A mental health consultant plays an important role in children’s early childhood. An early childhood consultant should be an expert in mental health, who also needs to be knowable and experienced with birth to 5 years old children and their families. Also, must have the knowledge in social and emotional development in children. The role of mental health specialist is to promote healthy growth in young children’s social and emotional development. By focusing on guiding and supporting the children’s families and the caregivers to be involved in children’s lives. So, they can recognize and understand how to support the children’s social and emotional development. They can help identify and work in partnership with families and caregivers to help …show more content…
solve any problems that might surface. Because mental health consultants understand the characteristics of and what is age appropriate for children, they can pass on the information to families, caregivers or teachers to help them nurture each child’s growth. They can also help parents understand the certain behaviors are normal part of growing up with children. Also, mental health specialist should be able to recognize and respond to any concerns regarding a child’s social and emotional development. For example, when a young child demonstrates concern behavior that does not dissipate and is frequent in nature, then they may refer the child and his family to appropriate outside services such as community mental health or Part C services for further evaluation. Therefore, they need to establish goals to become familiar with the state's early learning guidelines and standards as well as the LEA expectations.
They need to create and implement an action plan for achieving the established early childhood standards. First, they use observations of individual children, classrooms or large groups to provide strategies to promote high quality effective practices that support children’s development and learning. Second, they help to ensure that teachers, home visitors, family service staff, families and community partners understand the states readiness goals and know how to support children’s progress. Third, they insure them so they can describe how addressing mental health in early ages supports children’s development. Fourth, they help staff and families understand the connection of positive nurturing relationships with children. Also, they provide training and information sharing on the latest research and effective strategies for supporting young children’s social emotional …show more content…
development. Often a specific task of the mental health professional is to provide guidance to early childhood programs on how to select and use the findings of screening and/or assessments to address a child’s identified need.
They provide guidance on the process for collecting and analyzing data including ensuring the assessments are appropriate for the children and families in the program (developmentally, culturally, linguistically, etc.) and are accurately measuring children’s progress. Also, they provide guidance on how to understand the child assessment results and how to individualize services for each child. Also, they help families and staff understand the role and value of child assessment in determining how children are progressing. Another, responsibilities of a mental health consultant are to examine and assist the program to examine data for patterns of progress for groups of children to revise or develop and implement plans for program improvement. Assist staff to explore patterns of progress and outcomes in groups of children by age, rates of attendance, program option or setting, language group, risk factor, environmental changes. Assist program leadership to explore program adjustments such as frequency and type of training, strategies for engaging families and or program
structure. There are several strategies a mental health consultant can give to the teachers to help children with mental disorders. Some of the mental disorders that can be found in the classroom among children are Attention-Deficit/Hyperactivity Disorder attention (ADHD) and Autism. Children who suffers from ADHD, (Attention-Deficit/Hyperactivity Disorder) have short attention spans, easy distraction, too much talking and constant interruptions as well as hyperactivity. Therefore, this condition can have a strong impact on a children’s ability to learn as well as a teacher’s ability to maintain the classroom. On the other hand, children can suffer from different types Autism Spectrum Disorders. Children with autism spectrum disorders may exhibit signs of repetitive behavior, significant social difficulties, inability to read nonverbal language and many more. Autism disorders are noticed before school age in children today and can vary from very severe to milder forms. Steps that can be giving by a mental health professional to teachers to help recognize mental health issues in children are; they should know the warning signs for mental health problems, whom to consult questions and concerns about a student’s behavior such as the parents, director and nurse. And how too access crisis supports and other mental health problems. Since, teachers spend so much time with children by observing them in social and emotional development, teachers can help identify possible mental health issues. By being able to recognize the signs and symptoms of the most common mental health disorders can help teachers identify potential problems more quickly and work with parents and the center to help children get the help they need. The strategies teachers can use to help children with ADHD in the classroom are; task duration, short time limits for task completion. Direct instruction, scheduling; academic instruction be provided in the morning and in the after-noon nonacademic activities. Novelty, in-creasing the novelty and interest level of tasks through use of increased stimulation (color, shape, texture). Structure and organization lessons should be carefully structured and important points clearly identified. Rule reminders and visual cues; the rules given must be well defined, specific and frequently reinforced through visible modes of presentation. Visual rule reminders or cues should be placed throughout the classroom. Reviewed rules before activity transitions. Instructions to be short, specific and direct. Additionally, teachers must be prepared to repeat directions frequently, and recognize that students often may not have paid attention to what was said. Productive physical movement such as stretch breaks. Teachers need to be flexible and modify instructional demands accordingly. Reinforce appropriate or desired behaviors, and discourage inappropriate or undesired behaviors. Use of both negative and positive consequences are essential when working with ADHD children. Also, it is important to keep in mind that the rewards used with these students lose their reinforcing power quickly and must be changed or rotated frequently. The time-out area should be a pleasant environment and a student should be placed in it for only a short time. Thus, it is suggested that classroom modifications be tailored to the unique needs of each child. Further, it is essential to avoid excessive use of negative consequences (such as reprimands, time-out). It is essential that students be frequently reinforced for what we want them to do, rather than simply punished for what we do not want them to do. Inclusion strategies teachers can use to help children with autism spectrum disorders. First, teachers should demonstrate and model expected skills. Next, teachers should provide visual schedules of the day’s events in a location easily seen by the children. Teachers can use a visual schedule written out and paired with picture symbols to increase understanding. Also, a teacher can provide individual children schedules attached to the children’s desk for accessibility. Additionally, eye contact it’s important to acquire the children’s attention. However, even if a child is not looking directly at the teacher, the teacher should know that he or she may still be listening. Therefore, frequently checking for understanding can give the teacher assurance that the child is, in fact, paying attention. More forward, teachers can adopt other strategies to increase motivation in students with ASD, such as allowing short breaks between teaching sessions and providing time for the children to be alone if needed. Another crucial strategy for teachers to use in developing and maintaining motivation in a student with ASD is reinforcement. Teachers may reinforce a non-preferred activity with a preferred activity, contingent upon task completion. Also, academic modifications for the inclusive classroom should be made. Socialization strategies include that teachers should always supervise social interactions so they can offer valuable support by providing specific social rules and reinforcing positive social interactions. It is very important for teachers to be able to recognize that a child with ASD may want to interact, but may not know how. Additionally, social stories can be used to teach social skills to students with ASD who may have difficulty understanding how to behave in certain circumstances
This case study will examine Klara’s biosocial, cognitive, and psychosocial development. The Desired Results Development Profile (DRDP) was utilized to observe Klara’s development. A DRDP is an established tool used to advance the quality of early care and educational programs in California (DRDP). Each domain of the DRDP is analyzed by the measures of, “exploring,” “developing,” “building,” and, “integrating.”
Decker, C. A., Decker, J. R., Freeman, N. K., & Knopf, H. T. (2009). Planning and Administering Early Childhood Programs. Upper Saddle River: Pearson.
Elliott, A. (2004). Where to Now for Early Childhood Education and Care? Early Childhood Education Research Program (ACER), 12(2).
In conclusion, development and improvement in early youth include collaboration of inner procedures, supported by outer help and stimulation. Understanding the idea of human development will bolster my training in evaluations, mediations and surveys. While both physical and biological changes affect the child, I should have the capacity to recognize
Mental health teams generally comprise of psychiatrists, clinical psychologists, nurses, occupational therapists and social workers, but other therapists such as family therapists, psychotherapists and counsellors might also become involved in the care of the patient (Perkins & Repper 1998).
Research carried out by Ofsted (2011) shows that, assessment improved a practitioner’s awareness of a child’s strengths and weaknesses. Subsequently, this had a positive influence on their planning, as they were able to differentiate and offer adequate support for children. Ofsted believes it to be the best way to improve pupil’s attainment (Ofsted, 2011).
Children who participate in quality early learning programs tend to be more successful later in school. They are also most socially and emotionally competent. In addition those children show higher verbal and intellectual development during early childhood than children who do not participate in early learning programs (A Parent’s Guide to Choosing Quality Child Care). In order for a child care center to be a quality center they must have an educated staff, a program accreditation, and good health and safety practices. Parents choose high quality child care for many reasons. These programs prepare children for school in which they gain intellectual and social skills. Also the programs are a good opportunity for children because they receive age-appropriate learning materials and activities to let the children learn and grow.
In this reflective analysis of NAEYC Standard three, Observing, Documenting, and Assessing to Support Young Children and Families, I will first reflect on my growth, as an early childhood professional, during my course of study. Secondly, I will address my strengths related to the standard and discuss areas in need of further professional development. Finally, I will outline my goals for future growth and development. Early childhood educators demonstrate professional competence by understanding the role of assessment and the various methods of assessing student learning, including observation, documentation and standardized testing. These assessment strategies, along with partnerships with parents, can support students in their development and growth, by informing instruction and evaluating instructional practices.
Morrison, G. S. (1976). Chapter 6: Early Childhood Programs APPLYING THEORIES TO PRACTICE. In Early childhood education today (10th ed., pp. 5-31). Columbus, Ohio: Merrill.
Retrieved April 21, 2003, from http://earlylearning.org/KC/Parents.htm#care. Zill, Nicholas. A. (1995) The 'Secondary' of the 'Secondary' of the 'Secondary' of the ' School Readiness and Children’s Development Status. Eric Digest.
A significant facet of an early childhood professional is the ability to work with families. This however can be an area in which many professionals entering into the field can feel inadequate. In order to fully support all areas of a child’s performance as a professional it is critical to work with their families. In order to effectively work with families, you must be able to understand the diversity and complexity of families.
There are challenges trying to meet the needs these children in a group setting because they require a lot of interaction and personal attention in order to thrive. Another thing we get from doing these assessments is the scores are letting us know what is happening in the classroom, because it can help us improve the quality of care given to the infants and toddlers.
Mental health nurses, also called psychiatric nurses, provide support and care to people with emotional and mental disorders.” (Career Cruising) Depending on where people choose to work in mental health nursing, the duties vary; many have common goals for themselves, and their patients. “The nurses try to keep their patients safe, help them adjust to their environment, and as much as possible, help them regain their mental health. Nurses do all these things by observing, assessing, and reporting on their patients’ conditions, and by providing therapeutic care and treatment to the patients.”
Many associate psychology with sitting in a chair in a small office as someone taking notes, asking how you feel about a certain event or feeling, or analyzing your deepest secrets and memories. However, it branches off into many other fields. A clinical psychologist’s main job is “to reduce the distress and improve the psychological wellbeing of clients” (Bond). This can include anything from depression, eating disorders, and addiction, to mental illness, family and personal relationships, and learning disabilities (Bond). A clinical psychologist usually will choose to have an emphasis in a certain field such as children and learning disabilities and work in schools or social work facilities, or mental illness and work in a hospital (Bond).
Early childhood education plays a key role in a child’s academic development because he or she learns soft skills, job skills, and develop positive traits. Preschool is not like kindergarten, but instead a stepping-stone that prepares young students for the years of schooling they will have later in life. As more schools began to open families wanted to be able to verify that programs would benefit and protect their children. In response, the National Association for the Education of Young Children was made to help families find the best care for their children, by providing the early childhood educators with training and ensuring the quality of children’s daily experiences. (“NAEYC”5).