ood
preparationG practice afety !al4in" !hile carryin" a tray of food to tale
@1 practice child on ho! to tie hoe, name aic color and print their name
efore they e"inG intill in the child the concept that learnin" i fun and
he#he may not al!ay e ale to do all the thin" other children can do,
ut tryin" to do their indiidual et i !hatB importantG tryin" to ma4e a
child complete fine motor ta4 for !hich he#he i not deelopmentally
prepared doe not intill that concept

1 to do !ell inand
intruction a formal
it at achool ettin",
tale and chairthe
for child mut
a hort eperiodG
!or4 ale to follo!
prepare
the child y encoura"in" them to put on their o!n ac4et, pic4&up their 
toy, oc4 and hoe and to put them in it proper placeG introduce
claroom ettin" y hain" a child !rite and color at a tale rather than
on the floor 
651 "oin" to chool i a form of eparation and parent#care"ier can prepare
y hain" a child tay fe! hour in a day care o chool can then e
compared !ith that eent and e=perience

E1 Se/
Se/ Edc
Edcatatio
ionn
%. prechoo
prechooler
ler ecome
ecome acutel
acutelyy a!are of the di
diffe
fferenc
rence
e et!een
et!een oy and
and
"irl and itB a normal pro"reion
pro"reion in deelopment,
deelopment, proaly ecaue thi
may e the firt time in their lie they are e=poed to the "enitalia of the
oppoite
chan"ed, e= a they
ee other !atchuin"
children !hilethe
a ne! rother
athroom or iter
at chool ha adiaper
or ee parent
nude
(. prechoo
prechoolerB
lerB 5uetio
5uetionn aout "enital
"enital or"an
or"an are imple and fact&fin
fact&findin"
din"GG
e=planation hould e imple and directG ue the correct proper name to
identify ody partG it i important not to coney that thee ody part are
neer to e tal4ed aout to leae an open line of communication for 
e=ual 5uetion
). "irl
"irl may attempt
attempt to pee
pee tandin
tandin"" up a they
they een
een in oy and and oy
oy may
try ittin" do!n
'. it i common forfor pre&chool
pre&chooler
er to en"
en"a"e
a"e in matur
maturatio
ation
n !hile !atchin
!atchin""
tele
telei
ii
ion
on or eein
in"
" read
read to or e efo
fore
re th
they
ey fa
fall
ll a
ale
leep
ep at ni"h
ni"htG
tG th
the
e
fre5uency of thi may increae under tre li4e thum uc4in"
*. if oerin"
oerin" a child matur
maturateate other
other parent#
parent#care
care"ie
"ier,
r, e=plai
e=plain
n to child
that certain thin" are done in ome place priateG children can relate to
thi 4ind of direction !ithout feelin" inhiited, ut a they can accept the

SMJG CAREGIVING NCII 24

 

fact that they ue a athroom in priate or eat only at the taleG callin"
unne
unnecece
ar
ary
y atte
attent
ntio
ion
n to the
the ac
actt can
can incr
increa
eae
e anan=i
=iet
ety
y an
andd cau
caue
e
increaed actiity
6. an importan
importantt part of e= edu
educati
cation
on for pre&cho
pre&chooler
oler
 i teachin"
teachin" them to
aoid e=ual aue, uch a not allo!in" anyone to touch their ody
unle they a"ree it i all ri"htG care"ier mut al!ay a4 permiion
efore "iin" care that inole touchin"

THE HOSPITALIED PRESCHOOLER

A1 Se#ar
Se#arati
ation
on An/i
An/iet!
et!

%. a
(. "eneral
"ent
erally
ly le
tre
re incre oiou
o
increaeiou
, the
ae, andpre
le
le
precheriou
erio
choo u than
oolerB
lerB tha
a n
aili in the
ility
ty toddle
toddler 
to eparat
epa r e from
rate from the paren
parent
t
decreae
3. )rotest  
a. le direc
directt and le
le a""rei
a""reie
e than
than in thethe toddler 
toddler 
. may dip
diplac
lacee feelin
feelin"
" onto
onto othe
other
r
. Despair  
a. react
react in a manne
mannerr imilar
imilar to
to the
the toddle
toddler  r 
. 5uietly
5uietly !ith
!ithdra!
dra!n,n, depreed
depreed,, uninterete
unintereted d in the enironme
enironment nt
c. e=hi
e=hiit
it lo
lo
 of ne!l
ne!ly y learne
learnedd 4ill
4ill
d. ecome "enerally uncooperatie,
uncooperatie, refuin" to eat eat or ta4e medication
e. repeated
repeatedly ly a4
a4 !hen
!hen the parent
parent !ill
!ill e iiti
iitin"
n"
*. Detachment : imilar to the toddler 

B1 &e
&ear
ar
%.o'
o'"eneral
Inr
Inr!
"en ! and
eralalac4
nd Pain
lac4 Po
ofain
f undert
undertandi
andin"
n" of ody inte"rity
inte"rity
(. fear
fear inai
inaiee proce
procedure
dure and
and mu
mutilat
tilation
ion
). ima"ine
ima"ine thin"
thin" to e
e much
much !ore
!ore than
than they
they are
are
'. eliee
eliee that
that they
they are ill ecau
ecaue
e of om
omethi
ethin"
n" they did
did or thou"h
thou"htt

C1 Lo$$
Lo$$ o' Cont
Contro
roll
%. li4e
li4e fami
familia
liarr routin
routine
e and ritua
ritualG
lG may ho! re"re
re"reio
ion
n if not allo!
allo!ed
ed to
maintain ome control
(. child ha
ha attained
attained a "ood
"ood deal
deal of independ
independence
ence and
and elf&car
elf&care
e at home and
and
may e=pect that to continue een in the hopital ettin"

D1 In
Inte
ter"
r"en
enti
tion
on$
$
%. proide
proide a 
afe
afe and ecure
ecure enir
enironme
onment
nt
(. ta4e time
time for communic
communicatio
ationG
nG allo! o
oppo
pportun
rtunity
ity to a4 5ueti
5uetion
on
). allo! to
to e=pre
e=pre an"erG
an"erG ac4no!
ac4no!led"
led"e
e fear and
and an=ietie
an=ietie


SMJG CAREGIVING NCII 25

 

'. accept
accept re"reie
re"reie ehaio
ehaiourGurG ait
ait in moin"
moin" from re"rei
re"reie
e to appropr
appropriate
iate
ehaiour accordin" to a"e and deelopmental ta"e
*. encoura"
encoura"e e roomin"
roomin"&in&in or
or leae
leae faori
faorite
te toy
toy
6. allo! moil
moility
ity and
and proide
proide play
play and didier
eriona
ionall actiitie
actiitie

7. place
place pre&cho
pre&chooleroler !ith
!ith other
other children
children of the ame
ame a"e if poile
poile
?. encou
encoura"
ra"e e to e
e indep
indepenende
dent
nt
@. e=plain
e=plain proce
procedure
dure imply
imply on thethe prechoo
prechoolerB
lerB leel
leel
%>. ue play to e=plain procedure,
procedure, leen tre and an=iety
an=iety and a dierional
actiity
%%.
%%. aoid intruie procedure
procedure !h !henen poile
%(. allo! !earin"
!earin" of underpant
underpant
%). parent are encoura"ed
encoura"ed to ait
ait in the childB care

E1 Se/al
Se/al and Ph!$ica
Ph!$icall Conce
Concern$
rn$
%. Chan
Chan"e
"e
 in phy
phyic
ical
al appe
appear
aran
ance
ce th
that
at co
come
me !ith
ith pu
pue
ert
rty
y ca
cann le
lead
ad to
prolem and !orrie for oth the child and parentG chool a"e i the time

for parent#care"ier
thee chan"e re5uireto dicu thee chan"e and the e=ual reponiility
(. Time
Time to reinfor
reinforce
ce preiou
preiou teach
teachin"
in" tha
thatt their
their ody i their
their o!n
o!n and to e
ued only in the !ay they chooe and decide !ho loo4 at it or touche it
). Pue
Puertrty
y rin
rin"
" chan
chan"e"e in ea
eaceceou
ou
 "lan
"land
dGG un
unde
derr th
the
e infl
influe
uenc
nce
e of 
andro"en, the "land ecome more actie and ettin" the ta"e for acneG
aomotor intaility commonly lead to luhin" and increae in perpiration
. Conc
Concererns
ns of
of +irl
+irlss
a. Pre&pu
Pre&puerta
ertall "irl are uually
uually taller
taller y aout
aout ( inche
inche or more than oyoy
ecaue their typical "ro!th purt e"in earlierG thi can caue concern
ecaue oy are e=pected to e taller than "irl of the ame a"e
. Chan"e
Chan"e in pelic
pelic contour
contour and
and ecome
ecome roader
roaderGG may e interpret
interpreted
ed a
!ei"ht "ain and attempt a crah dietG reaure that road one tructure
of the hip i part of female profile
c. 0irl
0ir l are
ahead uual
uually
of her ly conciou
conc
peer, heiou
 oflouch
may rea
reattordeelop
dee lopmen
!ear mentG
looe tG clothin"G
if tart
tart to
omede
deel
elop
op
"irl
may
ma y !ond
!onderer if thei
theirr rea
reat
t ar
are
e "o "oin
in"" to de dee
elo
lop
p enenou
ou"h
"hGG r
rea
eat
t
deelopment i not al!ay ymmetricalG normal to hae li"htly different
reat ieG may thin4 that the i""er reat ha tumor 
d. /arly
/arly prepara
preparatio
tion
n for
for ment
mentrua
ruatio
tion
n i import
importan antt for the "irlB
"irlB conce
conceptpt of 
herelf a a !omanG a "irl !ho i told that mentruation i normal function
that occur eery month in all healthy !omen ha different attitude to!ard
her ody than a "irl !ho !a4e up one mornin" to find lood on her 
paama and told to "et ued to it and learn to deal !ith itG ho! can a "irl
accept and enoy "ro!in" up if it inole omethin" o unpredictale
e. Mot
Mot "irl hae
hae ome mentru
mentrual
al irre"u
irre"ular
larity
ity durin"
durin" the firt
firt ye
year
ar or t!o
t!o
after menarcheG thi occur primarily ecaue "irlB cycle are anoulatory
at firtG cycle ecome more re"ular !ith maturity and onet of oulationG
"irl may fear irre"ularity a hormone imalance or !orry aout her future

SMJG CAREGIVING NCII 26

 

aility to conceie or a i"n of pre"nancyG malnourihment, oeity and

emotion can add to the prolem of irre"ular mentrual flo!
f. 0irl mut
mut 4no!
4no! !hen
!hen their
their period
period !ill
!ill occur
occur o they
they !ill
!ill learn
learn to trut
trut their 
their 
odieG
od ieG they may !ant
!ant to plan their
their actiitie
actiitie
 durin"
durin" period to aoid
aoid
accident
". 1n addition
addition to e=planation
e=planation for the reaon
reaon for mentrual flo!,
flo!, "irl alo need
need
e=planation of "ood hy"iene and reaurance they can athe, ho!er 
and !im durin" their periodG they can ue either anitary nap4in or 
tampon
h. 0irl alo
alo need
need to 4no! that
that a"inal
a"inal ecretion
ecretion  !ill e"in
e"in to e preentG
preentG a
"irl may fear that he ha contracted an infectionG e=plain that ecretion
that caue ular irritation u""et infection and mut e ealuated in a
clinic

/. Conc
Concer
erns
ns of (o#
(o#s
s
a. oy
oy are a!are
a!are of increa
increain
in"
" "e
"eni
nital
tal ieG
ieG if they donBt
donBt 4no! tetic
teticula
ular 
r 
deelopment precede peni "ro!th, they can !orry that their "ro!th i

inade5u
inade5uateG
ateG men
!ho deelop latetend
maytofeel
meaure
inferior their manline y peni ie, o a oy
. 8ype
8ypertr
rtrop
ophy
hy of reat
reat ti
tiu
uee "yne
"ynecom
comat
atiaE
iaE ca
can
n occur
occur in pre&pu
pre&pue
erty
rty,,
mot often in toc4y or heay oyG may e concerned a reat tumor i
preent or e emarraed aout "ro!in" reatG althou"h it ma4e him
elf&conciou,
elf&conc iou, he can e aure that thi i normal and !ill fade a oon
a hi male hormone ecome more mature and actie
c. Some
Some oy alo ecom ecome e concerned
concerned ecauecauee althou"
althou"hh they hae
hae pui
pui
hair, they cannot "ro! eard yet or donBt hae chet hair, !hich are
out!a
out!ardrd reco"
reco"ni
nia
ale
le i"
i"nn of maturi
maturityG
tyG a
aur
ure
e oy
oy ththat
at pu
puic
ic ha
hair 
ir 
normally appear firt and that chet and facial hair may not "ro! until
eeral year later 
d. - emina
eminall flu
fluid
id i produ
produced
ced,, oy
oy e
e"in
"in to no
notic
tice
e eacu
eaculat
lation
ion durin"
durin"
leep,
lee p, termed
termed nocturnal emissionsG
emissionsG oy may eliee an old myth that
lo of eminal
eaculationJ and fluid
!orrydeilitatin"G
that thi i amay haei"n
!arnin" heard
of athe term Ipremature
prolem in year to
comeG oth are fallacie

&1 Ho
Home
me Sch
Schooooli
lin(
n(
%. ecau
ecaue e of reli"i
reli"iou
ou
 or pero
perona
nall pr
prefe
eferen
rence
ce or e
eca
caue
ue of diill
diillu
uion
ionmen
mentt
!ith the chool ytem, ome children are home chooled today
(. !ith their
their le e=teni
e=tenie
e e=perienc
e=perience e !ith peer
peer than other
other children,
children, they
they may
not e a comfortale !ith peer interaction
). their main contact ha een
een !ith parent at home,
home, o their
their ocaulary
ocaulary may e
adanced or can u""et they are older than their real a"eG they may e
e=pert at computer earchin"
'. a
ae
e
 if chil
child
d hae
hae pe
peer
er e=
e=pe
peririen
ence
ce,, pe
perh
rhap
ap
 th
thro
rou"
u"h h pa
part
rtic
icip
ipat
atio
ion
n in
community port teamG a4 if child receied e=poure to other culture or 
familie o the child can etter adut to people different from him#her at
colle"e or a firt !or4 poition

SMJG CAREGIVING NCII 27

 

G1 Lat
Latch
ch?e!
?e! Child
Childrenren
%. they
they are choo
chool&a
l&a"e
"e childre
childrenn !ho
!ho ar
are
e !itho
!ithoutut adult
adult uper
uperii
iion
on for pa
part
rt of 
each !ee4dayG
!ee4dayG the term allude to the fact they "enerally carry a 4ey o they
can let theme
themelele
 into
into their
their home
home aft
after
er choo
choolG
lG e
ecom
comee a promin
prominen
entt
concern ecaue in many familie today, oth parent !or4 at leat part&time
outide the home
(. fe! paren
parent t hae
hae fle=il
fle=ile
e !or4 hour
hour o they can al!ay
al!ay  e home
home !hen a
child leae for or return from homeG e=tended family memer !ho once
!atched children after chool are often !or4in" a !ell or may no lon"er e
cloe at handG many communitie are no lon"er cloe&4nit enou"h to hae
nei"hor !ho can e depended on to help out !ith informal childcare
). mao
maorr conc
concer ern
n i that
that chil
childr
dren
en !ill
!ill de
dee
elo
lopp an incr
increa
eae
edd te
tend
nden
ency
cy to
accident, delin5uent ehaiour, e"in dru" or alcohol aue or decreaed
chool performance from lac4 of adult uperiion
'. child
child !ho i e=tree=tremel
melyy fearf
fearful
ul or impul
impulie
ie or !ho
!ho finfind
d prolem
prolem olin"
olin"
difficult, time alone after chool may not e appropriateG ome communitie
offer pecial after&chool pro"ram o children do not hae to e home alone

*. on the other
other hand,
independence hand , children
eery day may!hoactually
feel afe eineneficialG
their
their community,
communi ty, a hort period
it encoura"e period of 
prolem
olin" in elf&careG chool&aed or"aniation li4e oy or 0irl Scout offer 
pro"ram to help children adut to ein" home alone
0. Safet#
Safet# Tea
Teachin
chin"" for
for atchk
atchke#e# Chil!ren
Chil!ren
a. al!ay
al!ay loc4 dodoor
or and neer
neer ho!
ho! 4ey
4ey to other
other or indicate
indicate that
that you tay
home alone
. !hen
!hen an!erin"
an!erin" the teleph
telephone
one,, ay the parentparent i uy,
uy, not aent
aent from
home
c. hae
hae a plan in eent
eent you
you loe your
your 4ey uch
uch aa tay !ith
!ith a nei"ho
nei"horE
rE
d. donBt
donBt "o into
into the houe
houe if the
the door i openopen or a !indo!
!indo! i ro4e
ro4en n
e. learn
learn fire afety
afetyGG practice
practice a fire drill
drill from
from all room
room  of the houe
houe
f. chec
chec44 in !ith
!ith pare
parent
nt
 y telep
telephohonene !hen
!hen you you fir
firtt ar
arri
rie
e home
home fr from
om
chool
". you
identi
identify
fy a cal
hould caller
ler efore
not ef
openorethe
openin
opedoor
nin"" or
th
thee"o do
door
orGG a"
!ith a"ree
a ree on a unle
peron ecret
ecret thecode
code !ordG
peron
4no! the !ord
h. learn
learn ho! to chan chan"e"e li"ht
li"ht ul
ul afely
afely if it !ill
!ill e dar
dar44 e
efor
fore
e parent
parent

return home
i. lear
learn
n ho! to to report
report a fire and teleph
telephone
one polic
policeG
eG practice
practice thi
thi !ith
!ith parent
parent
. Safet#
Safet# 'esponsi
'esponsiili ilities
ties for
for )arents
)arents of atchke#
atchke# Chil!re
Chil!ren n
a. prepa
preparere a aafe
fety
ty 4it and 4eep
4eep it fille
filledG
dG incl
includ
udee a fla
flahl
hli"h
i"htt in ca
cae
e of a
po!er failure o children do not need to li"ht candle to preent fire
. plan after&choo
after&chooll nac4
nac4 that do not not re5uire
re5uire coo4in"
coo4in" to preent urn
c. 4eep
4eep firearm
firearm loc4ed
loc4ed,, !ith the
the 4ey in a place
place un4no!n
un4no!n to child
d. 4e
4eep
ep a lit
lit of emer"en
emer"ency cy tel
teleph
ephonone e nu
nume
merr inclu
includin
din"" paparen
rentB
tB !or4
!or4
numer y the phone
e. arran
arran"e
"e !ith a nei"nei"ho
horr !h
!ho o i uually
uually home durin" durin" late
late af after
terno
noon
on for 
child to tay there in cae of an emer"ency

SMJG CAREGIVING NCII 28

 

f.if an olde
olderr child !ill
!ill e !atch
!atchin"
in" a y youn
oun"er
"er one,
one, e certa
certain
in oth
oth childre
childrenn
undertand the rule laid do!n and de"ree of reponiility e=pected
". e certain
certain child under
undertantand
d that rule
rule that apply
apply durin"
durin" other time
time alo
apply durin" independent time
. )arenta
)arentall Actions
Actions to )reent
)reent onelin
oneliness ess of atchke
atchke# # Chil!ren
Chil!ren
a. e certain
certain to ma4e additi
addition
onal
al time aai
aaila
lale
le after
after !or4
!or4 o childre
children n ca
cann
decrie their day
. help child
children
ren each
each mornin"
mornin" to plan
plan an actiit
actiity
y for tha
thatt day o they
they hae
omethin" purpoeful to loo4 for!ard to durin" time alone
c. allo!
allo! pecial
pecial priile"
priile"ee uch a liten
litenin"
in" to muic
muic that other
other memer
memer of 
the family do not li4e a !ellG allo! e=tra teleiion hour durin" thi time
d. conide
coniderr a petG een
een aca"ed
aca"ed animal
animal uch
uch a a hamter
hamter or a ird,
ird, offer
offer
companionhip in a 5uiet houe
e. ca
callll children
children if there !ill
!ill e a de
delay
lay in arriin"
arriin" homeG
homeG une=pe
une=pecte
ctedd time
time
alone i fri"htenin"
f. le
lea
ae e me
mea"a"e
e on the the refr
refri"
i"er
era ato
torr or in th the
e a
ath
throroom
om or le lea
aee a
mea"e in the an!erin" machine ut to ay IhiJG ma4e ure itB not full
of ta4 to do

". encoura
enc oura"e
a help "epa
to children
childtime
ren to readG
readG fictional
fictional character
character ere
ere a friend
friend a !ell
h. ur"e childre
children n to net!o
net!or4 r4 !ith other
other latch4ey
latch4ey children
children a to ho! they they ue
time
tim e effe
effecti
ctie
elyG
lyG tal
tal4in
4in"
" on the telep telepho
hone
ne or e&mail
e&mailin
in"
" ananoth
other
er ch
child
ild
reduce loneline for oth
4. )arenta
)arentall Actions
Actions to Increase
Increase Sociali$a
Sociali$ationtion of atchke#
atchke# Chil!re
Chil!ren n
a. help childre
childrenn plan afte
after&ch
r&chool
ool actiitie
actiitie li4e oinin"
oinin" cience
cience clu for one
afternoon a !ee4
. e=plore port pro"ram
pro"ram at at chool or in thethe community,
community, a thee
thee are often
done after chool
c. e=plore
e=plore child
child care
care pro"ram
pro"ram at choo
chooll !here child
child attend
attend,, a pulic
pulic lirary
or a church
d. net!or4
net!or4 !ith
!ith other
other parent
parent or a4 for for fle= time o child
child uper
uperiio
iion
n can e
alternated after chool
e. e ure children hae opportunitie
opportunitie to ocialie !ith friend on !ee4end
!ee4end
or on day !hen either parent i home

SMJG CAREGIVING NCII 29