RESPONSIBLE ADULT 20 HOUR ON LINE

CERTIFICATION COURSE
Once you have completed the course you would be able to work in:

1. In a school age Group Child Care (Licensed)

2. In an Occasional Child care (Licensed)

3. As a replacement (Substitute/casual on call) for ECE Assistants (for less than 30 days) in a licensed
group child care centre or preschool. This does not include replacing a qualified early Childhood
Educator.

This course may be suitable for courses required to open a Family Child Care Centre, but check with your
Licensing Officer first.

PLEASE NOTE:

Read the course Sessions 1 to 11 and answer all the questions in Session 12 and
send back to us at e mail provided.

This course is a 20-hour course and it should take at least 20 hours to complete
if all the information is read thoroughly, and the questions in Session 12
answered in detail.

We will ask you at the end of the course how many hours it took you to
complete, and we rely on your honesty to tell us.

If you do not complete the full 20 hours, we will send you a certificate
for the hours completed which would not be a full 20-hour
Responsible Adult Course. It will then be up to you to take other
courses to make up the 20 hours necessary for licensing.

As we are constantly upgrading the course you have up to 6 months

from date of purchase to complete your course
 CHILD GUIDANCE

RESPONSIBLE ADULT COURSE

SESSION 2
 CHILD GUIDANCE
As caregivers, whether parent or teacher, we are sometimes quick to judge the
behavior of a child without first thinking of the underlying cause of the behavior.
We should consider that a young child could be woken out of a sound sleep in the
morning, forced to dress and have breakfast, loaded into a car or bus and
trundled off to daycare.

There he spends his time basically doing what the caregiver wants him to do.

He has no choice in the fact that he has to go to daycare.

If someone did this to us, I wonder how we would feel. Personally, I’m not a
morning person to start with, so if someone woke me up early I think I’d be pretty
cranky.

So, let’s take a look at some of the behavior a child may exhibit and why.

The first thing to look at is development. How old is the child, and how much can
he handle?

A toddler for example may bite another child…obviously he’s not doing it because
he’s hungry. Much of the time it’s because he cannot communicate verbally, and
so it’s easier to grab a chunk of flesh in his mouth than try to verbally
communicate.

So, we need to relate to developmentally appropriate behavior.

The next thing we need to find out about is the child himself.

What is he allowed to do at home…is he allowed to walk around with food in his

hand? In the childcare he is expected to sit at the table.

Does he have limits set for him at home, or is he free to do what he wants when
he chooses?

Now in the childcare he finds it difficult to relate to the limits set by the staff.
So why do children misbehave?

Is it sometimes our expectations are not realistic?

Take for example the story of the mom that had just finished cleaning her living
room to shiny perfection.

Along comes her three-year-old son, who had been playing in the garden, and
proceeds to dump a jar of soil and worms on her sparkling coffee table.

Well of course mom freaks out, and gives him heck.

It turns out he was so excited with his worms he wanted to share them with his
mom.

So…how do you think mom felt afterwards?

I mean some misbehaviour is definitely not misbehaviour in the eyes of the child.

Some children demand attention. They feel that your full attention should be
directed to them. If you are talking on the phone chances are that the child who
demands attention will be constantly interrupting you. The child will also demand
that you do things for them that they are quite capable of doing themselves, such
as putting on shoes, clothes etc.

Other children want to be in complete control, meaning that no-one should boss
them around, as they have the power.

Some examples are children that will not go back inside when you want them to,
or refuse to clean up the toys, insist that they have ice cream before lunch, will
not get their shoes on when asked to do it, and the child that tells you that you
are not the boss of them, and many others.
This is where we get into a power struggle, as you and the child are determined to
win.

Then there is the child that feels inadequate, and just gives up. If a child is given a
puzzle and she cannot do it or has things done for her that she cannot do herself,
or is criticized for not doing it right, then the child feels she might as well give just
give up.

Sometimes the environment itself can cause misbehaviour. In a child care setting
a child care that has too few toys, or too little to do, can cause a child to be bored
and misbehave. Transitions from one activity to another in a child care setting can
also cause stress and misbehaviour. Toys and equipment that is developmentally
inappropriate can also cause concern.

Children are unique, and all develop at a different pace. One child may be
advanced in speech, and behind in cognitive skills. Another child may be an over
achiever in physical development, but have a language impairment. It is
important therefore to make sure that a misbehaving child has no other
underlying cause to their misbehaviour.

So, some basic tools for avoiding misbehaviour are important.

1. Explain to the children what is expected of them, and set limits. If you don’t
want the children to run inside, then tell them that they need to use their walking
feet inside. Tell them why…if you run you could fall and hurt yourself, or knock
down one of your friends and hurt them.

2. Sometimes you may need to remind them what will happen if they don’t
respect the limits. “Deb, if you don’t put your toys away, I’ll have to do it for you,
and you won’t be able to play with them again today”

3. If the child is old enough ask them to come up with a solution for the problem,
or if he is frustrated help him think of a solution. Always remember to encourage
and praise the positive.

4. Make sure the child is developmentally able to cope, before you set a limit.

Let’s go back to our misbehaviour.

Let’s think of a child we may have in childcare that demands extra attention.

Dayton goes to the teacher and asks for help in writing his name, a few minutes
after this he is back again asking you to help him tie his shoe. Then five minutes
later he knocks down another child’s block structure, and then he wants you to
read him a book.

This child is constantly seeking attention, whether it is in a positive or negative

way is irrelevant. He feels that the only way he will gain attention is by constantly
demanding it.

So even though we know that Dayton is crying out for attention, it is not always
an appropriate time to offer it. Time can be given to teach Dayton to write his
name or tie his shoe, when it is more convenient for the teacher. Praising him at
these times, will give him the attention he is seeking, but not in the ways that
reinforce the constant expectation of demands for inappropriate attention.

Now what about the child that engages you in a power struggle?

The thing we have to remember here is that it takes two to make a power
struggle.
You must have had situations where a child absolutely refuses to do as you ask
and tells you “you can’t make me” This makes you angrier, and more determined
that this little child is not going to tell you what to do.

These children put a lot of energy in trying not to cooperate.

Let’s take an example of a power struggle.

All the children are playing outside, and it is time for lunch. Robbie decides he is
not going to go inside and tells you “You can’t make me”. First reaction is to pick
Robbie up and carry him inside screaming and kicking. This will allow one person
to “win” and get what they want, but what about the next time it happens will the
behavior get worse?

The teacher could have given Robbie a choice. She could have said “Robbie you
have the choice of helping me pick up some toys and coming inside with me, or
you can go inside now with Rachel.” If Robbie still insists on staying outside he is
told “that is not one of the choices”

Another thing could have been to tell Robbie that she needs his help, and would
he like to go and tell Andrea that it is time to come in…thereby distracting him
from the power struggle.

As long as both people in the power struggle want to be “winner” then the
struggle escalates, so it is much better to think it through, because when you are
“winner” it inevitably means the child is the loser.

What about the child that feels he can’t do it.

Ryan won’t join in circle time, but stands back watching the other children enjoy
themselves. When encouraged to join in he just shakes his head and keeps
watching.

The other children were playing with musical instruments, but Ryan again refuses.

After a while the teacher takes two maracas over to him and holds one close to
his hand and helps him shake it. She tells him that it took a lot of courage for him
to take the maraca, and that she is proud of him for trying.
If we can focus on small positive things that the child does, and encourage him,
then step by step he will gain confidence to try other things.

Let’s talk about environmental factors.

Areas should be childproofed whether it is at home or in the childcare. This way

you don’t constantly have to be telling your child not to touch for his own safety.

When toys are not developmentally appropriate for children they may become
frustrated and misbehaviour may occur.

Try to keep the child “wait” times as few as possible.

Children sometimes need to be alone, so make sure you have a comfortable area
for them to rest or calm down.

In a childcare centre, sometimes providing duplicates of popular toys can alleviate

misbehaviour.

In a well-disciplined child care each child is able to pursue his activities in a calm,
secure learning environment.
Discipline problems can and do occur. In most cases, two children or a small
group of children may be involved in a simple dispute which often boiled down to
a conflict of wills.

*Two children want the same item

*One child pushes the other deliberately or by accident

*An unwelcome child wants to join in an activity

*One child encroaches on another child’s space

Good discipline is based on mutual respect and liking

Good discipline is possible when the rules are simple, kept to a minimum, and
understood by everyone.

Good discipline is fair and consistent.

The teacher should be a good disciplinary role model

Proximity is often a good promoter of discipline

Good self image promotes good discipline-expect something positive rather than
something negative from the child.
Make it possible for the child to do what is expected of him

Compliment whenever possible

Show that you are really interested in his progress.

Prevent confrontations

Provide space for each child.

Prepare ideas for attracting the attention of the children in order to prevent a
potentially disruptive situation.

Ensure the classroom is a productive, stimulating, and happy place.

Parenting plays a large role in the behavior of a child.

There are different styles of parenting and child rearing. When we have children
we never really think about this, but maybe we should think of the way our
parents treated us when we were children, and how this could affect your
parenting style.

My parents had to have full control, and had the idea of “spare the rod and spoil
the child”, so I got smacked frequently. In my school days if you misbehaved at
school you were sent to the headmaster’s office to get caned. Today if a teacher
were to lift a hand to a child it would be considered child abuse. The philosophy
today is that children could learn that aggression is OK…if we spank, we are telling
him that it is OK to hit. Was I aggressive because I was spanked…no, I don’t think
so, but it did make me take a totally different approach to bringing up my own
children, as I did not believe in spanking.

Spanking may have stopped me from doing something naughty for that period in
time, but it didn’t solve the problem, and I probably misbehaved by doing the
same thing all over again.

Parents in my day did not explain things to their children…at least mine didn’t…it
was you do as you are told, and don’t ask questions.

So, I guess my parents in today’s standards would have been considered

“autocratic” parents…they decided what acceptable behavior was, and if I didn’t
comply with it then I was punished. I never had a choice, and I did fear my father
more than my mother as he smacked harder. So, I think I behaved more from fear
not from choice.

The “permissive” parent places enormous value on denying the existence of the
generation gap, consequently children of all ages, including very young ones, are
encouraged to make decisions that more traditionally fall within the domain of
the parents.

Neither enabling nor constraining behaviors are encouraged by the permissive

parent. Instead children are often immature and display a lot of regressive
behaviors, or they engage in adult like behavior which is not acted out with adult
maturity.
Children as young as two or three years of age are consulted about menus…what
they want to eat, when they want to sleep, when and if they want to take a bath,
toilet training, choice of caregiver, and so on. It’s not unusual with the permissive
parent to ask a three-year-old child whether she would like to go out for lunch or
eat at home, and then which restaurant she would like to go to, and when she is
there what she would like to eat…where we might hear a child ordering a vast
amount of food, which the parent orders for her, only to have her show no
interest in eating it. We also notice that the parent will do her best to
accommodate any demand made by her child and be apologetic if unable to meet
the demand no matter how unrealistic it may be.

The parent does not know how to say “no” to her child. We know from the work
of Rene Spitz that the appearance of “no” marks that a new level has been
obtained marking the beginning of abstract thinking, autonomy and inner
regulation in the child. When these developmental milestones fail to take place

we see a dramatic increase in separation anxiety, various adjustment disorders

sleep disturbances, eating problems, and much delayed toilet training.

The permissive parent is sometimes sleep deprived, overworked, and

overwhelmed, but still unwilling to take charge and institute changes to reduce
the disorganized home. For instance, if the sleep deprivation is caused by a young
child sleeping in the parental bed and demanding drinks, videos, stories etc.
during the night, and the parent behaves as if this is a natural part of being a
parent by yielding to these demands, then it’s time to change.

Democratic parents on the other hand, help children become responsible for their
actions, and think about the consequences of their actions and behavior. This
style of parenting will give choices based on the child’s ability. For a small child, as
an example, the choice may be to wear a blue or red shirt, or choose between an
apple, orange or banana.

Parents guide children’s behavior by teaching not punishing.

So, some of the things we need to look at is that each child is unique so there is
really no one way to discipline, also different children respond in different ways to
discipline.

Children need a consistent routine so they know what is going to happen next.
This is especially important in cases of broken families where parents share
custody, and the child is at mom’s house a few days of the week and at dads the
rest. The more consistency you can provide for the child the better.

Set Limits

Make these limits that you can live with, and are age appropriate to the child.
Also, be consistent if you are setting limits. How many times have I seen a parent
tell her child not to climb on the furniture, and five minutes later when he is again
climbing on the furniture, she totally ignores it. If you are not going to carry it
through then don’t set the limit in the first place. The whole idea is to help
children develop self control and self direction. Also remember as your child ages
so should your limits. An appropriate limit for a three-year-old child may not be
appropriate for a five-year-old child. Another thing we need to do is to set a good
example for our children and that means things like washing our hands after we
go to the toilet or before eating. Telling the truth is a big issue with me, as how
many times do we hear parents giving their child heck for not telling the truth,
and five minutes earlier mom was telling Aunt Ethel that she had to go
somewhere, that’s why she couldn’t meet her, and of course the child knows that
mom was home all the time and didn’t actually have to go anywhere and is
fibbing to Aunt Ethel. So, it’s important if we want our children to learn good
habits, we don’t use the old saying “Don’t do as I do, do as I say”

Sometimes children learn from a natural consequence. A natural consequence of

a child not putting his bicycle away at night and leaving it out on the street could
be that the bike gets stolen.

A logical consequence on the other hand is when a parent thinks of a

consequence because a natural consequence may be too dangerous. If your child
is playing outside and runs on the road the logical consequence would be that he
loses the right to play outside…the natural consequence may be that he gets hit
by a vehicle. Even if it’s not because of danger, logical consequences can be used
in other instances. For instance if your child is not eating her food but playing with
it, a logical consequence might be that mom calmly picks it up and puts it away,
and tells her child when she is ready to eat it she can try again. If the consequence
is pertaining to something like a child not eating food, then the secret is not to let
them snack after, and return the food to them at the next meal.

With small children sometimes, redirection helps. For instance, if he is throwing

blocks around the room you could remove the blocks and offer him a ball instead.
If he is playing with other children and spoiling their game he could be redirected
to another activity.

Sometimes ignoring negative behavior is successful. This works particularly well if

a child uses an unacceptable word. The more they get a reaction from someone
the more they seem to use it. If we ignore what they are saying, and they don’t
get the desired result of using the word then sometimes it goes away quickly.

When nothing seems to work you could use the- who, what, where, when, why
and how method.

Ask yourself first WHO owns the problem? Many times, as we mentioned earlier
it’s not a problem for your child but it is for you.

WHAT is the problem?

WHERE is it happening…outside where people are watching and commenting, or

in the privacy of your own home? Would you handle the problem differently if
you were at home, or maybe it wouldn’t happen if you were at home?

WHEN is it happening? At what time of day, maybe your child is tired or cold, or
maybe some other problem is contributing to the behavior.

WHY is it happening now? Is there something that triggers the behavior at this
point and why does it happen?

HOW can I prevent the behavior, what other approaches could I use?
Many times, I also hear parents consistently saying “no” and “don’t”. If we could
only use these words if our child is getting into danger so we could shout “NO” or
“DON” T” and he would actually listen would be wonderful. Children hear these
two words so frequently that many times they shut them out, and when we really
need to use them then they don’t hear us.

Let’s try rewording some don’ts.

Don’t run…instead use “Use your walking feet”

Don’t touch anything…instead use “Hold my hand”

Don’t climb on the chair…instead use “Keep your feet on the floor”

Don’t shout…instead use “Use your quiet voice.

What about the aggressive child how should we discipline him?

A child who physically hurts another child either physically or verbally is described
as aggressive.

The aggressive child may not have the vocabulary to express the intense emotions
which he feels and thus he often resorts to physical actions.

The aggressive child is unable to control his anger when he feels thwarted or
when he is frustrated.

Aggressive behavior should be very carefully handled.

*Watch for signs of tension if he is playing with other children.

*Try and establish the root cause for the aggressive behavior.

*Realize that the cause of aggression may not be the present situation- it may be
fatigue, excitement, or feelings brought from home, school or playground.

*Help the aggressive child to understand that anger is natural and everyone feels
angry at times.

*Teach the aggressive child that it is not acceptable to hurt other children

*Suggest alternative behavior rather that saying “Don’t”

*Give positive attention and divert attention.

*Provide a release from tension and aggression-outdoor play, physical play,

music, singing, painting or drama often help to defuse aggressive feelings and
behavior.

*Help the child verbalize his feelings.

Teachers, who shout and scold a great deal, often have a higher than average
number of aggressive children in their classes.

What about a child that is aggressive toward his playmates or siblings?

A caregiver was complaining about a child that kicked down a block tower that
another child was building. She wonders why he is so hurtful and what she can do
to help him. The aggressive behavior can begin innocently enough in pretend play
but too often results in children hurting themselves or others.

Many parents and caregivers worry that society in general has grown more
violent and fear the effects of violence in the media and the marketing of toys
relevant to aggression.

Kids have always played with toy guns and as kids we watched cowboy and Indian
movies and played with toy guns, and we didn’t grow up to be killers.

It’s true that children have been watching violent cartoons and movies for years,
but children today live in a dramatically different World from that of past
generations. Years ago neighborhoods were free of drive by shootings, and no
one brought illegal weapons or drugs to school. Our grandparents played cops
and robbers when they were children. They used plastic cap pistols. Everyone
knew the cops were the “good guys” and the robbers were the “bad guys”. Those
days have long passed. Children do not necessarily perceive cops as “good guys”
and they regard an assortment of disreputable, aggressive characters as heroes.
Even worse, many children witness violent acts in their homes and communities.
Some are the victims-or perpetrators of violent crimes. All children are affected,
regardless of their race, religion, income, age or gender.

Play is an important part of a child’s development…through play they learn. Play

allows a child to practice skills they need when they need as they grow and learn.
For example, block play allows them to compare sizes, shapes and experiment.
Since play is important to learning, consider how aggressive play prepares
children for living. What does it teach the child about solving problems? How
does it affect social interactions? How might it impact their physical safety and
survival? It’s natural for children to occasionally exhibit aggressive behavior in
response to certain situations. Children may hit or kick when they are feeling
frustrated or angry, and things can happen every day to confuse and anger
children. A child for instance that wants a toy from another child may revert to
pushing, hitting or biting to get what she wants if she doesn’t have the social
skills, language or patience to get what she wants.
Some people would point out that there are potential benefits to aggressive play.
They suggest that it offers children the opportunity to feel strong, confident and
in control. (Is this where our bully comes from?) It also allows them to express
feelings of hostility and frustration, and to experiment with behaviors that may
not be appropriate in most social situations. While this may be true, others
believe that such play reinforces many negative behaviors and social skills.

What about the toys, games and shows that use violent material created
specifically for children…Superheroes, toy weapons, movies, TV shows, software,
games and clothing, all related to violence? This material also teaches children
that violence is entertaining, guiltless and rewarding. In addition these toys can be
dangerous in misleading a child to think that aggressive behavior, mainly guns and
weapons are harmless and do not really hurt or kill people.

We have heard of children accidentally wounding or killing someone with loaded

guns they mistook for toys. We’ve also heard stories of children being shot by
police who mistook the toy gun for an actual weapon. If adults can’t tell the
difference how can we expect children to do it?

In a national survey 91% of teachers responding indicated that the increase of

violence in their classroom was due to TV shows, videos, or toys that contain or
suggest violence. Children tend to re-enact what they have seen or TV rather that
creating their own imaginative play.

Some parents and caregivers do not allow aggressive play, others permit some
but have rules of what children can and cannot include in such play, such as a no
guns rule. Some parents will allow their children to be aggressive in the belief that
it will help children stand up for themselves and not be bullied and let anyone
push them around.

While we want our children to feel strong and independent, this approach may
not be effective in the long run as when they grow up they will have to respond to
conflicts with words, and hopefully not fights.
What does aggressive play teach children?

*To solve arguments by fighting.

*To equate violence and aggression with fun and entertainment.

*That aggression is rewarded.

*To admire and emulate characters who use aggression to get what they want.

*That the strongest and biggest wins.

*That people don’t really get hurt as a consequence of violence and aggression.

*That aggression gives a (false) sense of strength, confidence and control.

What does empowering teach children?

*To solve conflicts in effective non violent ways

*To develop useful positive social and physical skills.

*To express feelings in appropriate ways

*To share and take turns

*To appreciate and respect others

*To admire and emulate positive, helpful, healthy role models

*That hurting others in never OK

*That real strength, confidence and control come from learning new things
Suggestions for redirecting aggressive play- to empowering play.

1. Show children that they are admired for being themselves and doing the things
children do naturally.

*Have reasonable expectations for children. They are not little adults, they need
time and practice in everything from learning to talk to throwing a ball.

*Help children mark their progress as individuals and learners. Use simple
statements to recognize small accomplishments such as “You seem to be jumping
higher that you were before”

*Help children discover something in which they have a special interest. By

pointing out their ability to paint, or their love of animals etc you help them build
confidence and self esteem.

Allow children to feel important and involved. For instance, allow them to help
you with simple chores such as cleaning the table etc

2. Help children express their feelings in a variety of ways

* Remind children to use words. For example, if he starts pushing or hitting to get
something you could say “Derek, it seems you want to play with the car. Ask
Drake if you can have a turn too”

*Model appropriate language for children. Remember to speak in the way you
want them to speak. Avoid harsh, humiliating or intimidating language.

*Take children’s feelings seriously. Listen and respond to their questions and
concerns with kindness. Treat them with the same respect and dignity with which
you would treat everyone else. Be there when they ask for help.

3. Encourage children to express their feelings by drawing pictures or telling

stories

*Suggest safe appropriate physical activities such as hammering nails, working

with clay, or digging to express aggressive feelings
*Encourage cooperative play and behavior. Decide which games, toys, TV shows
and videos are appropriate for the child. Ask yourself what does the child learn
from this? Does it promote cooperation, or does it promote aggression?

*Set simple rules such as “We don’t hurt ourselves or other people” Be consistent
in enforcing the rules. If the child states that another adult allows him to play
something that you do not allow you can respond “you play by her rules when
you are with her and you play by my rules when you are with me” It’s not just
good enough to say “No” or that certain kinds of play are “not allowed”, as
children do not always know a different way to behave. We are responsible for
teaching them other ways by modeling, creating and consistently reinforcing
positive, appropriate play and behavior.

*Turn potentially dangerous negative play into safe, positive play. For example,
suggest that if Derek is going to be a superhero, he has to find ways to help
others. Have him help his friends to clean up toys off the floor.

*Help children understand that they do not always need to fight for what they
want, to win at the expense of someone else, or to win all the time. Show them
that by working together they can frequently accomplish much more.

*Avoid resorting to the old saying “Boys will be boys”. There is more to being a
boy than being aggressive, despite what the toy companies and media often lead
us to believe. Little girls also play aggressively. Help children choose appropriate
non-aggressive characters to emulate.

Redirect the physical energy involved in aggressive play

*Encourage a variety of active challenging safe, cooperative physical activities.

Have children kick a soccer ball at a target or hit a golf ball. Play music and
encourage creative movement and dance

Children face challenges that we could not have imagined a decade ago, and we
as adults also face challenges. Although we may not be able to control what
happens in the World as a whole, we can often control what happens with the
children in our care if we pay attention.
WWW.WORKSHOPSONEARLYLEARNING.COM

Session 3 Responsible Adult Course

PERCEPTION AND MOTOR CONTROL

Perception and Motor Control
It is a fundamental need for every child to be constantly on the go. Playing games
and involving his whole body, physically and mentally. Activities such as running,
jumping, skipping, playing with a ball etc. give the child exercise, strengthen his
muscles, develop agility, and at the same time, develop the perceptual skills
needed for learning. They also help to promote a positive self image.

Unfortunately, in our electronic World, children often spend a great deal of time
participating in activities which involve only mental skills. Watching TV, and
videos, playing computer games and playing with battery operated toys do not
involve the large (or gross) muscles of the body. Because of this, many children
display a backlog when it comes to physical fitness. This is a cause for concern.
We should aim at a balance between mental and physical activities in the
nurturing of the young child.

By the age of five or six, most children will have reached the following levels of
gross motor development.

Forward movement

The child should be able to execute the following movements:

 • Crawl, roll, walk, run, march, skip, catch/throw a bean bag or ball.
• Respond to action songs and rhymes.
• Imitate the movements of people, animals, and fantasy creatures.
• Move to music with different tempos, e.g. running, skipping, dancing
• Stop on a given signal
• Play “Follow my leader” types of games.

Symmetrical Control

The child should be able to control both sides of the body:

• Marching, lifting the knee high, stiff “tin soldier” marching, cross arm/leg
marching.
• Moving in response to music or an imaginary situation; walking; in mud, on
ice, on hot bricks etc.
• Moving with a partner: Sawing a tree, pushing/pulling a heavy load, rowing
a boat.

Crossing the Midline (Integrates both sides of the brain and involves total body
movement. It helps children understand spatial concepts)

Activities which encourage crossing of the midline of the body should also form
part of the Gross motor program.

• Shaking hands
• Combining two or more body actions, e.g. touching one part of the body
with another.
• Walking, running or jumping on a curved rope.
• Jumping on both feet: scissor jumping, jumping over a skipping rope.
• Cross clapping.
• Throwing or Kicking a ball
• Twisting and jumping in rhythm.
Static Balance

Static balance requires a good deal of control and concentration.

• Standing on one foot.

• Playing “statue” type games.

Dynamic Balance

Dynamic Balance promotes poise and posture.

• Walk along a low row of bricks.

• Walk on tip toes.
• Walk, balancing on a rope on the ground.
• Walk, balancing on a low beam.
• Walk, balancing a bean bay on your head.
• Walk, holding an object, e.g. a potato on a spoon.
• Running, jumping, hopping etc.
• Riding a bike
• Walking on stilts.
Children should be continually assessed in relation to their previous efforts, and
not in relation to other children.

Between the age of five to seven, as children mature and develop, the focus
progressively changes from what they can do, to how their actions are performed.

Language plays a major role in helping children to interpret and improve the
expressive qualities of their actions. Every action can be performed in a number
of ways and this is best achieved by using descriptive words and ideas. Think of
what the child might do when asked to walk jerkily and stiffly like a tin robot, or
jump like an angry toad!

Children should be able to describe their actions e.g. walking sadly, stepping
lightly, stamping crossly, marching briskly, slithering smoothly etc.

To help children develop their language skills

• The starting point in language development is to talk and listen to each

child every day.
• Display an interest in what he tells you. Make sure your interest is genuine.
Children are very quick to sense when you are not really interested.
• Whenever the opportunity presents itself, look at objects in the
environment as well as books and pictures with the children.
• Encourage the child to name the objects which they see, describe them, say
what they are used for, what they are made of, where they are found etc.
• If a child has difficulty understanding a word or concept, make use of mime
and dramatization to clarify the meaning.
• Answer the child’s questions at their own level of understanding.
• Reward children with verbal praise “That was well done, I can see you are
doing your best”
Posture

Good posture is related to a good self image.

Posture is the ability to hold the body in an upright position while sitting, standing
or walking.

A child who holds his head up and his shoulders back while sitting, standing, or
walking, is said to have good posture.

A child who feels insecure, afraid and insignificant will display these feelings in his
general posture.

Good posture is related to postural balance which demands an awareness of both

sides of the body and their relationship to each other.

The child needs to be aware that

• He can move each side of the body independently.

• He can move his body and keep his balance while walking, skipping,
balancing on cycles etc.

Integrated Motor Control

• Hand-hand coordination: clapping hands, clapping in time to music, finger

play activities, cross clapping.
• Foot-foot coordination: Pushing pedals on a toy car or bike, balancing on a
row of bricks.
• Eye-Foot coordination: Kicking a ball, balancing on a row of bricks, jumping
over a rope.
• Eye-hand-foot coordination: Throwing and catching a ball or bean bag while
walking, Kicking then catching a ball, walking while balancing an object in
the hands, running while balancing an object (potato and spoon race)
Motor Control, Perception.

In order to execute many fine and gross motor movements, perceptual as well as
co-ordination skills need to be integrated.

Threading a needle involve the understanding of size and distance as well as the
effective use of several sets of very small muscles which are used with maximum
control. Most of everyday activities require good eye-hand coordination. Children
should be given every opportunity to practice activities such as dough play,
painting, scribbling, and coloring, bead threading before formal writing is
attempted.

A child who has good eye-hand coordination will find learning to write a
pleasurable experience and consequently will be a good and fluent writer.

Activities that can help to develop good eye-hand coordination.

• Construction toys and blocks.

• Play dough and clay.
• Jigsaw puzzles.
• Threading beads.
• Cutting and pasting.
 • Pegs and pegboard activities.
• Picking up small objects with the fingers or with tweezers.
• Pegging clothes pegs onto string or cardboard.
• Coloring and drawing
• Screwing nuts onto bolts.

Coloring, Drawing and writing.

Painting, coloring, and drawing with wax or pencil crayons represent the child’s
first efforts to communicate through mediums other than speech.

Posture

• The child should be seated at a table of the correct height in accordance

with his own height and general physical build.
• His feet should rest on the floor.
• His head should not be too close to the writing surface.
• There should be sufficient lighting.

Position of Paper

• The whole of the fore arm of the non writing hand should rest on the table;
the no writing hand should help to hold the paper in position.
• The position of the paper is reversed for right and left handed children.

Pencil Grip

• There should be no difference between the way a left and right handed
child holds the writing instrument.
• The pencil or crayon is held between the thumb and the lower end of the
middle finger, the index finger rests lightly on the pencil.
• The back end of the pencil rests against the side of the second finger.
• The pencil point should be visible to the writer at all times.
Learning to cut with scissors

Activities such as paper tearing, modeling with playdoh, crewing nuts on bolts, etc
should precede cutting activities as they help to strengthen the small muscles of
the fingers and improve eye, hand coordination.

• Select blunt nose scissors to avoid accidents

• Left hander or double-bladed scissors are available for left handed children.
• The scissors should be held in one hand and the paper in the other.

Stages - learning to cut.

• Random snipping
• Free cutting of random shapes
• Cutting on a broad straight line
• Cutting on a narrow straight line
• Cutting simple straight-line shape-square, triangle, rectangle.
• Cutting a simple circle or outline of a picture

Perceptual Skills

Visual Perception

Visual perception is a term which covers a number of different skills.

Visual Discrimination

Visual discrimination is the ability to notice visually, similarities and differences

between objects, pictures and symbols.

This ability is the foundation for sorting, matching and categorizing.

Visual discrimination is essential for all educational activities, including reading,

spelling, and math, where the child needs to notice small differences in numbers
and letters.
Visual Foreground/Background Perception

Foreground/background perception is the ability to perceive a picture or object as

a whole, while being able to isolate a detail or component part which may be in
the foreground or background.

This skill can also be called focusing.

It is important to be able to highlight in the mind what is important, while

allowing other details to recede in the background.

A child who has a problem in foreground/background perception may have a

short attention span. He may also have a concentration problem because he will
tend to be distracted by irrelevant detail.

The skill of focusing is important for reading and comprehension exercises where
the child has to focus on a word or sentence on a page; or in performing
mathematical calculations.

Visual Constancy/Conservation

Many children have a problem recognizing an object, shape, word or sentence

which is presented in unfamiliar surroundings.

It should be understood that a square remains a square, regardless of whether it

is big, small, inside a circle, turned at a different angle, or painted in a different
color.

A car remains a car, whether it is seen from the side or the back. A child may be
able to read a word at the top of the page, but when he sees the same word in a
different position or context, he may be unable to recognize it.
Visual Closure

Visual closure is the ability to visually complete a picture, shape, word, or

number. This skill includes the ability to construct a whole object from a related
part.

A child who confuses ‘can’ for ‘cat’ may have a problem in this area as he does
not see the ending of the word. The skill of ‘visual closure’ is related to the skill of
comprehension.

Visual Sequencing.

The ability to arrange pictures, objects, shapes, letters or numbers in a logical

pattern or sequence is part of visual sequencing.

Children need to be made aware of sequences of events in their daily lives. They
also need practice in relating stories and actual events in the correct sequence.

A child who reads words such as ‘on’ instead of ‘no’…or ‘was’ instead of ‘saw’...Or
who writes ‘snad’ instead of ‘sand’ and who reverses numbers such as ‘12’ and
‘21’ may have a problem in this area. This skill develops from visual, spatial and
time perception.
Visual Seriation

The concept of seriation involves understanding the meaning of the concepts and
words such as few, more, most…. tall, taller, tallest...Short, shorter, shortest...big,
bigger, biggest...Heavy, heavier, heaviest etc.

In order to understand quantity and number, the child needs to be able to

arrange groups of objects and numbers in order, and in doing so come do
understand ordinal numbers (First, second, third etc)

Visual Memory and Recall

Visual memory is the ability to remember what has been seen. It also involves the
ability to remember details such a color, size and sequence and recall these
details at a later stage.

This aspect of perception needs to be introduced early, as without adequate

memory skills, learning has very little meaning. A child with poor visual memory
will find most scholastic subjects difficult.

Short Term Visual Memory.

Short term memory refers to the ability to recall what was seen shortly after it is
seen. Short term memory is immediate

Long Term Visual Memory

An image needs to be stored in the long-term memory of the brain if the child is
to be able to recall it at a later time

Spatial Perception

Perception of space includes an understanding of Spatial Relationships, laterally

and Directionality. Spatial perception is the most complicated of all the
perceptual skills. It is also the last skill to develop. Problems in this area can lead
to severe learning difficulties.
Spatial relationships.

As a child learns about his body and the space it occupies, he learns to understand
the relationship between:

• The position of an object in relation to himself.

• The position of two or more objects in relation to himself
• The relation of two or more objects in relation to each other and to another
observer.

Prepositions such as: on top of, behind, next to, underneath, in front of etc. are
important in acquiring spatial skills. Children who have poor spatial concepts will
struggle to set his work out neatly on paper, and write letters and numbers. He
will find all sequencing related activities such as reading and spelling difficult.
Problems experienced in the area of mathematics are very often related to a
deficiency in this area.

Laterality

A child who has an understanding of the fact that his body has two sides and that
each side can move independently, will have an understanding of laterality.

Once this stage has been reached, the child will be aware of and be able to
identify the left and right sides of his body. Only later will he be able to indicate
left and right to a person facing him. The difficulty here is when two people are
facing each other; the two sides of the body are opposite (Cross laterality)

Directionality

Directionality is the understanding of the direction in which a person looks, or in

which an object moves. This concept is closely allied to the understanding of the
words forwards, backwards, towards, away from, upwards, downwards, sideways
etc.

The concept of directionality involved the understanding of spatial relationships

and will only be fully understood once the concept of laterality has been grasped.
Auditory Perception

Auditory perception is the way in which the brain interprets the messages which
it receives through the ears.

Auditory Discrimination

A child needs to be able to hear differences in sound and compare the sounds
which he hears.

Auditory Discrimination is carried over to speech and speech sounds. The child
needs to discriminate between:

• Similar and dissimilar sounds high/low; loud/soft.

• Words that are similar in sound land/hand (rhyming words)
• Words that are different in sound here/there; man/can/fun
• Inflections in language
• Questions and statements
• Differing emotions expressed through speech.

Auditory Foreground/Background Perception

The child needs to be able to isolate sound in his environment. He needs to be

able to listen to one particular sound without being duly distracted by other
sounds. A child who never seems to listen in class may have a problem in this area
as he will be easily distracted by irrelevant sounds.

Auditory Closure

Auditory closure is the ability to hear through to the end of a sequence of sounds.
This skill is important when supplying rhyming words, word endings and one-word
answers to questions (I hear with my….?) It is important to be able to hear
differences in words which have similar sounds but different endings, e.g. cat,
can, cab…hat, had, and has…. think, thing, playing, and players.
Auditory memory and Recall

Memory skills are needed for effective learning and comprehension activities. A
child who is unable to remember what he has heard will find learning very
difficult. In order to improve auditory memory skills, we teach children to
remember and recite or sing songs, poems, and numerical combinations (Tables)

A child who has a good memory for rhymes and songs will have a better
understanding of language and will probably be a fluent speaker.

Auditory Sequencing

A child should be able to recall what he heard in the order in which it was heard.
This is a very important skill which is required for the following instructions,
repeating poetry, repeating numbers in the correct sequence, and learning to
spell.

Touch (Tactile) Perception

Touch perception is an awareness of what we have touched and what has

touched our bodies. It should be remembered that the whole body is capable of
feeling and being aware of touch sensations.

Touch perception includes the brain’s ability to discriminate between sensations

such as texture, shape and temperature.

It includes the ability to identify, name and describe these sensations. Describing
word help to convey touch/feel sensations to others:

Touch Sensation: Painful, comfortable, pleasant, and unpleasant.

Texture: Rough, smooth, scratchy, soft, hard.

Temperature: Hot, cold, Icy, cool.

Taste Perception

Taste perception is an awareness of what the tongue has tasted. It includes the
brain’s ability to use the sense of taste and the tongue to discriminate between
and identify differences in taste, texture, and temperature sensations.

Taste: Sweet, Sour, Salty, Bitter, Minty

Texture: Smooth, Rough, Crumbly, Lumpy, And Brittle.

Temperature: Hot, Cold, Warm. Icy.

Smell Perception

Smell perception is the awareness of what the nose has smelled.

It includes the brain’s ability to discriminate between and identify difference in

odor.

Describing words help to convey smell sensations to others:

Pleasant, Perfume, Food, Unpleasant, Smoke, Acid.

www.workshopsonearlylearning.com

MUSCULAR SYSTEM AND GROSS

MOTOR CONTROL

SESSION 4
RESPONSIBLE
ADULT COURSE
MUSCULAR SYSTEMS

A young child’s physical growth begins as muscles gain strength with use, and
children gradually develop coordination. The development of muscular control is
the first step.

When we observe a young child from infancy onwards we look for the basic
requirements for normal development.

Muscles

Voluntary or Skeletal Muscles.

Cardiac Muscle (Striated, Involuntary) they make up the walls of the heart.

Smooth Muscle (Unstriated involuntary) This is contained in structures that we do

not have control over such as blood vessels, stomach and intestine, urethra,
uterus, internal muscles of the eye.

Skeletal Muscle (Striated, voluntary) this is the muscle attached to our skeletons
and allows us to move our bodies.

Voluntary muscles are built onto the skeletal framework and help to keep the
body upright.

There are more than 650 muscles

Facial Muscles

These are involved in speech, eating and expressions.

Across Chest and Top of Back

Their function is respiration, shoulder and arm movements.

Lower Back

These help to maintain posture.

Abdominal

These protect internal organs.

Arm and Leg

These produce limb movement...they are like cables pulling on the bones...one
contracts and the opposing muscle relaxes.

When the body is relaxed the muscles contract partially but does not shorten, this
maintains tone.

The largest muscle is the gluteus maximus muscle in the buttocks.

Tone plays a vital role in normal development.

If tone is low it can make it difficult for a child to move and play. A child with low
tone often seems passive and unmotivated e.g. A child with Down’s syndrome.

Children with high postural tone are the opposite; they are stiff and have trouble
moving their head, arms and legs. (The extremities are high tone) Often these
children have low tone or floppy trunks, and often cerebral palsy.

Motor problems like these can result in a developmental delay.

A child must be able to balance the muscles so the joints can bend or straighten,
move side to side, and rotate.

A young baby can just lift the head, as the muscles in the lower back gain control
the child is able to rise on to the elbows.

Reflex Testing

Reflexes are movement patterns that always occur after the child is moved or
touched in a specific way.

Moro...startle disappears by four months.

Grasp...disappears in two months or less.

ASTN (Asymmetric Tonic Neck Reflex disappears in two to three months.)

Testing is done by a doctor or therapist.

Symmetry vs. Asymmetry.

Symmetry means equal both sides of the body. By about 4 months the infant
begins to show symmetry in supported positions.

Asymmetry

Asymmetry means no symmetry, lack of being equal both sides of the body.

Reference: Communication Skill Builders Inc

Gross motor development refers to how a child manages his body and what he
can do with his large muscles.

Motor development in the new infant is amazing. Within moments of birth it

begins to adapt to an outside world that is very different to the one experienced
in utero.

Motor development is both reflexive and protective. There is no voluntary control

of the body during the early weeks.

Babies develop motor skills in a head to toe direction. They are born curled in the
fetal position and soon begin trying to lift the head to look around. The first
movements the baby can control are those of the head and eyes.

During the first year the baby develops the ability to control the upper part of the
body...head and shoulder stability. Then pelvic stability, hip control, knee control,
and finally ankle and foot reactions. All babies develop in similar ways in
accordance to his or her genetic blueprint and environmental opportunities.

Tone, symmetry and muscle strength will play a large role in normal development.

The following pages describe the sequence of development.

A.T.N.R. Asymmetrical Tonic Neck Reflex 1-3 Months

Lift head, side to side, upper trunk, shoulders

Hand arms to knees, chest up, hand to toes, roll, sit.

Roll, sit, pivot, tummy up 5 Months

Crawl alternate, 4 points.

Pull to stand, cruise. 9-12 Months

Stand, steps, walks 12-15 Months

Run, jump, kick Note 3 Months+ or-

Static Balance
Coordination when moving

Agility, endurance, strength.

0-2 MONTHS

Supine (Back)

Kicks legs alternately

Rolls part way to side

Symmetrical posture

Prone (Stomach)

Turns head to either side

Raises and keeps head at 45 degree angle

Sitting (While held)

Head Bobs.

****Red Flag****

Unable to roll at this stage ...do not mistake flipping for rolling.

Infant with high tone may flip over.

3-5 MONTHS

Supine: Rolls side to side.

Prone: Head and chest raise 90 with forearm support. Props with extended arms,

Lifts legs in extension, feet to mouth.

Sitting: Head steady in sitting, pulls to sitting with no head lag, pulls self to sit.

****Red Flags****
Continues ATN reflex. Preference for one side of the body, should use both sides
equally, Unable to raise head and chest in prone position, muscle tone to high or
low. In order to progress to weight bearing movements in a prone position,
similar movements in a supine position must have occurred.

6MONTHS

Rocks on hands and knees in preparation to crawl.

7MONTHS

Sits unsupported shows more stability in the hips and trunk, can turn to look and
grasp object (rotation of the spine) Moves in and out of sitting easily, Creeps on
tummy.

8 MONTHS

Four-point crawl. Starting to balance on knee to reach up for objects. Increased

mobility and speed.

11 MONTHS

Walks with assistance

9-12 MONTHS

Stands with help. Tries to pull up and stand. Cruises along furniture, but may have
difficulty getting down from standing.

****Red Flags****

Jerky movements, arching, asymmetrical posture.

All children develop at different times. When observing infants the sequence and
quality of movement are important. Think in terms as illustrated in the stick figure
on gross motor, the head and trunk in the first 6 months. Lower extremities 6-12
months.
13-18 MONTHS

Walks a few steps alone (13 Months) Stands momentarily alone (13 Months)
Walks, starts, stops, with arms raised or to the side in balance (13 Months) Stands
independently (13 Months) Creeps upstairs (13 Months) Runs stiffly (15 Months)
Squats in Play (15 Months) Upstairs. One hand held (18 Months)

19-24 MONTHS

Downstairs one hand held (21 Months) Upstairs holding rail (21 Months) Walks
and Runs (24 Months) Up, down stairs 2 feet to step and kicks large ball (24
Months)

Young children will enjoy climbing in and out of boxes, pushing and pulling objects
and toys. They enjoy all kinds of music and respond with their bodies to the
rhythm by jumping, swaying and twisting which involves balance of both sides of
the body
2-3 YEARS

The first two years are spent in learning new skills as an individual. Gross motor
activities may be side by side with other children but with very little group
interaction as the child develops cognitive, fine motor, language and social skills,
and the concept of turn taking emerges.

****Red Flags****

Appears clumsy, trips over his own feet, unable to walk up and down stairs, walks
with wide base gait.

Observations: Emerging Skills, taken from Ages and Stages.

3 YEARS

Improved balance, often over confident in climbing and taking risks, does not see
danger. Runs-increased control. Changes speed and direction, Jumps with 2 feet
together. Balances on one foot with help. Walks tip to toe. Kicks and throws a
ball. Pedals a bike. Steers around obstacles and corners. Climbs up ladder.

In circle or group time use activities involving listen and respond as individuals or
groups. Try to keep groups small until children are aware of body (spatial
awareness) and limit the time initially.

****Red Flags****

Difficulty in getting up to standing from sitting. Problems rolling over. Difficulty

jumping, hopping or standing on one foot. Unable to bounce and catch a large
ball, or throw and catch bean bags, steer a bike. Possible causes could be little or
no previous experience with activity or interaction in active play.

Visual/ Motor Problems.

Tone (Large muscle problems) positioning of feet, inner ear infections,(Balance

problem) Sensory Integration dysfunction, poor dexterity, unable to cross midline,
poor depth perception, poor eye sight.
4 YEARS

Can run around and climb on top or go under and through objects in obstacle
course. Will need to have concepts of spatiality. Walk on line. Follow the leader.
Simon says (Body awareness) Throws ball with direction. Catches bounced ball.
Uses bat and ball. Caregivers need to be aware of child’s abilities and limitations
when planning activities. When a child is having problems observe skill level and
behaviours, always start with what the child can do. Task analysis and build on.

5-6 YEARS

Gross motor skills are more finely tuned along with eye/hand coordination. The
combination of those two skills with cognitive development understanding of
roles, taking turns, social interaction, and larger group games are important.

Recognition of the fact that many different factors play a large role in the
development of gross motor skills. Starting from the very basics the easier it
becomes to observe children, to recognize the sequence in order that you are
able to provide opportunities for children to practice ever changing skills.
www.workshopsonearlylearning.com

SESSION 5
FINE MOTOR CONTROL
RESPONSIBLE ADULT
COURSE
 FINE MOTOR CONTROL

The definition of fine motor: development in orderly

progression that is deliberate, and controlled movements requiring both muscle
development and maturation of the central nervous system. As adults we rely on
our fine motor skills throughout the day e.g. daily living skills, hygiene, dressing,
writing, cooking, sewing, playing an instrument, athletics. We need to be aware of
the skills of the young child and plan activities accordingly.

Infants reach, grasp, and then drop objects.

Toddlers manipulate objects using fingers to twist dials, pull strings, push levers,
turn pages, and pick up finger food.

Preschoolers thread large beads on a straw, then a lace, use crayons to make
shapes, build with blocks, and do puzzles, all of which require eye hand
coordination and cognitive awareness. A great amount of different stages of
development will be evident among children, which will be dependent on the
opportunity the child has had to experience and experiment with tactile
materials. Guidelines of developmental stages will be given further on in the
workshops but it is important to recognize genetics will also play a part in when
fine motor tasks are mastered.

Caregivers can assist development by reviewing what activities assist use of

fingers e.g. finger rhymes at circle time...Tommy Thumb, Peter Pointer etc. Incey
Wincey Spider and make up verses. Pre-writing skills such as drawing, dot to dot,
straight lines, vertical lines, up and down zigzag fashion, crosses, circle, loops,
make the rabbit hop, curvy lines, use chalk boards, trace in sand or finger paint.

The child who is experiencing difficulties will need lots of opportunity to play by
using hands, fingers to trace in sand or finger paint, having direct contact with
finger tips and texture before using crayons, pencils or other craft material.
FINE MOTOR

0-2 MONTHS
• Grasp reflex
• Cannot hold object when placed in hand
• Visually tracks horizontal movement.

3-5 MONTHS

• Regards hand in midline

• Approaches dangling toys with arms
• Manipulates object placed in hand
• Symmetrical, bilateral reach (4 mo.) both sides
• Picks up cube (5 mo.)

13-18 MONTHS

• Plays rolling ball(14mo)

• Spontaneous scribble (14 mo.)
• Tower of two cubes (15 mo.)
• Supination, screwing/unscrewing lids, turning door handles (16 mo.)
• Tower of three cubes (17mo)
• Put in form board (15-18 mo.)
• Imitates crayon stroke (18mo)
19-24MONTHS

• Builds a tower of 6 cubes. (24mo)

• Points to part of a doll (19mo)
• Turns pages singly
• Spontaneous circle and dots.
• Can imitate a vertical line.
• Verbalizes toilet needs.

2 YEARS

• Holds crayon with thumb and all fingers.

• Puts on shoes and socks and shorts.
• Takes off shoes and socks.
• Can use a spoon by his self-keeping it upright.
• Rolls clay/play dough into:” snake”
• Can draw and copy horizontal line

3-3 ½ YEARS

• Able to complete simple puzzle

• Can build a tower of nine small blocks or more.
• Can get himself dressed and undressed independently.
• Still confuses front/back for clothes and right /left for shoes.
• Can feed himself with little or no spilling.
• Drinks from cup or glass with one hand.

3 ½ -4YEARS

• Can pour his own drink from a pitcher if it’s not too heavy.
• Can place small pegs in small holes.
• Able to string small beads.
• Can hold a pencil with a “tripod grasp” (3 fingers)
• Moves forearm and wrist to write/draw/color.
4-4 ½ YEARS

• Can use scissors to follow and cut both straight and curved lines.
• Can manage buttons, zippers and snaps completely.
• Can draw and copy a cross (one vertical and one horizontal
intersecting line)
4½ -5YEARS

• Can hold fork using his fingers.

• Can feed his self-soup with little or no spilling.
• Folds paper in half, making sure the edges meet.
• Puts a key in a lock and opens it.
4 YEARS
• Can get dressed completely by his self and usually tie shoelaces.
• Cuts square, triangle, circle and simple pictures with scissors.
• Uses a knife to spread food items(jelly, peanut butter, mayo etc)
• Uses a dull knife to cut soft foods.
• Able to draw and copy a diagonal line.
• Uses a “tripod grasp” on writing utensils (thumb and tip of 1st two
fingers) and uses fingers only (because small muscles of hand
have developed) to write /draw and color.
51/2-6YEARS
• Can build a five block “bridge”
• Sufficient bilateral hand coordination to cut out complex pictures,
accurately following the outline.
• Able to copy a sequence of letters or numbers correctly.
The building of fine motor skills in children will enable them to perform a variety
of important functional tasks.

These include
• Tying shoes
• Zipping and unzipping
• Buckling and unbuckling
• Writing legibly and without significant muscle fatigue.
• Playing games that require precise hand and finger control.
• Drawing, painting and coloring.
• Manipulating buttons and snaps.
• Putting small objects together.
• Opening and closing objects.
• Picking up and holding onto small objects.
• Developing and maintaining an effective and proper pencil
grip.
• Pinching objects between fingers.
• Using locks and keys.
• Being able to isolate finger movements (using one finger at
a time, such as in playing the piano or typing)
• Turning things over or turning pages of a book.
 • Holding and using utensils properly and effectively
• Screwing and unscrewing.
• Doing ANYTHING that requires small precise hand and
finger movements

DEVELOPMENTAL SKILLS

FINE MOTOR 1-3 MONTHS

Coordination

Ability to control small muscles (eye, hand, mouth)

Grasp reflex-visually locate, fisted hand.

Reflex Disappears

Bat, reach, and grasp hands together.

Palmar grasp 3-6 MONTHS

Fingering release difficult, cross midline

Radial palmer 6-9MONTHS

Thumb starts, scoops pellet, inferior pincer

Pat a cake 9-12 MONTHS

Manipulation of objects, inferior scissors,

Pincer grasp, thumb/ finger release

Object permanence 12-15 MONTHS

Eye hand related to problem solving

Shows/start hand dominance

Pincer grasp

Pegs in Board, Tower 3, crayon 15-18 MONTHS

Wrist rotation

Finger dexterity and coordination, speed finger

Muscles, wrist flexibility.

SESSION 6
RESPONSIBLE ADULT COURSE

COGNITIVE DEVELOPMENT
Brain Development.

Critical periods during a woman’s pregnancy are during the 9 th to 16th weeks.
When an infant is born, they have 100 billion brain cells. Some of the connections
between brain cells form before birth e.g. the child’s heart beats and their lungs
can breathe when they are born, but about 90% of the connections between
brain cells form during the first two years after a child’s birth. These connections
form as a result of stimulation from the environment. The early years of brain
development are particularly important. These lay the foundation for lifelong
health, competence and coping abilities.

Two words we hear often in Early Childhood Development are NATURE-the child’s
biological makeup and NURTURE- the environmental influence. A child is born
with certain genetic potential, and the environment shapes how that potential
will be realized.

Jean Piaget was a Swiss psychologist, he spent more than 60 years observing,
studying, researching and writing about children’s cognitive development. He
founded the Centre for the study of Genetic Epistemology (learning processes) he
died at the age of 84 in 1980 but is still regarded by many as the father of
intellectual thinking. His studies defined the many stages of thinking, knowing,
perceiving, remembering, recognizing, abstracting and generalizing which helps us
understand how children perceive the World around them.
COGNITIVE DEVELOPMENT

In order to understand Cognitive Development, we need to look at definitions as

used in Early Childhood Education. Cognitive Development=the process of
acquiring intelligence and increasingly advanced thought and problem-solving
ability from infancy to adult hood. Intellectual Thinking=1.Thought followed by
action which in turn becomes experience. 2. The power of understanding
knowledge// thought, learners personal characteristics that affect s/he learns.
Adaptive response=A purposeful goal directed response to a sensory experience.
E.g. a baby sees a rattle and reaches for it...Reaching is a cognitive response.
Merely waving the hand is not cognitive. The formation of an adaptive response
helps the brain to develop and organize itself.

Cognition

Is the process of gaining knowledge about the World through thought. It includes
brain functions such as memory, planning, problem solving, calculation and
attention.

Piaget believed that two interrelated processes, organization and adaption

contribute to the development of cognition.

Cognitive development is very difficult to observe. It is important to remember

that each child learns at his own pace and individual interest. Overlap between so
many skills further cloud the ability of the caregiver to identify which is a cognitive
skill. I have defined them on the cover page as:

• Individual Perceptions.
• Visual Auditory Memory.
• I can solve this problem.
• Concepts.
The role of the caregiver is to provide a range of developmentally
appropriate activities that challenge but do not frustrate.
• The opportunity for children to practice skills.
• To respond to child’s cues and clues.
 • Ask questions that motivate response e.g. what do you think? What comes
next? Where should we put it? Where could it be?

The caregiver needs to develop skills in observing and recording in order to be

aware when *red flags* occur (Warning of possible problems)

PIAGET’S THEORIES

With the young infant we see ACTION rather than THOUGHT.

Sensorimotor Stage

Birth to 2 years

Largely non-verbal. Muscles and senses help a child deal with objects and events,
experiment, add new to old, trial and error.

• Birth to one-month reflex actions

• One to four months. Accidental movement produces specific effects.

Primary circular reactions, sucking, looking, listening, repetition 4-8 months.

• Four to eight months explore impact of behavior on environment.

• Five to Eight Months. Beyond body to objects, repetition, then changes
movement- adds new CAUSALITY-cause and effect imitation.
• Eight to Twelve Months purposeful actions. Thought comes from actions
not words. Children learn best from concrete experiences (from doing)
rather than just hearing about.
Key Factors Neurological Maturation. Experience with others and the
outside world. Memory is central to early learning, to be able to recall
and retain information takes a great amount of practice. The caregiver
needs to provide developmentally appropriate toys, objects, and the
opportunity to practice while having fun.
Object Permanence
Stages
• 4-8 Months. Look, grasp if within reach.
• 8-12 Months Drops toy or food, looks at adult.
• 9-15 Months upset if mother leaves.
• 12-18 Months Searches, gets confused if location changed.
• 18 Months has image of objects, searches several locations.
• Starts to symbolize.

STAGE 1

0-1 Month Reflexive Response

STAGE 2

1-4 Months Primary Circular Reactions

Sucking, Looking, Listening, Repetition 4-8 months

STAGE 3

5-8 Months beyond body to objects, repetition, and then changes

movement-adds new CAUSALITY- cause and effect imitation.

Assimilation allows the individual to do what he /she SEES and DOES which
fit in to his/her level of understanding
 STAGE 4

Coordination of secondary schema.

Start purposeful behaviour.

Can choose a goal, direct activities to reach goal, tries new ways, imitates.

OBJECT PERMANENCE

Will look towards place where last saw object.

SPATIALITY

Behind and under.

STAGE 5

12-18 Months Tertiary Circular Reactions.

Active Experimentation: trial and error-goal can find objects.

Spatiality-dump fills, stack, pull.

STAGE 6

10-24 Months Mental Combinations

Child no longer only experiments: plans actions mental before performing

activity. Visually scanning, Recognition of object, can imitate objects,
animals and people.
Many toys can be used to help children learn concept development; sometimes
they can be purchased cheaply from thrift stores e.g. a) Fisher Price circular shape
container. Shapes 1 Circle, 2 triangles, 3 Squares. When the child can master the
task of placing the shapes move to form board (puzzle) b) Fisher Price rock and
stack large thick rings on stick) large thin rings d) Smaller rings e) 4 pegs in
pegboard f) Thread large beads on straw f) Thread large beads on shoe lace g)
Thread small beads on shoe lace h) Thread small beads on finer thread. As the
child masters the first stages add variation in size and depth. As the child gains
confidence in mastering placement of shapes they will be ready to move on to
simple puzzles and the reproduction of shapes in art and craft activities. E.g.
Happy Face, circle, apple, flower, sun. The child needs to be able to identify
differences in shape and quantity in order to proceed to basic math and language
skills.

Concept development should be carried through in all aspects of a child’s day,

circle time, taking turns, counting and sorting crayons,

******Red Flags******
• Poor self-concept.
• Difficulty processing information.
• Distractible.
• Poor Visual Discrimination.
• Continue to make incorrect responses.
 SESSION 7

RESPONSIBLE
ADULT COURSE

PLAY
 PLAY
Play is the natural way that children learn. It should be fun, because play is how
they acquire, practice and master skills.

Children should feel success when they play, as success promotes a child’s self
confidence.

The value of Play.

Helps the child’s fitness level by exercising, and helps him develop a strong and
healthy body

Helps get rid of excess energy

Aids in language development

Through play the child learns to communicate with others and share his ideas

Learns cognitive, intellectual skills

Helps children reason and organize their thinking, and helps them to concentrate

Aids children in future problem solving skills

Social and emotional

Helps the child develop a positive self image

He learns to take turns and share and cooperate

Provides a way to express his emotions and relieve tension.

Value of Play
Intellectual
Playing helps children
concentrate, to reason and
organize their thinking. In doing
so they learn to problem solve
Social
The child learns to give and
take, to take turns, to share and
co-operate. During social play
the child reveals his personality
strengths and weaknesses.
Emotional
Play helps the child to develop a
positive self image.
It provides a way for him to
express his emotions. Play
should be a pleasurable
experience which helps to
relieve tension.
Physical
Play helps to get rid of excess
energy. It enables the child to
relieve tension and express
himself through movement. It
helps him exercise his muscles,
and develop a strong and
healthy body
Language
Through play, the child learns to
share his ideas and
communicate with others.
How Children Play
Exploring
Children learn by exploring and
discovering new things. In the
beginning they learn by
touching, tasting, seeing, feeling
and hearing.
Later they learn by taking things
apart and looking at the
component parts.
Learning Skills
Playing enables children to
practice skills and to learn to
master them.
A child may spend hours
coloring in a picture, kicking a
football or skating on roller
skates before he becomes
proficient at these activities.
Building and Constructing
Stacking blocks leads to the
development of much language,
spatial, perceptual and
mathematical concepts.
Fantasy Play
Fantasy play gives the child the
opportunity to exercise his
imagination in a creative way.
Through fantasy play the child is
able to control situations in
which he would normally be
powerless. Fantasy play helps
children explore problems and
act out solutions. Some children
simply need a word, a picture or
some other “spark” to help
them go on a trip to the moon,
explore a jungle, or discover an
undersea cavern.
The imagination of the child is
as limitless as we allow it to be.
Stages of Play
Solitary Play
Very young children play on
their own. They do not relate to
other children when playing. It
takes time and a certain
amount of maturity to learn to
share toys and to understand
that there may be rules which
must be followed while playing.
There are certain times when
older children want and need to
play on their own. These times
should be respected. If however,
the child continually chooses to
play alone, professional help
should be sought
Parallel Play
In Parallel play, two or more
children play together but
without any social interaction.
They are usually doing the same
thing but each on is playing on
his own.
Social Play
Social Play is play where
children interact with one
another in a game.
In playing together, children
learn such social skills as co-
operation, taking turns, waiting
for a turn, following rules,
winning and losing.
CREATING THE RIGHT ATMOSPHERE FOR LEARNING

From the child’s point of view, play is something you don’t have to do well, it is
just fun (Caldwell 1985) Children at an early age are more interested in what they
are doing, rather than how it turns out.

As adults we rarely allow ourselves the luxury of engaging in real play. We tend to
limit our pursuits to the things we do well, afraid to take the risk of trying
something new and failing. Adults tend to view play as a means to an end,
whereas children ignore the end in order to explore. (Fagan 1984)

Effective learning can only take place in a relaxed, nurturing atmosphere. There
needs to be a warm, loving relationship between the teacher and the child which
is based on mutual acceptance and respect. Within such an atmosphere the child
will experience a feeling of personal security and worth.

A child that feels safe and secure both at home and at school will be able to
develop a positive self image and begin to feel good about his self.

A child whose home circumstances do not mirror the atmosphere of the school
will find it hard to adjust. If the atmosphere in the home is stressful, a relaxed
atmosphere in the school may make the child feel insecure and even threatened.
He may mistrust the situation and find it difficult to make friends. He may appear
withdrawn or even negative in his behavior. Such children need extra support,
encouragement and love from the teacher
THE TEACHER AS THE INVOLVED FACILITATOR

The days when the teacher, as the purveyor of knowledge and learning stood,
chalk in hand, in front of the class and imparted of knowledge to a passive group
of children is long gone.

Today’s teacher has a very different and more difficult role to play. She should be
seen as the involved facilitator of learning. Her function is to structure the
learning material in such a way that it captures and holds the interest and
attention of each child, making learning a pleasurable and lasting experience. The
child is encouraged to participate in a variety of “hands on” learning activities
which lend themselves to interaction and exploration and which lead to the
acquisition of knowledge

STRUCTURE

In our society we are often in a big hurry to impose the rules of the game, or a
goal on young children, insisting that they do it the “correct” way before they
have had a chance to explore and enjoy the means to the end.

We give children coloring books to color in between the lines, instead of giving
them paper and crayons to explore the possibilities of what might be done. A
Adults can keep the play light by suspending “rules” patterns giving children
opportunity for flexibility and spontaneity.

Basically, we need to encourage play and not direct it.

Most children go through a sequence of developmental skills as they learn to play,

and play is the primary way to develop these skills.

Competition can be destructive if losers experience a loss of self esteem; children

need to feel good about themselves and their capabilities. Emphasize the fun of
playing. Children who feel good about themselves and others are less likely to be
aggressive.

CREATIVITY

Every child has creative potential…creativity shows each child’s uniqueness. It is

the ability to see things in a new and unusual light. To nurture this creativity,
teachers should allow children the flexibility to experiment and create. Encourage
perseverance in the child and suppress the urge to finish the task for them. Let
the child know that it even though the “correct” answer to the problem hasn’t
been reached then unique approaches are also valued. Creative play materials
should be provided such as books, DVD’s drawing and art supplies, musical
instruments, clay, blocks etc. Provide toys that can become a variety of things.
Allow the child time alone to develop the creativity that is innate in us all.
A great method of allowing children to express themselves is through dramatic
play. Here they can express their inner feelings and act out situations that may be
bothering them at home or school.

A great way to encourage creativity is to start a story and let children finish the
story and then maybe act it out.
A quantity of puppets could help them express feelings. Start asking them open
ended questions such as what is your puppet doing, what is he saying, what
would happen if……?
Ask children to act out movements such as a plane landing, a rabbit hopping, a
truck going down the road, a snake etc.
A child shakes, mouths, bangs, tastes, looks at, listens to toys, also moves them,
and feels them. He is exploring and we must be sure the toys are non toxic,
colorful and interesting.
We encourage his hearing skills by talking about the toys and the sounds they
make, pointing out how different objects make different sounds.
Be sure the child is looking and seeing the object, and talk about the colors.

Help the child feel the texture of the toy, whether it is rough or smooth, warm or
cold.
Let him throw, hit, push, pull, move, bang toys (Safe ones of course) to aid in his
motor development.
Let him smell certain things.
Many people feel that with all the high-tech toys and structured activities that
children are losing their natural creativity.
Many children have problems functioning without the use of television, computer
or video games. Regimented play activities can have negative consequences on
the social and emotional development of the child because it is too structured
and takes away the child’s initiative to think and choose.
Children learn by doing as opposed to being told.
A child that is allowed to make his own choices learns to demonstrate individual
preferences, make decisions, and discovers and learns about his own body.
Traditional building blocks and play dough are far better for children than high
tech educational toys and videos…psychologists are warning that expensive
games may actually restrict children’s progress by stifling their creativity and
hindering their social skills.
FINE MOTOR

Several arts and play activities involve fine motor skills. To encourage fine motor
development in infants, have available busy boxes, mobiles, nesting containers,
rattles, dangling objects. For toddler’s blocks, crayons and paper, cutting and
pasting shapes, nesting containers, hammer toys, pegs and pegboards, shape
sorters, simple puzzles, and books, for preschoolers the list is much larger but
some items could be beads, books, lacing cards, lotto cards, paper, pencils,
puzzles, games, scissors etc.
Some other items could be puppets, paints, play dough, water, tinker toys and
construction toys, musical instruments, housekeeping toys, puzzles.

TOYS

So, what sort of toys should we give our children?

A list put out by “Baby and Toddler gear, Nov/Dec 2005” gives us a good example
of age appropriate toys and equipment, but it is obviously not a full list.
0-3 months-Wind chimes, unbreakable mirrors (babies tend to look right 80% of
the time, so make sure you put any objects in their line of vision) High contrasting
mobiles, cloth books
3-6 months-Baby play gyms, rattles, squeaky rubber toys, colorful teethers, socks
with bells,
6-9 months-Textured books, soft blocks to knock down, activity boards, toys that
pop up when baby pushes the button, balls(Throw the ball and encourage baby to
crawl after it)
9-12 months-Walker, rocker, toy telephone, shape sorter, books, bucket and
spade for natural sand play (baby will love the texture…just make sure he doesn’t
eat it)
12-18 months-Simple puzzles such as cut out circles and squares, stacking toys,
pull toys for confident walkers, washable non toxic crayons; ride on vehicle, toy
buggy.
18-24 months-Musical instruments such as keyboards, drum, plastic tea set, play
house, shopping buggy, plastic gardening tools, building blocks
23-36 months-Illustrated books, dress up clothes, child sized household
equipment, construction toys, e.g. Duplo, wooden puzzles, dolls
36 months+-Memory games, jigsaw puzzles, clay, bats and balls etc
Of course, all children love puppets.

When we select toys for children, we have to keep certain things in mind

1. Is it sturdy with no pieces that can break off?

2. Does it have sharp edges, and with all the foreign made toys, is it made in an
acceptable way with no lead paint etc.
3. Does it help the child be creative and use his imagination or does it do
everything for the child while he just pushes the buttons. The child needs to use
his/her imagination while playing with the toy.

4. Is it large enough and easily manipulated. Toys can be a source of frustration

for a child if they are too small, as their muscle co-ordination may not be
developed enough to handle the smaller shapes.
5. Is the toy within the developmental level of the child? A three-year-old child
given a 100-piece puzzle in most cases would suffer a lot of frustration trying to
complete it. If a child repeatedly fails to complete something because the level of
difficulty is too much for him, then he may lose his self confidence and not want
to play with the toy again.

So, make sure toys are safe and appropriate for the developmental level of the
child.
PLAY AREAS

In a set environment such as a childcare centre then play areas should be set up.
Reading Corner, Music Centre, Block Building, Art Centre, water and Sand Play,
Play and Learn Centre’s, Science Centre, Dress Up and Housekeeping Corner.
The reading centre should obviously be in a quiet are and set up with comfortable
chairs and cushions, and maybe a listening area with tapes and earphones.
The Science centre should be close to light…a window…so plants can grow, and
could include such things as a weigh station, magnets and even a pet.
The Block Building Centre is one of the noisiest areas, and could maybe be on a
carpeted floor to cut down on noise. It should have shelves to stack the blocks
and could include vehicles, block houses and farm animals.
The area should allow the children to play safely without undue verbal and
physical restrictions. An easy way to make sure children’s play areas are safe is to
get down on your hands and knees and see the area from the child’s viewpoint,
noticing everything that children may get into, and then make it safe.
Make sure your centers are flexible enough to accommodate children’s varying
interests and abilities, also make sure they can be used with the minimal adult
guidance.

VIOLENT PLAY
Years ago, children could go out into the street or parks and play unattended.
How often now days do we remember our play when we were young.
I grew up in the Welsh Valleys and was allowed the freedom to climb the
mountains, go pick bluebells, and blueberries, play on the street with my friends
and have the freedom to roam, play whip and top, hopscotch, ball against the
wall, giant steps (One child would turn his back and call out orders…you take one
giant step or three baby steps etc.…the first child to reach the wall was the
winner) piggy in the middle, follow the leader. Now we unfortunately are unable
to allow our children the freedom that we had. Also, with the intervention of TV,
and computer, and video games, a lot of the old games and physically exhausting
games are gone. We even have organized sports.
In many cultures their daily routine is in a war zone, and guns and violence are a
normal part of life.
Even in our own culture there is violence on TV, and many video games are
violence orientated.
In childcare centre’s we tend not to allow guns or violent toys. Then children build
guns with Lego, and when questioned by the teacher if it is a gun, tend to
describe it as a fire house instead. Should we be surprised however, that children
are focused on playing with guns when the violence is all around them. Go into a
toy store and see how many toy guns are on display. We use dramatic play for
children to act out, sometimes scenarios which have bothered them…even
violence. Typically, the children that are obsessed with war play have been
exposed to the most violence and have the greatest need to work it out. The
children that user play to feel powerful and safe are the children who feel
powerless and vulnerable.
Play with violence usually tends to end up with children out of control, scared and
hurt. Managing aggressive play and keeping everyone safe can feel like a never-
ending struggle. Many veteran teachers say that the bans they impose on war
play no longer work. Children deny the play is really war play (they learn to lie) or
they sneak around conducting guerilla wars that the teacher does not detect
(they learn to deceive)

At the same time children do not think of the violence they bring into play in the
same way adults do. They focus on one thing at a time and see the bad guy as one
dimensional without thinking about what makes him bad. Children think that
good guys or superheroes can do whatever hurtful things they want because they
are good.
The “bad guys” are after control and power. Who will win the good guys or the
bad guys? Preschoolers sometimes have difficulty figuring out what is real and
what is pretend. Are super heroes’ real people and are they indestructible?
Do we feel that in dramatic play the child playing the super hero can experience a
sense of control? If we do allow the power play children should be closely
monitored, especially if they are totally immersed in their pretend role.
Sometimes the same child could get to be the “bad guy” over and over again. Is
this because he or she is not as sociable as the children playing the “good guy”?
So, you may want to step in and tell the children that the bad guys can be
imaginary and all of them can be good guys.
There is no perfect approach for dealing with children’s violence. The best
strategy is to reduce the amount of violence children see…which means adults
vastly reducing the amount of violence children see. This is of course impossible in
war torn countries, but given the state of the World children now more than ever
need to find ways to work out the violence they see.

LEARNING STYLE
Everyone seems to have a learning style. As an adult have you considered what
your learning style is?
Are you the type of student who learns more from visual images, or are you more
prone to learn from auditory learning such as lectures and speeches, or maybe
you learn more from kinesthetic hands on where you learn more by doing.
Have you observed the children you work with to see what style of learning they
have?
What about many years ago. How did a child learn?
In archeological exploration dating back many centuries’ toys, rattles, balls, dolls
and miniature animals have been recovered from ruins.
Many of the toys reflect the nature of the time. During the French revolution
children played with toy guillotines, much the same way as children play with
guns and planes. What are children learning from them? Are they learning to fight
a war or rob a bank? By allowing our children to play with pretend weapons are
we giving them the message that this is an OK part of our culture and everyday
life?
Years ago, in Wales for Christmas if you were lucky you received a stocking full of
little treats, nuts, candy, and usually if you were really lucky one toy. I remember
getting a bride doll for Christmas one year, another year a doll house, and another
a doll pram…of course you only got one toy a year, but you played with them for
hours on end. Not like children today who have so much that they usually don’t
play with the toy but right away want to open up the next.
In our modern generation should we be providing our daughters with trucks, cars
tools, super heroes and weapons to play with, and our sons with dolls, dishes and
“girl toys”
Would this not teach our sons to be good fathers, and allow them to overcome
any awkwardness of not knowing any home skills, especially if they are bachelors
Also it would teach our daughters how to fix a bicycle chain or toilet, or go to war,
and allow them to grow up feeling confident about their abilities.

Computers

When should children start using computers? Many early childhood educators
believe that children at an early age should be “allowed to smell the roses”,
others believe that in this age of technology children need an early start.
Kelly and Schonger (2001) questioned whether playing with computers influenced
the development of preschool children, especially in language, as it could cause
social isolation. They videotaped 30 preschool children playing at the computer
and other traditional play centers and by using the Brown and Rothschild (1973)
mean length of utterance test (MLU) measured each child’s language skills. They
found that preschool children used similar or more expressive language during
their interaction at the computer.
Three and four-year-old children are developmentally ready to use the computer.
They need plenty of time to experiment and explore. Teachers may want to
intervene if they see them getting frustrated or if nothing is happening. By
providing them with minimal help and allowing them to explore, teaches them
they can operate the computer successfully. If you are allowing the children
access to the web, then they should be monitored as to what sites they are
allowed to access.
Software should be selected to emphasize thinking and problem solving. The
computers should be placed to foster shared learning and interaction, where
children can talk about what they are doing and cooperate in solving problems
and helping one and other.
Child care regulations in their active play document state:
“All licensed child care programs must limit screen time (TV, computers,
electronic games) to 30 minutes or less a day. Programs where children are in
attendance for 3 hours or less should not include screen time activities into the
daily routine.
Screen time is not offered to children under 2 years of age.”

CURRICULUM

Curriculum is a teaching plan. It should include the method of teaching, the

materials that are used for the teaching and learning, the goal, the expectations
of the skills to be addressed and the reason for, and methods used, for measuring
students progress.

An Early Learning and child care curriculum is different from a traditional

curriculum.

In Early Childhood curriculum is focused on holistic goals rather than specific

outcomes for each subject area. These frameworks embrace children’s everyday
experiences as the sources of curriculum making. In Early Childhood curriculum
content is integrated emerging from children’s fascination with the World and
being responsive to the children’s interests to create meaningful learning
experiences. Lesson plans are open ended and decided by the interests and
activities of both student and teacher.

When educators notice children’s interest in exploring nature, people, places, and
objects, as well as print, stories, numbers, shapes, and patterns, and when they
name the connections between these experiences and early literacy,
mathematics, science, social studies, music and art, they are constructing early
learning curriculum with young children and making the curriculum visible to
others.

The term “Curriculum” is used to describe everything children do, see, hear, or
feel in their setting, both planned and unplanned.

Children are unique individuals with their own social and personal skills and their
own attitudes and likes and dislikes. Some children are quiet and some outgoing.
Some are followers and some leaders. Many children will have already learnt a
great deal by the time they are three years old. Many have already attended pre-
school programmes or child care. Many have already learned a great deal from
their families. Children of this age are constantly encountering new experiences
and seeking to understand them in order to extend their skills, develop
confidence, and build on what they already know. They deepen their
understanding by playing, talking, observing, planning, questioning,
experimenting, testing, repeating, reflecting, and responding to adults and to
each other.

The curriculum may include using the thematic approach for planning, for
example for stories, poems and songs.

A good curriculum also needs both a relevant curriculum and practitioners who
understand and are able to implement the curriculum requirements.

The practitioner should ensure that all children feel included, secure and valued.
They must build positive relationships with parents in order to work with them
and their children. The Early Years should build on what children already know
and can do. It also encourages a positive attitude and disposition to learn and aim
to prevent failure. No child should be excluded because of culture, ethnicity or
religion, home language, family background, special education needs, disability,
gender, or ability.

There should be opportunities for children to engage in activities planned both by

adults and those they initiate themselves. Children do not distinguish between
“play” and “work” and neither should practitioners. For the children to have rich
and stimulating experiences the environment should be well planned and
organized. It provides the structure for teaching within which children explore,
experiment, plan and make decisions for themselves, which enables them to learn
and develop.

Good Curriculum planning is incorporating activities and play levels for all relevant
ages. This includes having appropriate toys and designated areas for different
types of play (Blocks, quiet area, sand box, lightbox, carpet area, etc.) that are
arranged in a way that facilitates the particular activity. (Quiet area further away
from louder toys, block building over a carpet, science area near a window etc.)

Good curriculum planning also involves routine for the children that both fosters
learning and engagement through repetitive and predictability, but also is flexible
depending on what actually engages the children on a day to day basis

THE ROLE OF THE TEACHER.

Staff should be interested and concerned about the overall development of each
child.

They need to be flexible and to acknowledge different developmental levels of

the children.
It is important that staff work together to plan and organise children’s learning in
an atmosphere of mutual trust and respect. they should work as a team
supporting and extending the children’s’ learning. They need to be flexible during
activities to allow for the individual needs of the children. Adults should listen to
the children and give them time to respond. It is important that they observe the
children before choosing the appropriate time to be involved in their play.

adults may become involved in the children’s play:

*by interacting with them

*by playing alongside the children and becoming a participant in their activity.

*by commenting on their play

*by invitation from them

*if the children seek advice and assistance

*if the play becomes unproductive or inappropriately repetitive

*if there is a lack of interest in some activities.

*if the child is not becoming actively engaged in play.

*if there is need to support children during a disagreement

*if children are in danger.

WWW.WORKSHOPSONEARLYLEARNING.COM

PERSONAL AND SOCIAL SKILLS

SESSION 8
RESPONSIBLE ADULT
COURSE
 Personal skills consist of six sections of skills which are:

• SELF CARE
• DRESSING
• EATING
• TOILETING
• ATTENTION SPAN
• BEHAVIOUR.
These skills are innate to each child and will vary in each child depending on the
opportunity the child has to learn skills of independence. With the exception of
the physical examination...measurement crown to heel, head circumference,
weight, reflexes, tone, this happens within the first moments of birth. Also the
Apgar test...sensory or muscular, deficits, allergies, medication.

After the birth of each child information will be sent to the local health unit post
partum, and Community Health Records. This will include information if concerns
or a handicap has been identified. This will be followed up by the district health
nurse. Encouragement will be given to mother and child to attend post natal and
well being baby clinic. If major concerns have been identified a referral may be
made to the Infant Development Program.

Ongoing records of the child’s weight and height will be maintained. Sensory and
Muscular deficits or allergies will not be evident in a young infant unless it is a
specific handicap condition.

SELF CARE/PERSONAL HYGIENE

Young children enjoy playing with water and will imitate the actions of washing
hands, in and out of the water, rubbing hands and drying hands. With the very
young child, hand over hand to begin with. Wash hands after diapering, by
repeating the action routinely when the child is developmentally ready, washing
hands will be part of routine. Hand washing should be incorporated in the daily
program after toileting, before eating, using arts and craft materials and playing
with sand or like materials. Caregivers should model good hand washing and
demonstrate counting to ten.

• Build self-help skills using taps, washing face, brushing teeth, brushing hair.
• Provide accessible and orderly procedures for keeping toothbrushes, soap,
paper towels and garbage bins.
• Use simple step by step pictures of sequence for each task.
• Make letter size picture puzzle that children put together to understand
steps needed, especially helpful for children with a handicap or learning
problems.
• Plan routines and schedules to avoid children having long waits and line ups
when using the bathroom.
• Most communities have very specific guidelines to follow with children’s
hygiene.

DRESSING AND UNDRESSING.

Toddlers learn very quickly how to undress themselves and often not at the time
you would wish them to do so. Undressing comes from dressing.The type of
clothing will play a large part in when a child starts to dress themselves, as will
time and patience, and lots of trial and error. Good times to practice dressing:
 • Dramatic play
• Putting on a smock or shirt before art or painting.
• Putting on clothes after swimming.

Clothing to practice with: shirts with cut sleeves, vests to out over head, dolman
sleeves, capes, shorts with elastic tops. Use big fasteners, large zippers with tabs
on the end (Excellent fine motor skills) large buckles, large hook and eye. Good
finds at local thrift shops with simple adaptations can end up in a dress up area
for minimal cost.

Cognitive and fine motor skills play a large role in assisting a child master dressing
skill.

Caregivers can encourage parents to purchase clothing that is easy to put on

which will assist the child’s self confidence while learning how to dress
independently. Also ask parents to place a small mark on the left shoe so the child
can look for it. By using the same side, the child will learn the left side, carry this
through on art work by putting his name on the left side, also in circle time and
reading.

Talk about what he is doing example left arm in sleeve etc.

• 2 Years Takes off and puts on shorts, shoes and socks.

 • 3 Years Dresses and undresses fully. Needs help with buttons, back,
front, left and right shoe.
• 4 Years can manage buttons completely.
• 5 Years Can dress completely and often tie shoe laces.

Adapted from developmental diagnosis. Gesell.

Children with special needs will require more adaption of clothing. Begin with
oversize clothing; sit next to child and uses hand over hand when needed. Give
time to succeed and minimize distractions. Give clear directions and be
consistent with words reinforcing efforts. Build on skills.

Task-Eating.

The infant is dependent on his caregiver for nourishment, and will progress
through many stages of using the muscles, tongue, and lips in order to suck,
swallow, and then progress through the stages of eating.

• Bite, chew, rotation, swallow.

• Solids to strengthen and exercise muscles.
• Lip closure, swallow saliva
Task-Drinking.

• Lip closure on cup, smooth swallow.

Activities of Daily Living

2 Years has learned chewing and swallowing and can use a spoon well
enough to feed self without accidentally inverting it.

3 Years can feed self with little or no spilling. Can pour out from a jug into a
cup, if it is not heavy. Feeding skills are now learned and become part and
parcel of social skills in accordance with family standard of table manners.

Feeding

13-18 Months

Picks up and drinks from a cup without spilling (15 Mo)

Fills spoon, uses pronated grasp (18 Mo)

19-24 Months

Drinks from a cup completely

Uses spoon without spilling

TOILETING

The child’s readiness for toilet training may be governed by the parent’s
personal preferences or cultural standards. Many books or studies suggest two
to three years of age. A child’s readiness is not just a matter of chronological
age but more if the child is ready physically. He must have adequate control
over the sphincter muscles that open and close the bladder and the anus.

There is also a cognitive aspect to consider. Very often a child will come to you
with a wet diaper and want it changed. Do not take this to mean the child is
ready for toileting. In order to master techniques a child must be able to
anticipate from feelings in his body that something is to occur later. Bowel
training usually precedes bladder training as it is easier to control.

2 YEARS.

By this age the child will tell caregiver she is wet and wants to use potty or
toilet seat. She is generally clean and almost dry at night.

2 ½ YEARS

Dry at night if lifted in the evening (variation is common) and boys tend to be
later than girls.

A toilet training form is provided on the following page to see if there is a

pattern emerging.

Toilet training is an important part of social development. Be casual in your

approach, ignore accidents and praise successes, give supportive statements
e.g. Going to the toilet is hard work but you did it. Respond immediately when
child asks to use the washroom.

ATTENTION SPAN

Attention span is the length of time which a person can concentrate on a

subject or idea without getting distracted.
Educators and psychologists agree that the ability to focus on a task is crucial
for the achievement of one’s goals. Attention means to look at it, to listen, to
think about it. Research tells us that attention span has more to do with what
interests us more than the age of the child. A baby will work hard to grasp a
toy hanging in front of him, or young children will spend a long time creating
with blocks or drawing on paper, while another child will go from one activity
to another never completing the task.

There was a study on early television exposure and subsequent attention

problems in children. (Paediatrics, 113, 78-713-2004.) A study of 2,600
children found that early exposure to TV (around the age of 2) is associated
with later attention problems such as inattention, impulsiveness,
disorganization, and distractibility at age 7.

For the child who exhibits limited attention observe the following

• Are there any times when the child is able to focus and complete the
activity?
• Responds to directions?
• Is not distracted by background noise or visual stimulation.
• Has difficulty maintaining pretend play situations or joining a group and
playing with others.
• Can he stay on task when working with an adult?
• When observations are complete review with the parents to determine if
the situation is similar at home.
THE DEVELOPMENT OF SOCIAL SKILLS

The definition of socialization is for the child to learn new skills that enable him to
fit into society.

Children who feel loved and secure give back love to others.

Social development starts with strong bonds to adults and from that foundation
grows to include relationships with children. As caregivers nourish the roots of
social development, the child’s branches will be strong and reach out to care for
and nourish others.

Social Skills

Children who are skilled at social interaction tend to be more confident of their
own ability.

Self understanding/body feelings

Understanding of others.

STOP LOOK, LISTEN, RESPONSE, TAKING TURNS.

Social Interaction

Times of High Risk

• Waiting
• Snack Time
• Circle Time
• Changing Activities
• Putting on Clothes
• Toilet Time
• Washing Hands
• Dramatic Play area
• Using outdoor equipment(slide)

SOCIAL ATTRIBUTES CHECKLIST

Individual attributes
The child
• Is usually in a positive mood
• Is not excessively dependent on the teacher, assistant or other
adults.
• Usually comes to the program or setting willingly
• Usually copes with rebuffs and reverses adequately
• Shows the capacity to empathize.
• Has positive relationship with one or two peers, shows capacity to
really care about them, miss them if absent etc.
• Displays the capacity for humor.
• Does not seem to be acutely or chronically lonely

Social Skill Attributes

• Approaches others positively.

• Expresses wishes and preferences clearly, gives reasons for actions
and positions.
• Asserts own rights and needs appropriately.
• Is not easily intimidated by bullies.
 • Expresses frustrations and anger effectively and without harming
others or property.
• Gains access to ongoing groups at play.
• Enters ongoing discussion on the subject, makes relevant
contribution to ongoing activities.
• Takes turns fairly easily.
• Shows interest in others, exchanges information with and requests
information from others appropriately.
• Negotiates and compromises with others appropriately
• Does not draw inappropriate attention to self.
• Accepts and enjoys peers and adults of ethnic groups other than his
own
• Gains access to ongoing groups at play
• Interacts nonverbally with other children with smiles, waves, nods
etc.

Early childhood educators have traditionally given high priority to enhancing

young children’s social development. During the last two decades a convincing
body of evidence has accumulated to indicate that unless children achieve
minimal social competence by about the age of six years, they have a high
probability of being at risk throughout life. “Hartup” suggests that peer
relationships contribute a great deal to the effectiveness with which we function
as adults (1992) He states that:

Indeed, the single best childhood predictor of adult adaptation is not IQ, not
school grades, and not classroom behaviour, but, rather the adequacy with which
the child gets along with other children. Children who are generally disliked, who
are aggressive and disruptive, who are unable to sustain close relationships with
other children, and who cannot establish a place for themselves in peer culture
are seriously “at risk” (Hartup 1992)

The risks are many, poor mental health, dropping out of school, low achievement
and other school difficulties, and so forth(see Katz and McClellan, 1991) Given the
lifelong consequences, relationships should be counted as the first of the four R’s
of education.

Because social development starts in the early years, it is appropriate that all
early childhood programs include regular periodic formal and informal
assessment of children’s progress in the acquisition of social competence.

Healthy social development does not require that a child be a “social butterfly”
The quality rather than quantity of a child’s friendships is the important index to
note. Keep in mind also that there is evidence that some children are simply shyer
than others and it may be counter-productive to push such children into social
relationships which make them uncomfortable (Katz and McClellan 1991)
Furthermore, unless the shyness is severe enough to prevent a child from
enjoying most of “the good things of life” like birthday parties, picnics and family
outings, it is reasonable to assume that when handled sensitively, the shyness will
be spontaneously outgrown.

Teachers can observe and monitor interactions among children and let children
who rarely have difficulties attempt to solve conflicts by themselves before
intervening. If a child appears to be doing well, and then it is reasonable to
assume that occasional social difficulties will be outgrown without intervention.

Finally, it is also important to keep in mind that children vary in social behaviour
for a variety of reasons. Research indicates that children have distinct
personalities and temperaments from birth. In addition, nuclear and extended
family Relationships obviously affect social behaviour. What is appropriate or
effective social behaviour in one culture may be less effective in another culture.
Children from diverse cultural and family backgrounds thus may need help in
bridging their differences and in finding ways to learn from and enjoy the
company of one and other.

The three-year-old child moves in to a new stage of initiative. New found activities
are approaches with energy and eagerness as the child is curious and inquisitive
to find out what they can accomplish.
At the same time some children may be experiencing new powers, some children
may be dealing with issues of separating from a parent. Friends become very
important in this stage of development. In order to be a friend the child must
learn to share, cooperate and to resolve conflicts in a peaceful manner. Parents
and caregivers can help a child develop social skills by providing an environment
in which children have the freedom to explore and develop self control by
imposing reasonable limits and being available to help when needed.

PRO SOCIAL BEHAVIOUR

• Shows concern for someone in distress.

• Shows delight for someone experiencing pleasure
• Shares something of his own to another.
• Takes turns with toys or activities.
• Waits for turn without fuss.
• Follows program rules. Helps another do a task.
• Helps another in need.
• Maintaining play.
The reasons why children keep trying to play with each other in spite of enormous
difficulties are many and varied. Like adult’s children get great satisfaction and
affection from friendships and play becomes more interesting and varied.

Maintaining play however requires abilities.

1. Children must be able to understand and comply with a rule structure and
activity structure (play themes and tasks)
2. They must be able to manage the pressure and changing patterns of play.
WWW.WORKSHOPSONEARLYLEARNING.COM

HEALTH AND SAFETY

RESPONSIBLE
ADULT COURSE
SESSION 9
Children can injure themselves in a variety of ways both indoors and outdoors.

Some injuries result from children’s natural curiosity but more often injuries are
caused by simple accidents that could have been avoided. From slipping on a wet
floor to having a hand caught in a door.

Whether in the centre or home, safety is a major issue in the care of children. It
may be boring to go over, but many times in our day to day lives we get negligent
when it comes to making sure they are safe. Adults who have lived in an
environment without children can find it difficult to relate to the fact that a baby
or crawling child can find so many safety hazards that you would not have
thought existed.
We have to ensure that we have all our safety issues covered. We have to
remember that children are at a different eye level than we are and see things we
do not see.

Hopefully this workshop will guide you where typical accidents occur and what
you can do to prevent them.

• Safety plugs in electrical sockets

• Safety latches on cupboards and drawers.
• Safety latches on fridge and freezer.
• Toilet lid lock.
• Safety gates on stairs. (Check fire regulations)
• Although you have safety latches on cupboards, move all harmful products
such as bleach etc. out of reach to a locked cupboard.
• Medicines also out of reach.
• In a childcare center ensure medications are placed in a locked box. A
permission form for administration of prescription medication should be
signed by the parent, stating how much and when to administer. The
caregiver should sign when the medicine has been administered
• Baby cribs should be kept away from blind cords that could choke a baby.
• Keep beds away from windows or glass.
• Never leave a baby bottle propped in a baby’s mouth.
• Ensure baby cribs are to Canadian government standards. Slats should be
no more than 2 3/8th” The mattress should fit snugly. The rails should be at
least 26” above the mattress, and the sides should be no less than ¾ height
of the child. Do not use plastic in the crib, and no snuggly, cushions or
mobiles that could suffocate a child.
• To help prevent SIDS (Sudden infant death syndrome) place infant on his
back.
• Ensure toys have no sharp edges and no small parts that could choke. No
string attachment longer than 7 inches. Machine washable. No loud toys
that can damage tender ears. Read labels on toys for safety and age
appropriateness.
• Food should be choking free. Some choking foods are popcorn, hotdogs,
and chunks of meat, nuts, and whole grapes. Anything you think could get
stuck in a small throat cut into small pieces.
• Keep pot handles on a stove turned inwards. Better still keep a small child
out of the kitchen when preparing and cooking food.
• Keep electric cords away from tiny hands as they could pull lamps, electric
kettles, toasters, or anything attached to a cord on top of themselves.
• Matches and barbecue lighters out of reach.
• Hot water can burn, so make sure your hot water heater is no hotter than
47 degrees Celsius. Fill tub first and test for hot spots.
• Install special mixers on taps.
• Make sure fire alarms are working
• Practice fire drills
• Never leave a child alone in a tub, paddling or swimming pool.
• If you have swimming pools then fence it in, or a paddling pool empty when
not in use. Treat ponds the same as pools.
• Hot water tanks, furnaces, and any other type of heater should be out of
reach of a child.
• When changing a baby make sure your change table has a safety strap and
use it. Baby could roll over and fall off even if you are just reaching for
something.
• Keep plastic bags and dry cleaning plastic covers out of reach.
• Keep hot drinks out of reach.
• Never use a barbeque in the house.
• Don’t store gasoline.
• Never run a car inside the garage.
• Have emergency phone numbers next to phone.
• Store knives, scissors and sharp objects.
• Doors can cause pinched fingers, severed fingers. Doors can hit people.
Children can run into the glass in doors. Teach children to close doors and
open slowly.
• Gross motor equipment in front of a window.
• An electric fan to close to children that could be knocked over or little
fingers get to the blades.
• Blocked exits.
• Poison plants. Many plants even edible ones could have some poisonous
parts to them.
Some toxic plants: Apple(seed), azalea, Bone berry, Bittersweet, Buckeye,
Caster Bean, Columbine, Crown of thorns, daisy, devils Ivy, daffodil, Elder,
English Ivy, Hydrangea, Mother in Law plant, Jerusalem cherry, Peach
(seed) Sumac, various mushrooms, Four o clock, Mexican jumping bean,
Philodendron, Tobacco, wild cheer, Foxglove, Jonquil, Mistletoe, Pokeweed,
Tulip, Wild onion, Holly, Lily of the valley, Mountain laurel, Potato(all green
parts) Wisteria, Morning Glory. This is just a partial list, check with your
poison control for a more detailed list.
• Ensure ground under outdoor climbers has 9-12 inches of mulch, wood
chips or other soft material.
• Ensure plenty of room between play equipment. A fall zone of at least 6
feet should be around all.
• Check for slivers, cracks, rust or broken equipment.
• Ensure large equipment is secured to the ground.
• Check any openings to ensure a child cannot get his head or hands stuck.
• Keep outdoor area free of cigarette butts, rocks, branches, needles etc.
• Take drawstrings out of children’s clothing outside to ensure they do not
get caught or choked.
• Put locks on the outside of gates so that the child cannot open them.
• If you have a slide make sure the child slides down the slide and does not
climb up it, as another child sliding down can kick him in the head.
• If you have swings teach children to keep their distance to avoid getting
kicked.
• If you live in an apartment make sure the windows and balcony are child
safe.
• Have safe shoes when climbing.
• Cover sandboxes when not in use.
 • Do not use power tools or lawn mowers around children

Fire Drills

Every home should have a fire escape plan, and every childcare has to have a fire
escape plan. Fire drills should be practiced on a regular basis; if children are
familiar with something it can avoid panic in an actual emergency.

A plan of the home or centre should be drawn showing all the exits and windows.

On the plan show exits from every room. For example, if fire breaks out in the
kitchen follow the exit plan away from the kitchen.

Teach the children what they should do when they hear the fire alarm or smoke
detector alarm. In a childcare situation every staff should be designated a specific
job. One of those jobs should be for one staff to take the sign in sheet, emergency
backpack and cell phone outside with her to ensure all the children are accounted
for.

An outside safe spot should be chosen where everyone will meet when they
evacuate the building.

Earthquake Drill

As we are in an earthquake zone it is important to have an earthquake drill. You

should have an earthquake kit stored and also each child should have an
individual earthquake kit. This can be placed in a Ziploc bag, and contain things
such as an emergency blanket, water, granola bar, picture of family, etc.

This should be kept preferably in an outdoor shed where it would be easier to

reach if the building suffers damage.

At the first sign of an earthquake tell the children to Duck cover and hold.

Count to 60 and wait until the shaking has stopped. Instruct the children to line
up and exit the building, Ensure the staff member designated takes the sign in
sheets, cell phone and emergency back pack
Follow the evacuation procedure meeting at a safe place in the playground or
parking lot.

You should have an out of town contact to notify parents where their children will
be, and also have arranged in case of earthquake where the closest emergency
shelter is located.

Wait with the children until parents have collected them.

Any free-standing shelves or cupboards should be attached to the wall to prevent

them falling.

If you are on low ground and in danger of a tsunami, make sure you have an
evacuation route planned to reach high ground.

Health issues make up a critical part of the Early Childhood Educators job.

An infectious disease is spread person to person. 3 Factors contribute to

infections

• Germs in the environment.

• People are susceptible
• Infectious contact and transmission.
Infectious diseases are spread by what doctors and scientists call pathogens, but
we call them germs.

There are four types of germs

• Viruses
• Bacteria
• Parasites and
• Fungi

Viruses such as colds, chicken pox, and hepatitis cannot be killed with medication.

Only symptoms can be treated, the body must fight the virus itself.

Bacteria

Are single cell organisms can only be seen under a microscope. Most bacteria are
harmless, but some cause infectious diseases. Bacterial infections such as strep
throat, impetigo and TB can be treated with antibiotics. Bacteria grows in rotting
matter (such as food) and in water, air, soil and living bodies. To grow and
multiply bacteria needs three things

a) Oxygen b) Moisture c) the right temperature.

This differs depending on bacteria but may thrive at about human body
temperature Caregivers may be required at times to administer medication and it
is important for legal and health reasons the caregiver follow the doctors
instructions when administering medication.

Parasites

Parasites are living organisms that live off a host. Common parasites in children
include pediculosis (Head lice) scabies (body lice) giardious (digestive) and
pinworms (digestive) most parasites can be treated and killed with medication.
Some spread easily from person to person such as head lice, but others are
spread only through contact with a contaminated source (such as in water)
Fungi

Fungi are rapidly growing organisms that live off a host. The most common is
ringworm. Many people think ringworm is a parasite, but it is actually a fungus
that causes athlete’s foot and jock itch. Most fungal diseases can be treated with
medications and ointments.

The spread of infectious disease is transmission through contact. There are two
ways to become infected, by direct contact and indirect contact.

Direct contact occurs when the body receives germs from the air. The germs can
enter into the body through a mucus membrane (eye, nose, throat etc) or
through an open wound. When someone sneezes or coughs they send thousands
of droplets into the air that can go directly to someone’s eyes, nose, throat or
mouth. These droplets may contain infectious germs.

Indirect contact occurs when germs stick to a surface such as door knobs and then
enters a mucous membrane or open wound.

There are three factors needed for disease to spread

• Germs present in the environment

• Susceptible people
• Infectious contact and transmission

The spread of germs can be reduced through

• Effective hand washing

• Proper diapering
• Cleaning and Disinfecting
• Sanitizing bathrooms
• Safe and proper handling of toilet training equipment
• Safe food preparation and handling
• Teaching the children good hygiene habits
The best way to reduce the spread of germs is effective hand washing.

To wash hands, turn on the water, use warm running water and liquid soap. Wet
hands and apply a small amount of soap. Rub and lather, continue for 15 seconds.
Remember go between fingers and top of your hands and under fingernails. Rinse
hands under warm running water. With water, still running, dry hands with paper
towel. Don’t touch towel dispenser or faucet, Use towel to turn off tap. If
necessary, open door with paper towel before exiting. Dispose of paper towel.

Diapering

Gather everything needed like diaper, clean clothes, wipes, ointment, disposable
bag etc put on disposable gloves. Pick up child and place him on change table.
Remove soiled clothes and diaper. Dispose of soiled diaper in plastic trash can.
Put soiled clothes in plastic bag; do not rinse the clothes, as this spreads germs in
the sink. Clean bottom with wipes and if necessary use soap water and paper
towel.

Dispose of wipes and gloves. Diaper and dress child and wash his hands. Always
maintain contact with the child, and if possible use a safety strap. Once diapering
is finished place child in play area. Clean and disinfect diaper surface and wash
hands again.
Cleaning Toys and Equipment.

When applying disinfectant, it should be allowed to air dry. If you wipe it off
disinfecting will not take place. All surfaces require a contact time of 5-10
minutes.

Prepare chlorine solution daily. Use ¼ cup of bleach in 1 gallon of water for
bathroom and diaper areas. For toys and equipment use 1 tablespoon of bleach
to 1 gallon of cool water. Discard left over solution at end of day.

Bathrooms should be cleaned and disinfected at least once a day, also when
soiled. Wash and disinfect faucet handles, toilet seats, floors, door knobs, and any
other surfaces touched by children. If you are toilet training with potty chairs,
empty potty chair in toilet bowl, being careful not to splash and spill. Rinse with
water from janitors sink. Do not use food preparation sink. Dump rinse water in
toilet and flush. Wash and disinfect chair. Wash sink. Wash hands.

Food borne Illnesses

Use three essential of food safety.

1. Clean. Use clean equipment and surfaces. Always wash hands before and
after you touch or serve food.
2. Cold. Keep cold foods cold. Germs grow best in danger zone from 40-140
degrees Fahrenheit.
3. Cooked. Make sure food reaches sufficient temperature to kill germs when
cooked.

Food can become contaminated through contact with contaminated food, contact
with contaminated surface, improper cooling time, unsafe or unsanitary storage
procedures, improper personal hygiene.

Children should be taught proper hand washing and follow regular routines

• Before sitting or entering food service area (Snacks and Meals)

• After using restrooms and diapering.
• After outside play, or activities inviting hand contact.
 • Before leaving for the day.
• Children should be taught to cover their mouths with inside of elbow or a
tissue when coughing or sneezing.

Make up a hand washing song:

Tune: Gently down the stream.

Wash, wash, wash, your hands,

Play our handy game,

Rub and scrub, rub and scrub, Germs go down the drain. HEY

Wash, wash, wash, your hands

Play our handy game,

Rub and scrub, rub and scrub,

Dirt goes down the drain HEY.

Areas to be given close attention should be water tub play, infant/ toddler toys,
wading pools, water play table, dress up clothes, bath tubs and showers, water
fountains and cups, kid’s personal items, garbage and soiled clothing.

Children should be reminded to wash their hands after each time they use the
water play table. Empty and change water daily, and do not allow sick children to
use water table.

Dress up clothing should be disinfected and cleaned at least weekly and small toys
used daily. Infant/toddler toys should be disinfected after each use, as babies put
everything in their mouths.

Wading pools should be empties daily, and children with diapers should not be
allowed to use the wading pool.

Empty all receptacles daily.

Recognizing Infectious Diseases in the Early Childhood Setting.

An infectious disease is an organism that can be transmitted and spread from one
organism to another. Many can be spread from person to person and these are
known as communicable and contagious diseases.

Every centre should have a disease prevention policy. Again hand washing is the
single most important means for preventing the spread of disease.

• After using restroom and blowing nose.

• Before meals and snacks
• When returning from outside

Hand sanitizer should not be used as a substitute for hand washing.

Also focus on:

Proper food handling and preparation, proper diapering and disposal, proper
sanitizing of toys and surfaces, exclusion of sick children.
Immunization

It is a parent’s choice whether to immunize their child or not. If a parent chooses

not to immunize her child then you should get a letter stating this from the
parent.

Children with the following symptoms should be excluded from child care.

• Fever
• Diarrhea
• Vomiting
• Severe Coughing
• Eye discharge

A fever is a symptom and it is actually part of the body’s defence mechanism.

Body temperatures rise when white blood cells attempt to fight off infection.

A temperature of 100degrees or higher taken under the arm, 101 taken orally,
or 102 taken rectally. A rectal temperature of 101 in infants is considered a
fever if they are 4 months old or younger.

A fever alone is not necessarily a sign of infectious disease, but if it is combined

with diarrhoea, earache, rash, confusion, the child should be removed from
the childcare. It is important to remember that body temperature can go up
depending on the activity. E.g. a child coming in from the playground will feel
warm and may register a fever that is why it’s important to check for
symptoms

• Diarrhea is usually frequent. Loose or watery stools and/ or bloody

stools
• Vomiting is a sign of illness if it occurs 2 or more times in 24 hours.

Sever coughing is a sign of illness if the child’s face turns color( red or blue) or
if the child’s cough makes a high pitched whooping sound.

Eye Discharge- thick mucus or draining from the eye is a sign of an infectious
disease.
 Yellowish skin or eyes could be a sign of gastro intestinal infection such as
hepatitis.

Do daily health checks…Visual observation, touch, smell, listen?

Look for difficulty in breathing, pale or flushed skin, rashes, swelling or

bruising, red eyes, runny nose, mouth sores, child pulling his ear.

Touch. Gently touch cheek, forehead or neck. If skin is bumpy, moist or

unusually warm or cold, then the child may be sick.

Smell. An unusual odour in the child’s breath or skin may be a sign of sickness.

Listen. Listen for hoarse voice, wheezing, and severe coughing.

Every centre should have a sickness policy of expectations when child gets sick.

Emergencies.

In rare cases it may be necessary to get immediate attention for a sick child.
You should have in your policies one relating to emergency medical care.

This should include emergency contact information and emergency medical

release forms for each child.

Procedure should include

• Caring for child

• Contacting parents
• Preparing documentation
• Contacting the community
• Reentering the child care setting.

Until the parent comes to pick up a sick child it is a good idea to prevent contact
with other children and give sick child a chance to rest.

Some communicable diseases have to be reported. Ensure you have a list of

reportable diseases from licensing or your public health department. Pregnant
women or people with weakened immune systems face serious complications
from certain infectious diseases, so it is important to report any outbreaks.

If a child has prescribed antibiotics, it is important he takes all of them, even if

he feels better. Although the symptoms may have cleared the germs that
caused the disease may still be present.

Febrile Convulsions

Also known as fever fits occur most commonly in children between the ages of
3 months and 5 years, and they are most common in boys. The exact cause is
not known but they are generally associated with certain types of infections.
Approximately 1 in 20 children will experience a febrile convulsion.

The first sign is a sudden rise in body temperature (e.g. from normal 98.6 to
102 in a matter of minutes) If a convulsion sets in the arms will stiffen and legs
may twitch. Vomiting or foaming at the mouth and loss of consciousness are
also possible.

Contact a doctor and the child’s parents immediately. Febrile Convulsions

usually pass after less than 5 minutes, but the doctor will need to evaluate the
child to rule out certain dangerous infections, and an overnight stay in hospital
may be necessary.

Some of the more common diseases are:

Chicken Pox.

A highly contagious virus which is spread when a person breathes in

contaminated droplets from an infected person after coughing. It is also spread
through contact with the open sores on an infected person.

Symptoms

People usually develop an itchy rash of red bumps on the scalp which spreads to
the stomach and then the back.

Duration
The infection lasts from 7-10 days

Exclusion from Child Care

Should not be allowed in the child care centre until 6 days after the rash appears,
or until all chicken pox blisters have formed scabs.

Common Cold

Roughly 200 viruses can cause a cold.

Transmission is usually spread when a person inhales germ that an infected

person has breathed, sneezed, or coughed in the air. The virus can also spread
from contaminated surfaces that contain secretions from an infected person.

Symptoms.

Aches, runny nose, and watering eyes.

Duration

Can last up to 2 weeks.

Exclusion from Child Care

Is not necessary because the illness usually spreads before symptoms appear.

Croup

Is a swelling and infection of the upper respiratory tract caused by a virus?

It develops 2-6 days after breathing in contaminated droplets from an infected

person.

Symptoms

A loud barking like cough, fever, wheezing and difficulty breathing.

Duration

5-6 days
Exclusion from child care

May return after breathing has improved, and there has been no fever for 24
hours

Fifth Disease (Slap Cheek)

It is caught by inhaling droplets.

Symptoms

Fever and fatigue. Infected people develop a red rash on their cheeks a few days
after fever goes away.

Duration

Rash lasts 1-3 weeks

Exclusion from Child Care

A person who has the rash can no longer spread the disease, so children do not
have to be excluded from centre.

Hand, Foot and Mouth Disease

This is a body infection caused by a virus. It is transmitted when a person has

contact with infected person’s blisters.

Symptoms

Some people have none. When symptoms do develop they include a fever and
painful blisters on the palm and fingers of the hands and bottom of feet and
inside the mouth.

Duration

7—10 days

Exclusion from Child Care

24 hours after fever has gone away. Also the child care should consider excluding
children that have mouth blisters, drool, or have open blisters on their hands.

Hepatitis A

This is a virus that attacks the liver.

It is caught through fecal-oral contact. It is also spread if someone eats food and
drink that have been handled by an infected person.

Symptoms

Young children may not show any, but still have the disease. Symptoms in older
children include fever, loss of appetite, dark urine, and nausea.

2 An infected person’s skin and whites of eyes usually have a yellowish tinge.

Duration

Varies, Symptoms may last 6 months.

Exclusion from childcare.

For a week after symptoms appear.

Outbreak should be reported.

Infectious Mononucleosis.

This is transmitted through an infected person’s saliva.

Symptoms

May not show signs of illness. Older children may experience fever, swollen throat
and tonsils, and enlarged lymph nodes in neck.

Duration

Symptoms usually disappear after a 2 weeks.

Exclusion from Childcare

Until at least two weeks after the fever has gone away.

Influenza (The flu)

A respiratory illness caused by a virus. It is transmitted when a person breathes in

droplets containing the virus after an infected person sneezes or coughs.

Symptoms

Fever, muscle aches, cough, chills, sore throat.

Duration

Usually lasts only a few days.

Exclusion from Child Care

For at least 24 hours after the fever goes away.

Measles

This is caused by a virus transmitted by an infected person sneezing or coughing.

Symptoms

Fever, runny nose, cough and some reddened eyes. Next a rash of reddish brown
patches begins on the face and covers rest of body.

Duration

Fever lasts a few days and rash usually three days.

Exclusion from Child Care

Until 5 days after rash becomes evident.

Mumps

This is a virus caused by contact with urine, saliva, or respiratory secretions of

infected person.

Symptoms
Severe and painful swelling of salivary glands under the jawbone.

Duration

2 Weeks

Exclusion from Childcare

Until 9 days after swelling is evident or until swelling completely disappears.

Report to Health Department

Roseola

Transmitted through direct contact with infected person. Most likely it is spread
via airborne droplets or contact with fecal matter

Symptoms

High fever, swelling of eyelids, fatigue, after the fever breaks the rash appears on
face and body.

Duration

3-5 days. Rash 1-2 days.

Exclusion from childcare

Until after fever is gone at least 2 weeks.

Rotavirus

Ingested germs through feces, or feces contaminated objects.

Symptoms

Watery diarrhoea, severe vomiting, some people may have cough and runny
nose.

Duration
4-6 days

Exclusion from Childcare

Until diarrhoea, vomiting and fever are gone

Rubella (German measles)

Transmission is through a person inhaling contaminated droplets exhaled by

infected person. It can also be transmitted when a person has contact with
infectious body fluids and then touched his nose or mouth.

Symptoms

Fever, swollen lymph nodes by the ears and a rash.

Rash appears first on the face and then spreads to chest and limbs

Duration

Rash lasts 1-5 days

Exclusion from Child Care

At least 6 days after rash develops

Notify Health Department

Viral Meningitis

It is a swelling of the membranes around the brain and spinal cord. More than 1
virus may cause it. It is transmitted through contact with an infected persons
saliva, mucus or feces.

Symptoms

Fever, stiff neck, severe headaches, drowsiness and vomiting.

Infected babies may be cranky, difficult to awaken and may refuse to eat.
Duration

7-10 days

Exclusion from Child Care

At least 24 hours after fever has gone away.

Report to Health Department

Bacterial Meningitis

Meningitis is a swelling around the brain and spinal cord. Three different bacteria
can cause bacterial meningitis. Transmission is from inhaling contaminated
droplets from infected person.

Symptoms

Fever, neck pain, vomiting. It progresses quickly and infected person may
experience unconsciousness, convulsions and then death.

Duration

1 day to several weeks

Exclusion from Child Care

Until cleared by medical personnel to return.

Report to Health Department

Escherichia Coli

It lives in the digestive tracts of humans and many animals.

Most are harmless but 1 strain may lead to illness. E coli infection is usually a
result of eating meat (Especially hamburger) that has not been cooked
thoroughly. The bacteria can be spread by drinking unpasteurized milk or by
contact with infected person’s feces.
Symptoms

Mild stomach aches to severe bloody diarrhoea

Duration

5-10 says.

Exclusion from childcare

Until diarrhea has gone away and a doctor has released child to return to centre.

Report to Health Department.

Impetigo

An infection caused by two different bacteria. Which is transmitted when exposed

to fluid from open blisters.

Symptoms.

A blistery rash. The blisters first develop on the face especially on the nose and
mouth, and spread to the rest of the body.

In most impetigo infections the blisters open and release a thick yellow liquid that
forms a crust on the skin.

Duration

Blisters usually heal three days after treatment.

Exclusion from Childcare

24 hours after treatment begins and the blisters no longer release fluid.

Pertussis (Whooping Cough)

A respiratory infection caused by bacteria. It is transmitted when a person inhales

infected droplets.

Symptoms
A runny nose and cough which eventually becomes more severe and may end in
vomiting.

Duration

May last several weeks.

Exclusion from Child Care

At least 5 days after beginning treatment or for 4 weeks after severe coughing.

Report to Health Department

Salmonellosis

The bacteria live in the digestive tract of animals such as birds, chickens and
turtles. Transmission is through eating contaminated food. However, can be
spread through contact with the feces of ill or recovering patients.

Symptoms

Diarrhoea, stomach cramps, nausea, vomiting and fever.

Duration

1 week or longer.

Exclusion from Child care

Until symptoms disappear.

Strep Throat

Bacteria caused by breathing droplets or touching contaminated surfaces.

Symptoms

Fever, headache, sore throat, and swollen glands.

Duration

Fever may last up to 3 days and sore throat goes away after that.
Exclusion from child care

24 Hours after receiving treatment and 24 hours after fever goes away.

Conjunctivitis (Pink eye)

A virus or bacteria involving redness and itching of the eye. It is transmitted when
a person touches the pus and mucus of an infected person and rubs their eyes.

Symptoms

When a bacterial infection, white or yellow pus is released from the eyes. The pus
may stick to the eyes making them hard to open in the morning.

Duration

1-2 weeks

Exclusion from Child Care

Infected person with a white or yellow discharge should not be allowed until 24
hours after receiving treatment.

Head Lice

Small parasitic insects that live on human head and scalp and suck blood. Can be
caught from head to head contact with an infected person or indirect objects such
as brushes, combs and hats

Symptoms

Itchy scalp or visually seeing nits or lice

Duration

Varies
WWW.WORKSHOPSONEARLYLEARNING.COM

STORYTELLING
STORYTELLING

All children and even babies love stories. To a baby something as simple as
“Round and around the garden, like a teddy bear, one step, two steps, and tickle
under there” is a story, and they live to have it repeated again and again.

Children are naturally good listeners, even when you think they are not paying
attention. Young children learn most of their language and communication skills
through listening. While he listens, he learns knowledge about the World. If you
tell him a story about the stars, he is learning about the galaxy.

At Birth.

Your brain processes 1000, s of words a day. Newborns are startled or awakened
by sudden sounds. They become motionless and attentive with new sounds.

0-3 Months

They learn how to turn, and may smile at the sound of a familiar voice. They may
stop what they are doing and listen to the sound of a new voice.
4-6 Months

They become responsive to changes in tone from a familiar voice. They respond
to the word “No” and become more curious about sounds in the environment
such as toys that make a noise and trucks passing by.

7-12 Months

He turns and looks at you when you say his name. He has fun with simple games
and stories such as Pat a cake and Peek a Boo.

The earliest stories a child hears will be in the form of nursery rhymes. The child
begins to recognise patterns of sound, and secures a grasp of language.

Try developing some of your own verses from existing nursery rhymes. Try adding
to:

Row, row, row, your boat

Gently down the stream

Merrily merrily, merrily merrily,

Life is but a dream.

Row, row, row, your boat

Gently down the stream

If you see a crocodile

Don’t forget to scream.

Try variations with Two Little Dickey Birds, or Peter Rabbit, or Black Bear Black
Bear.
Developmental appropriateness is the first factor to consider when preparing to
tell a story. All children can listen to stories starting in infancy. Books for infants
and toddlers have very basic storylines and simple colorful illustrations. A typical
infant may have only a few hardboard or quilt cushioned like pages. The story
may be something like a tour through a farmyard to learn about animal sounds.

Farm animal sounds can also be the basis of a good developmentally appropriate
story as well. After sharing a book about farm animals on several occasions, an
infant will gain familiarity with those sounds and you can incorporate them into a
simple story, perhaps about a cow finding some grass or a dog looking for a bone.
Props such as puppets and toys are a good way to get infants and toddlers
interested in stories, but as children approach the preschool age try not to
emphasize props, as they will be encouraged to focus on the language. It doesn’t
matter if the infant doesn’t understand all the words and gestures, or anything
else in the storytelling. The social connection between infant and caregiver is the
most important aspect in the early stages. The interaction reinforces bonds and
stimulates brain development.

As with speech infants will not understand much of what you read to them at
first, and newborns have fairly poor eyesight, so pictures in a book are just
colourful blurs. As long as infants can sit in your lap comfortably as you point out
details in a book, then good listening habits and curiosity about books will soon
follow.

Toddlers don’t like to sit still, in fact toddlers are very curious and they are just as
likely to be interested in a story or book as they are in other activities. Once they
pass one-year toddlers start to advance in speech development. Between the
ages of 1 and 2 they can point to familiar pictures in a book if you name them....”
Can you point to the house” Now that they can speak you can ask them to repeat
simple directions. Now is the time to teach them to take turns and not interrupt.
They may get restless if you stretch out the activity too long. Any time a child is
speaking the adult should model perfect listening skills. (Unless they are being
disruptive). Look them in the eye and show them how eager you are to hear what
they have to say.

Not all children reach various developmental milestones at the same time. In any
group there will be difference in language comprehension and attention span as
well as individual preferences and cultural influences. For example, on the first
day of preschool you begin by trying to tell a story to a group of toddlers, you will
probably get mixed results. Some children in the group may be accustomed to
sitting and listening to a story, but for others the experience will be completely
new. Focus on fun, and consider the child’s perspective. The goal is for children to
associate telling with fun and enrichment, rather than simply viewing it as a time
they are supposed to sit and be quiet. So, don’t worry if they ask questions and
make spontaneous comments, let them react verbally, but make sure they
understand their limits. Help them find a way between respectful fun activity and
rudeness that distracts from the story

Children who have been read to, spoken to, and encouraged to speak develop
advanced language skills. By the late toddler stage they understand hundreds and
thousands of words, but it will take a while for their expressive language (speech)
to catch up with their receptive language.
Children love to hear the same story over and over again. It doesn’t matter that
they know what is going to happen. They will listen more closely than ever for
favourite details, and wait with eager anticipation for key moments in the story.
They will also start to notice little variations in the way you tell it. These variations
are important as they make retelling fun and interesting and they show children
there are endless possibilities, and there are no wrong or bad ideas. In time this
helps children to participate and become storytellers.

Stories have been passed down over the centuries, and were the main vehicle
through which knowledge and beliefs, values and traditions were passed down.
Storytelling includes a high level of interaction with the audience, eye contact,
and body language is important. Listening to a story is different from looking at
pictures in a book as it exercises the imagination and promotes close listening and
reflection.

We tell stories everyday of what we did, saw, or heard from someone else. A
story is generally considered good if it includes a setting that helps create a
picture in the imagination of the listener. A character with a motive. A plot,
including some sort of conflict that the characters must confront or resolve, and a
good story should convey some sort of message or knowledge. “Little Red Riding
Hood” for example, should convey the message about not talking to strangers.
When telling a story, it should be altered to suit the audience. In the original Red
Riding Hood, the wolf eats the girl and the grandmother, and the woodsman
comes home and cuts open the wolf with his axe and removes the victims who
are miraculously unharmed. For preschoolers, maybe the wolf could lock her in
the closet uninjured and the woodsman could chase him away.

Why should we tell stories to children?

Communication

Storytelling opens up channels of communication and stimulates emotional,

imaginative and linguistic development. It encourages participation and develops
confidence and a sense of self esteem.

Development

It is crucial in a child’s development. We live our lives through narrative and the
earlier we start the better.

Language

It surrounds the child with imaginative language, introduces unfamiliar words and
allows children to voice their own ideas in their own language.

Concentration

Storytelling develops concentration and listening skills

Imagination and Emotional Development

Children can experience emotions through the safety of the story and can
discover situations outside their own environment

Good storytelling begins with the effective use of voice, physical action and
descriptive language. A good way to capture your listener’s attention and clarify
meaning is to adjust your voice in order to reflect the character’s personality-use
tone, pitch and volume. Your tone can be inquisitive, nervous, angry, sinister etc.
The pitch can be high or low. A low pitch can express a sinister or heroic character
and a higher pitch can suggest innocence or kindness. Volume can be effective in
certain places. A sudden rise in volume can show danger or surprise. A lower
volume can increase suspense and force your audience to pay close attention. As
you continue to tell stories on a regular basis you can reuse the same
vocabulary...grand, lush, adorned, lofty etc. Their language banks will be filling
with words they won’t even realize they know.

Most adults working with children will read books and stories to children, and
they seem to think that the book is a safety blanket in case they forget the story.
But it is not...it’s a barrier. It inhibits the direct communication between teller and
listener. Having permanent eye contact with an audience creates a bond and
togetherness and a concentration on the story itself. So read the story through
and visualize it. Think of several words in the story that will guide you through
the main points. Try telling yourself the story outline, and then try to tell it in your
own words. Go back to the book and see if there is any important detail you have
left out. Learn any repeated phrases or rhymes. Make sure you know how to
begin and end the story. Keep telling the story to yourself, and when you are
confident tell it to the children.

When working with preschoolers you may find it almost impossible to keep them
interested or focused until you first capture their interest. Don’t assume they will
want to sit quietly why you tell them the story
 Preschoolers need to feel they are part of the story telling process. Here are
some hints by Jean Warren that she finds helpful:

1. Bring in an object that is found in the story and let the children inspect, feel and
talk about the object. Have they ever seen one before? Would they like to hear a
story that contains this object?

2. Get the children involved by offering them a felt board story. Let the children
help you place appropriate felt pieces on the board as they appear in the story.

3. Have children make puppets that represent characters in the story to hold up
as you read about the character in the story.

4. If the story you want to tell is a little too involved for preschoolers, don’t
hesitate to make up your own version of the story.

5. Preschoolers love rhyme stories because they can anticipate what the words at
the end of the sentences will be. Children especially love to have you leave off the
last word of a 4-line stanza in a rhyme story for them to shout out.
6. Preschoolers love stories that are repetitive in nature like the Three Little Pigs,
or the Three Billy Goats Gruff. This enables them to learn the repeated phrases
and repeat them with you as they come up in the story.

7. Preschoolers love hearing the same story over and over again. They like to
know what will happen ahead of time.

8. Any time you can get preschoolers involved in a story, you have a better chance
of getting them to stay focused on the story. Try having a couple of children at a
time act out what is happening in the story.

9. Complex stories are not good for children. Some people say you should have no
more characters in the story than the age of the children.

10. You can also help children remember the different characters in the story by
introducing them to the characters before you start reading. You can have cut-
outs of the characters placed on a felt board, dolls or puppets to represent them.

11. Short stories are best for young children. Short fables, folktales and picture
books are best for this age.

12. If you like a folktale or a fable but the plot is too confusing for your children,
don’t hesitate to simplify it to make it more enjoyable. If it has a surprise ending
be sure to keep that in the story.
Make your room more attractive for storytelling.

Put posters featuring illustrated stories on the wall, or poems and songs.

Bulletin Boards. Check with the local fire department to see how much wall space
they will let you use.

Have letters of the alphabet or letter magnets for children to interact with.

Label all your furniture, corners and bins and supplies.

Have a quiet book centre for children to sit quietly and read.

Keep “Big Books” open around the room and change them periodically

Have a felt board with different story pieces that the child can interact with.

Storytelling with blocks

Using blocks to tell a story may be a new idea for you to try.

Pick up a small cylinder and start telling the story of “Little Red Riding Hood” With
their inborn imagination the children know immediately which is the
grandmother, and which is the granddaughter, and all it takes to represent the
forest is a few tall blocks stood on their end. Have the children help combine a
few blocks for grandmother’s house. A bridge for the three Billy goats gruff, or try
building a giant for Jack in the Beanstalk. A timid child can be given a block to
involve them in the story. A more adventurous child can become the wolf. Keep
the building simple so that the plot does not get lost. The beauty is that children
really imagine detail, and the same block can be a bear, a bed, a car, a boat. There
is no limit to the number of stories you can tell with one set of blocks.

Story Sacks

A story sack is a large cloth bag containing a favourite children’s book with
supporting materials to stimulate language activities.

To make a story sacks find or make a large cloth bag and include any of the
following materials.
A copy of a story book.

A big book version of the story

A CD or DVD of the story.

Related nonfiction books.

Models of characters and objects from the story.

Activities or games relating to the story.

Paper and Crayons

Clay

An activity card (Optional)

(An activity card lists ideas for how to use the sack.) An example would be

Talk about the story and children’s favourite bits.

Ask children questions about the characters’ and plot

Retell the story using the models.

Find out more about the people and places in the story by looking at the
nonfiction books.

Draw a character or model one out of clay

Draw a story map of the plot to help with retelling the story.

A story sack of the Three Little Pigs

Include in your story sack: -

Copy of “the Three Little Pigs” (Of which there are a number of versions.)

Models of the three little pigs and the wolf.

Some straw, some twigs, and some stones or pebbles.

Nonfiction books about buildings.

Fireman’s prop e.g. Hose or hat.

Paper and crayons

Activity Card.

(Follow the directions on the example activity card.)

For the three little pigs

Ask the children to go on blowing the straw, twigs and stone across the floor, and
see which moved more easily.

Using the wolf as a prop, children can tell the wolf off and give him some tips for
making friends.

Talk about the dangers of fire and ask children what they would do in a fire.

Children can draw their own house or a house they would like to build.

Questions to ask about the three little pigs.

Where did the little pigs live before they built their houses?

What do you like doing in your house or apartment?

Who could the little pigs talk to about the wolf being a bully?

Would you like to be a builder when you grow up? Why. Why not?

Felt Boards

Felt boards can be made or purchased commercially. By making the felt board
stories yourself you would have more selection and have more details in your
figures and objects.

There are innumerable ways to tell stories so enjoy, and use storytelling to make
children love literature.

Puppets

Everyone knows that puppets are great for storytelling. They can be purchased
commercially and handmade.
WWW.WORKSHOPSONEARLYLEARNING.COM

SESSION 11

BLOCK PLAY
Block Play

Even with the electronic age, children still love blocks.

Not only children. Look how many adults build with Lego. Lego comes out with
new block sets all the time.

So we ask ourselves what children learn from blocks apart from seeing how high
they can stack them before they fall down.

PHYSICAL

Children develop large motor control from lifting and carrying blocks, stretching
to place a block up high, and returning the blocks to the shelves when they have
finished. They develop fine motor skills by turning around the small blocks to fit
one on top of the other, or set up animals and people, or roll a ball or marble
down a ramp. Co-ordination. Balance. Spatial orientation. Body awareness,
hand-eye coordination, sensory exploration, and visual perception.
COGNITIVE SKILLS

The children learn about Math and architecture. To build tall complex structures
that don’t fall down they have to apply principles of architecture and engineering.
The bases of the structure have to be stable to support the rest. They must learn
to balance, as too many blocks in one place will make it fall. They have to make
sure that any columns they build must support the arches or roof. If they build
tunnels they will collapse if they are not constructed correctly. Counting......
Teachers can ask the children how many blocks are in the tower, or ask them to
put five blocks in a row. Area and Space.... They can see how many animals they
can put in a yard they have build, or how many people will go into the house.
They can use the blocks to make patterns, or use the blocks to add or subtract or
even to create graphs. Order blocks by size- develop language of comparison,
biggest, smallest. Estimate and predict...How many more do I need.

LANGUAGE SKILLS

Conversation.... Encourages group conversation by discussing what they are

building. Vocabulary. Listen to instructions. Explain the process of construction
what works and what doesn’t. Follow Plans. Describe their work and the work of
others. Extend their vocabulary associated with construction e.g. build, design,
model, on top of, next to, in front of, wood, duplo, blocks, plastic. Explain cause
and effect...the tower fell over because...Put up signs that say whether the block
area is open or closed, or a sign which places a limit on the number of children
that can play at one time. Make road signs or building signs. Maybe safety signs.

SOCIAL DEVELOPMENT

Promotes teamwork such as building a town, office, and highway. The children
can decide together how they would like to build, solve building challenges, move
blocks. They learn the rights of other children and learn to follow classroom safety
rules. Children can learn to avoid conflict by working things out together.
Although it could teach older children sharing, in the case of younger children
they may want to let another child play with the blocks when they are finished
with them. Teaches them negotiation and Respect.
In the block centre children learn to:

Use oral language in a variety of situations.

Match objects in one to one correspondence.

Develop social skills appropriate to group behaviour.

Use vocabulary to designate quantities and relationships.

Demonstrate concepts of whole/part

Use vocabulary to compare objects (Same/Different)

Form groups by sorting and matching objects according to their attributes.

Know and discuss the consequences of actions in social relationships.

Acquire non-loco motor movement skills.

Create, repeat and/or extend patterns.

Develop hand/eye coordination.

Observe and follow safety rules.

Put objects in order.

Develop mapping skills.

Represent physical addition and subtraction

Develop classification skills.

Differentiate size and shape and recognize relationships.

Express relative sizes.

Understand gravity, stability, weight and balance.

Think, create and implement plans.

Discover properties of matter and names and functions of buildings. Develop
respect for the work of others.

BLOCK PLAY STAGES

We can classify block play in different stages.

Stage 1

Ages 2-3

Younger children carry the blocks but don’t use them for construction. They
explore the properties of the blocks by moving, touching, holding and feeling as
opposed to building. They are refining their large and small motor skills. Placing
wagons for hauling, baskets for carrying, and suitcases for packing in the block
centre will encourage children at this stage of block play.

Stage 2

Ages 3
At this stage the building begins. Children stack blocks vertically or lay them
horizontally, repeating the same designs over and over. Usually children use
similarly shaped and size blocks. The floor may be covered with long snakes of
blocks. Early block stacks are irregular and threaten to topple as each new block is
added. With developing dexterity, the stacks become straighter and taller. Most
children need to practice a task over and over again to refine skills and reinforce
confidence. Putting pattern cards, cars and road signs, and floor mats in the block
centre will encourage this play.

Stage 3

Ages 3-4

During this stage children begin building structures especially bridges. They create
bridges by using two blocks to support a third. As the children master the bridge
concept the bridges become more elaborate. This stage reflects the ability to
solve more complex math problems with regard to spatial relationships. For
example, how far apart do two support blocks have to be to support a third.
Bridge building can be facilitated by putting pictures of bridges in the block
corner. You might also want to add a piece of blue cloth for the water and some
boats.

Stage 4

Age 4

Children begin to develop problem solving skills by making enclosed structures

during this stage of block play. Bridging and enclosures are the earliest technical
problems children have to solve when playing with blocks. In order to make an
enclosed structure child must plan carefully. Usually early enclosures are
skewed.... blocks are parallel or square to each other. Experimentation and
practice tend to eventual success in making enclosures. After they have mastered
enclosures with the blocks lying flat they will move on to vertical enclosures. They
may play with embellishments by building a series of joined enclosures, changing
the shapes and sizes of the enclosures and creating circular enclosures, or
different patterns of enclosures. Block enclosures can be encourage d by placing
farm or zoo animals as well as play fruits and vegetables in the centre.

Stage 5

Ages 5-6

With age children become more imaginative in their block building. They use
more blocks and create more elaborate designs, as well as symmetrical patterns,
and children begin to name their structures. The name rarely relates to the
function of the building. For example, a child may have a bathtub, store, farm
yard, and swing all in the same structure. Young builders are strengthening their
skills and understanding of spatial relationships and enjoying their own creative
impulses. Encourage this stage of block play by providing task cards, pictures of
skyscrapers, blank paper for signs and roofing material.
Stage 6

Ages 5-6

Children will work cooperatively to build a common structure. They will decide
before they start what they are going to build, and assign each other specific
roles. Before this stage children may have named their construction but not
necessarily based on the function of the building, this stage of block building
corresponds to the “realistic” stage in art development where children
realistically name their structures...a barn, house, skyscraper, space ship for
example. Children sometimes want the structure up for several days to continue
working and start dramatic play around the structure. A variety of accessories
may include hats and clothes, measuring tools, task cards and bean bag figures.

Stage 7

Children use the blocks to represent things they know like cities, cars, airplanes
and houses. They use blocks to stimulate dramatic play activities: zoo, farm,
shopping. Children realistically name their buildings, skyscraper, shop, spaceship,
or farm for example. Children rely on access to a large number of blocks in a
variety of shapes and sizes. A classroom of 15 children for example should have
around 300 blocks in a variety of shapes. They repeat earlier stages-building
bridges and enclosures with deliberate purpose. Their block play is artistic.

TYPES OF BLOCKS

There are so many types of blocks both commercially made and home-made. We
will mention some of them here.

Texture Blocks....these are foam cubes covered in different textures to stimulate

sensory exploration.

Soft Unit Blocks....these are similar in size to wooden blocks but are lightweight.
The only thing you have to be careful with is that toddlers like to bite them and
this will leave teeth marks in the block.
Duplo Blocks....these come in different sizes and are easy to grasp, stack and pull
apart.

Soft Stacking Blocks....These are cloth covered foam cubes around 4 inches and up
in size. They are inexpensive and great for toddlers to carry.

Cardboard Bricks......These are shaped and printed to look like bricks. They are
large, lightweight and easy to stack. They are supposed to be crush resistant, but
if a large preschooler tries hard enough, they will buckle.

Large Hollow Blocks....They are large and heavy but offer preschoolers a unique
opportunity for cooperative building experiences. Hollow blocks like unit blocks
are built in mathematical proportions. . A typical set of hollow blocks will include
ramps as well as long and short boards.

Unit Blocks......The base block is 5 ½ x3 ¼ X1 3/8. There is a half square, double

square and half double square. There are triangles, pillars, columns and arches.
Unit Blocks are versatile, offer endless opportunities for exploration and
experimentation and support play as a child’s skills and creativity develop.

Commercial Blocks can be expensive, but you can make some reasonable priced
blocks yourself.

Wood Blocks

If you buy some 2x2 lumber (Preferably Pine) and cut it into different lengths,
then sand it down. Once you have finished sanding rub it with mineral oil

Milk Carton Blocks.

Wash the milk cartons with a bleach solution and then flatten the peaked top of
the carton until it is flat like the other side. Use duct tape to make sure it stays in
place, and then cover with shelf contact paper which you can purchase in
different colors and patterns. Cereal Boxes, detergent boxes, or any other kind of
box can also be filled with newspaper and covered the same way.

Newspaper Blocks
These could be used as pillars. Roll up newspapers in a tight roll and secure with
duct tape. You can use them as they are or get the children to paint them.

Use your imagination to come up with other ideas for blocks.

The Block Play Area.

A large carpeted area should be available. (If you do not have some sort of soft
surface under your blocks, you’ll find the noise of the blocks hitting the floor will
be very loud)

Sufficient number of Blocks.

Shelves

Have some open shelves that you have stuck on a template of the shape of the
blocks. This will help children when cleaning up to know where to put the blocks.

Storage Baskets

Containing items that can be used with block play. Plastic Animals, people, play
food, fake grass, fabric for water, carpet squares, clear plastic containers with lids
in different shapes and sizes, fruit baskets for stacking and building, books, plastic
cups for building, and anything else you can think of, egg cartons, wrapping
paper, tissue paper, paper plates, cards, toothpaste boxes, smarty tubes, yogurt
cartons, lollipop sticks, wool, string, foil pie dishes, small cars, (Some of these
materials will only be good for older children)

There are some key questions you can ask children:

*What did you use to make your castle?

*How did you make it?

*What did you do first?

*What do you need to make a car?

*What does the plan tell us?

*Can you find the parts shown on the plan?

*How can we make the car move?

*Will it go fast if we use bigger/smaller/ more wheels?

*Is the garage big enough for the car?

*What will happen if the car hits it-Can we make it stronger?

*Can you build a bridge tall enough for the car to go under?

Vocabulary: Big(ger), Small(er), Long(er), Short(er), Tall(er), Circle, Square,

Rectangle, Triangle, Next to, in front of, on, Under, behind, Sphere, Cube, Cone,
Cylinder, etc.
BLOCK PLAY PROGRESSION TABLE

Possible Intended Outcome Activities Progression Provision

Experience
Experimental *Experience *Build repetitively *Explore emotions *All types of
Play therapeutic value of with blocks construction
working with *Build a large
construction. structure-using
*Develop energetic
Concentration movements-lift,
carry, build on top
of...

*Take responsibility for *Build own *Develop self- *All types of

building own structure in confidence and self- construction.
construction solitary/parallel discipline in order to
play. play in a group.
*Select own *Take group
material responsibility for
*Choose the “best” planning, designing
material and creating
*Tidy away own construction.
equipment
*Work as part of a
group to make a
model.
*Take different
responsibilities
within the group.
*Organize and tidy-
up materials

*Begin to take turns *Share Blocks *Co-operate and *All types of

and share blocks and *Build a structure negotiate with construction
equipment together others and within as
*Share the a group.
equipment to suit *Help each other.
different purposes
Experimental Play *Develop *Build with large *Use space *All types of
Awareness of blocks in a large imaginatively construction
Space space and small
*Begin to blocks in a confined
understand area.
safety rules e.g. *Create
an awareness environments e.g.
that building a town, zoo, farm
very tall tower *Build connect
will tumble and structures e.g. road
hurt someone between a house
and a shop.
*Plan to include
aspace. draw a plan
*Build a house with
different rooms e.g.
small bedrooms,
bigger kitchen
*Build a small home
for a small animal
*Build a structure
with a wide base for
stability
*Explore Shapes *Position blocks on *Sorting shapes *All types of
top of, beside etc. *Matching shapes construction
*Build a structure- *Name and
with blocks the recognize shapes
same shape. *Select
*Put similar shapes equipment for
blocks together appropriate
*Build a wall which shapes
will not fall
down(alternate the
joins in the blocks)
*Make animals,
robots, using
different shapes.
*Explore Weight *Position block on *Sorting weight *All types of
top of *Matching weight Construction
*Build a structure *Select
*Put heavier blocks equipment for
on bottom and appropriate
lighter blocks on top weight
*put similar
weighted blocks
together
*Experimental *Explore Length *Position blocks *Sorting length *All types of
Play beside, on top of, in *Matching length Construction
front of *Select
*Choose bricks of equipment for
different length to appropriate
suit different length
purposes
*Explore *Join, break apart, *Explore *All types of
properties of a build vertically, concepts-shape, Construction
range of position structure,
equipment, horizontally-beside, balance, and
construction and in front of, behind. height
components *Build structures to
see height and
length
*Build a castle
*Build systems e.g.
Roads, pathway
*Experiment *Use different *Experiment for a *All types of
with a range of pieces to suit purpose-with construction
equipment and different purposes confidence and
constructional e.g. Windows, roof independence
techniques. bricks. *Build models
*Plan a structure based on
*Make a model of a experience
farm, house etc *Predict the
after a visit. sustainability of
*Plan, modify, material
adapt.
*Build structures
associated with
different materials
e.g. stone(The 3
little pigs house)
*Mathematical *Explore *Estimate *Judge Distance *All types of
Development Distance and *Measure and Direction Construction
Direction *Build
*Explore Balance forwards/backwards
*Change Direction,
turning corners
*Be introduced *Use different *Recognise *All types of
to mathematical materials of various balance and how Construction
language shapes and sizes to it can be achieved
create
balance/imbalance
*Language *Respond to *What did you use? *Initiate talk with *All types of
development questions about *What is it used adults, parents Construction
construction of for? and other
their building. *Talk about building children about
as they build it to constructing their
adults, parents and model.
other children *Talk in detail
about what they
have made
*Ask questions
about how and
why things work
*Be introduced *Name construction *Use extended *All types of
to vocabulary kits, components, vocabulary Construction
associated with and blocks. related to
construction *Talk about what construction.
they used to *Use relevant and
construct their descriptive
model language when
talking about
their work.
*Begin to listen *Can you place a *Listen accurately *All types of
to 1 or 2 red brick on top of and follow 2 or Construction.
Instructions the rower? more instructions
Can you make a *Follow a
monster with lots of sequence of
legs and heads? actions

Appendix

Sharon Macdonald

Harriet Johnson

Rewarding Learning

South Eastern Education and Library Board

SESSION 12 QUESTIONS
PLEASE ENSURE YOUR ANSWERS ARE SENT TO US IN PDF FORM TO E MAIL
ADDRESS PROVIDED

SESSION 1 WHAT IS A RESPONSIBLE ADULT

1. What is a Responsible Adult in the context of Section 29 of the Child Care

Licensing Regulations?

2. Tell us why you wish to become a Responsible Adult

SESSION 2 CHILD GUIDANCE

1. How do you feel your earlier experiences in life affected you, and how do they
affect you now?

2. Define perfect parenting?

3. Why is consistency important?

4. Give an example of a natural consequence.

5. Give an example of a logical consequence

6. A new child is not adjusting well to daycare. The child needs a lot more
attention and guidance than expected. The centre is considering asking the parent
to withdraw the child.

Do you agree with the centres decision or what alternate could you see
happening?

7. A parent is angry as the centre has lost a pair of shoes the parent recently
purchased for their child. How would you pacify this parent and rectify this
situation?

8. How would you deal with a child that is experiencing acute separation anxiety?

9.What do you consider quality childcare?

Childcare refers to an institution
that provides care and supervision
to infants. Kindergartens and
elementary schools are more
education-oriented.
Childcare centres usually provide a
full-day program. Kindergartens and
elementary school has half day.
Childcare centres typically close on
Sundays, public holidays, and staff
training days. Kindergartens differ in
that they follow the same holiday
dates as primary schools.

10.Describe three differences between programs serving children birth through 5

years, and those serving children from kindergarten to 8 years.

11.What do you think is one of the most effective strategies for changing
behaviour?

12.Give an example of a verbal guidance strategy.

13.Describe a transition strategy that would reduce any behavioural problems

during this time.

14.Why do you feel it is important to establish and maintain a positive,

collaborative, relationship with families?

15.Give 2 reasons why it is important to study child development?

16.Emma a usually happy child comes to daycare looking sad and upset. What
would you do?

17.James is teasing and name calling Mary and other children. How would you
handle the situation?

18. Robbie who is 11 years old swears at you and tells you “you can’t be the boss
of me” What would you do?

19. How would you guide and not punish a child?

20.What is the best way to work with a child that frequently hits or is otherwise
aggressive and destructive in play?

21.Why do toddlers bite?

22.Why do children throw tantrums.?

23.Why are some children more possessive over toys, space etc. than others?
SESSION 3 PERCEPTION AND MOTOR CONTROL

1. Give an example of an activity to help children develop language skills using

visual perception
2. What would you do if you suspected a child had auditory difficulties?
3. What is crossing the midline.?
4. Give an activity for crossing the midline.

1. What are gross motor skills?

SESSION 4 MUSCULAR AND GROSS MOTOR Gross motor (physical) skills are those which require whole body movement and which
involve the large (core stabilising) muscles of the body to perform everyday functions,
such as standing and walking, running and jumping, and sitting upright at the table.
1. What are gross motor skills. They also includes eye-hand coordination skills such as ball skills (throwing, catching,
kicking) as well as riding a bike or a scooter and swimming.
2. When do gross motor skills start to develop? 2. kids start developing gross motor skills when they're small babies. Even in
their first 2 months, babies will kick their legs and wave their arms around.
3. Discuss examples of gross motor skills.
4. What is a reflex? 4. Reflexes are movement patterns that always occur after the child is moved or touched in a specific way.
5. Give 3 basic requirements for normal movement. 5.development. Tone, symmetry and muscle strength will play a large role in normal

SESSION 5 FINE MOTOR

1. What are fine motor skills?

2. Why are fine motor skills so important?
3. Give examples of tasks an a) Infant b) toddler c) 2-Year-old
d) 3-Year-old and e) a 4-5-Year-old can do using fine motor control

4. Give an activity you could use for a 4/5-year-old child to enhance fine
motor control

5.At what age do you feel a child should be able to cut with a knife?

6. If a child had a fine motor impairment what will he find difficult to do.?
7. a)Provide a supportive and encouraging environment: Let the child know that it's okay to make mistakes. Encourage them to
speak English as much as possible; b)Use visual aids: using pictures, videos, flashcards, and other visual. c)Play games: playing
vocabulary-building games, word matching games. d)Read together: can help the child learn new vocabulary, practice
pronunciation, and improve their reading skills. e)Use songs and rhymes: can help children learn new vocabulary and grammar
rules in a memorable way. g)Encourage conversation: practice by talking to them and asking questions.
SESSION 6 COGNITIVE DEVELOPMENT

1.What is cognitive development?

2.What are some toys that can be used to help children learn concept
development?
3.When is “critical period” in baby development?
4.Name two “red flags” in Concept development?
5.What do you feel the effects of TV on preschoolers are?

6.Does play contribute to cognitive development, and if so how?

7. Name several ways you can help a child with English as a second
language (ESL) learn English?

8.As someone working with children how can we help them build their
vocabulary 8. Read to them regularly; Play word games; Encourage conversations; Introduce new words
through play; Use visual aids; Encourage writing; Encourage independent reading; Surround
them with new words.

SESSION 7 PLAY 3. Once children are school-aged, the appropriate use of computers and
other devices will depend on their individual needs, interests, and abilities.
1. As a child what do you remember about playing and where did you play.
Were you allowed to play alone or were you supervised? What games did
you play and what did you learn from these games? In what way if any did
your play experiences differ from play of today?
2. At what age do you think that children should be introduced to phonics?
3. What are your thoughts on preschool children and computers?
4. What do you consider is good curriculum planning?
5. How would you consider a child’s linguistic and spiritual identity when
planning a Xmas Activity?
6. Why must caregivers of young children be prepared to explain and defend
the value of basing large parts of the curriculum on play?
7. What would be some of the criteria for selecting safe toys?
8. Many activities can be carried on outdoors. Name 10 of them.
9. A parent is concerned with the amount of playing they have observed at
your center. How would you explain the advantages of play to this parent?
10.What do children learn from a) Music and Movement b) Sensory Play c)
Books d) Puzzles e) Picking up toys.?
5. Linguistic identity: If the child comes from a multilingual background, consider using materials that are available in multiple
languages. Spiritual identity: Christmas is a holiday with Christian origins, it's important to be mindful of children's religious
beliefs. Inclusivity: Consider the diversity of the children participating in the activity. Make sure that the materials, stories, and
activities we choose are respectful and inclusive of all cultures, languages, and religions represented.
 9. As an early childhood educator, I firmly believe in the importance of play for children's development. Play is a natural and
essential part of childhood, and it has many advantages for children's cognitive, social, emotional, and physical growth and
should be encouraged and supported.
12. Outdoor play can improve children's physical health, also develop their social skills and enhance their curiosity,
imagination, and creativity.
11.What do you think children are actually learning through play?
12.What effect does playing outdoors have on a child’s development?
3. Shows concern for someone in distress; Shows delight for someone experiencing pleasure; Shares something of his own to
another; Takes turns with toys or activities; Waits for turn without fuss; Folows program rules. Helps another do a task; Helps
SESSION 8 SOCIAL SKILLS another in need; Maintaining play.

1. In your early childhood how did you make friends and did you find it easy?

2. Do you encourage your own children or children in your care to socialize? If

so, how do you do this?

3. What are the skills needed to participate in group play?

4. What are some of the goals for young children’s development in Social
4. Building positive relationships, effective communication, cooperation and
Skills?
collaboration, conflict resolution, self-regulation, and empathy and compassion. These
skills lay a foundation for success in future social interactions and relationships.
5. What does inclusion in a child care setting mean?

6.How can a typical program be modified for inclusion?

7.What do children tend to demonstrate in an inclusive daycare?

8.Families are in a continual state of change as a result of social issues and

changing times. How do you feel families have changed in the 21st century?

9.Think of two children that you know. List 3 ways that they tend to be
different from one another in the way they respond to situations. (For example, in
the way they interact with people they haven’t met before, the way they deal
with stress, their activity level)

SESSION 9 SAFETY AND HEALTH

1. What germs require a living host?

2. What are some things you could do in your childcare to promote good
health?
 3. A child is brought to the center with band aids on his body. When you ask
his mother what they are she says they are bug bites, but after further
investigation you see they are chicken pox rash. What would you do?
4. Where would you keep antibiotics in your center?
5. A child gets his finger stuck in a slammed door. Name the steps you would
take.
6. Identify some specific Health and safety concerns in each of the following
activities.

a) Music b) Movement c) Art d) Physical Activity

7. A parent brings a child with a fever to the center with a note from the
doctor authorizing the childcare to give the child Tylenol any time the child
has a fever. Would you follow through on this request?
8. What can a childcare program do to help prevent the spread of flu?
9. Why is providing adequate nutrition to children in your care important?
10.How can you ensure that new play equipment is safe to use?
11.How can you support children in keeping themselves safe?
12.What would you do if a parent refuses to have her child vaccinated?

SESSION 10 STORYTELLING

1. Think of a story for a story sack, and tell us what you would include in the
bag?
2. Why is it important to read stories children have already heard?
3. Give an example of an open-ended discussion question in the Three Little
Pigs.
4. What do infants gain from hearing a story?
5. Name a book from your childhood and tell us what it was about.
6. Tell us a story about your best childhood memory
SESSION 11 BLOCK PLAY.

1. How does block building support development of motor skills?

2. What math concepts can preschoolers explore through block building?

3. What could teachers offer to encourage children to make their block centre
more complex?

4. What architecture and engineering concepts do children use when building?

5. How does block building encourage language skills?

PLEASE STATE ON YOUR ANSWER SHEET THE NUMBER OF HOURS IT TOOK YOU
TO COMPLETE THIS COURSE AND ADD YOUR NAME FOR THE CERTIFICATE

PLEASE COMPLETE THE QUESTIONS AND E MAIL TO

PACIFICCOASTWORKSHOPS@SHAW.CA

IN PDF FORM QUOTING YOUR ORDER NUMBER

WE WILL E MAIL YOU A RESPONSIBLE ADULT CERTIFICATE OF COMPLETION WHEN

YOU HAVE COMPLETED THE 20 HOURS.