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Observe children under 3 years old
Child Observation Introduction
Child Observation Introduction
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Recommended: Observe children under 3 years old
Children are brought the child care development center to provide daycare for the working parent. Upon arrival, an assessment is performed on the children. Their hair is checked for the presence of lice. Their eyes, ears, nose, and mouths are checked for redness or discharge. The presence of a cough should also be noted. General appearance is assessed for cleanliness. Their shoes should be closed toes to protect their feet from injury. The children can be dismissed from the center for lice or presence of infection to prevent the spread to others. If lice are present, the child should obtain treatment and return to school the day after treatment was received (Bohl, Evetts, McClain, Rosenauer, & Stellitano, 2015, p. 231). The parents of toddlers …show more content…
912). The center provides private restrooms for boys and girls to respect their modesty and allow for proper growth and development. The young toddlers did not have control of their bladder, so they still wore diapers. I did not observe any children that had to unbutton or unzip any clothing, but based on watching toddlers and younger children play with toys and using utensils to eat, I would think the task would be difficult for them. The children’s nap time started about 1200. They sleep until about 0130. Small cots with sheets are spread out around the room. The cots sat only a few inches off the ground. The care providers started to calm the children down. The lights were dimmed and music was played to provide a soothing environment. If any children awaken earlier than the others, a quiet task such as arts and crafts or books are provided to keep the child …show more content…
The article describes lice and where they come from. Pediculosis capitis are parasitic louse that are 1 to 3 mm long and only infect humans (Bohl, Evetts, McClain, Rosenauer, & Stellitano, 2015, p. 227). They spread by contact and primarily affect preschool and school age children (Bohl, Evetts, McClain, Rosenauer, & Stellitano, 2015, p. 227). It describes the signs and symptoms, diagnosis, and treatments of the infestation. The article also states methods of prevention. The most common side effect is pruritus and are diagnosed by visible live louse or nits within 1 mm of the scalp (Bohl, Evetts, McClain, Rosenauer, & Stellitano, 2015, p. 228). Wet combing along with pharmaceuticals such as permethrin, Pyrethrin/piperonyl butoxide, and malathion are used to treat lice (Bohl, Evetts, McClain, Rosenauer, & Stellitano, 2015, pp. 228-230). Methods of prevention are knowledge of diagnosis and treatment, educating clients about lice, and excluding children diagnosed with lice from school until one day after treatment (Bohl, Evetts, McClain, Rosenauer, & Stellitano, 2015, p. 231). This article can be applied to nursing practice because it educates the nurse about lice which can then be applied to screenings, treatments, and education to the
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
Sara believed that it was important for the infant to establish a sense of security by sleeping in the same room as the parents early on, so that in the future when the child becomes old enough to sleep in a different room, the child will feel secure and be calm even when she is alone by knowing that her parents are just in the other room. One way to understand the link between Sara’s sleeping arrangements and her goal of making the infant feel more secure is to consider Erik Erikson’s psychosocial stages of development (Erikson, 1963) The first stage of Erikson’s (1963) theory is trust versus mistrust, during which babies come to trust that their caregivers and other people will meet their physical and emotional needs or start to mistrust that the parents and other people will not take care of them. Sara hoped that by sleeping near her infant so that she could let her child see her when the child goes to sleep or wakes up in the middle of the night, the infant could feel more safe, or “trust,” that the infant’s needs would be tended to whenever necessary. The “trust” would then impact the child’s future development and especially when the time comes for the child to move to a separate room. The child, having received reliable
Sears, William. Nighttime Parenting How to Get Your Baby and Child to Sleep. Franklin Park Illinois. Le Leche League International, 1990. Print.
At the operant level change will be effected by restricting activity to appropriate household locals. The necessity of maintaining order & restoring the orderly state of the environment will be reinforced with positive attention. As a stimulus for taking on the additional responsibility of the infants care rewards will be implemented after discussion of goals with the child. Positive progress will be met with mo...
During this day the school children and the community are taught the causes of Head lice which are very contagious. They can infect when sharing comb with an infected person also by letting your head touch the head of the infected persons head and sharing clothes with an infected person
Newborns do not contribute much to society at large. In fact, they do not do much in general. It is impossible to know the details of what goes on in an infant’s mind. One of the things we do know about newborns is that sleep is crucial and they spend an average of 16-18 hours each day sleeping (Ward, 2015). This paper will examine the experiences of one mother’s decisions in regard to sleeping arrangements and the values, both cultural and personal, that support these arrangements. It will also compare her decisions to the decisions of U.S. and Mayan mothers discussed in the research article “Cultural Variation in Infants’ Sleeping Arrangements: Questions of Independence.” The mother who was interviewed for this paper is 54 years old and
During this assignment, I needed to observe infant/toddler from birth to 36 months. The observation was for 30 minutes while the infants interact with the world. While the observation, I created a running record observation to keep track of the developmental domains. The observation took place in the ECE classroom. There were three children which were Charlotte, Loui, and Benjamin. They were placed in the center of the class where there was different kinds of toys. During the observation, Charlotte and Loui were interacting with one another. However, Benjamin wasn’t interacting at all. Loui interacted with classmates and went outside the circle to get some toys.
Observation is very important in young children because that is how you get to know a child better. While observing how a child interacts with their peers, adults, and how they behave in different settings, you are getting to know the child without speaking to them.
In this assignment I am going to describe a child observation that I have done in a nursery for twenty minutes in a play setting. I will explain the strengths and weaknesses of naturalistic observation through the key developmental milestones based in Mary Sheridan (2005) check-list and provide a theoretical explanation to support the naturalistic observation.
Healthy Child Care America. (2007, April). Health and Safety E-News for Caregivers and Teachers. Retrieved from Healthy Child Care America: http://www.healthychildcare.org/ENewsApr07.html
Since a nap should only be 26 minutes, the length suggested by NASA researchers (Rosekind), nap time could easily incorporate into the school day, either by adding time onto the conclusion of the school day, by taking a few minutes off of classes, or a combination of the two. Students would utilize this 26 minutes to nap, thereby increasing cognitive functioning and avoiding a plethora of medical ailments. In a model suggested by Meizen High School in Japan, teachers “dim the lights and put on classical music” and students put their heads down on their desks and sleep (Murugappan). In addition to this model, schools could also offer students the option of bringing their own sleeping bags or “nap mats” and reporting to the gym during nap time in order that students could lie down while they nap, which would offer a peaceful experience conducive to sleeping. By offering students these options, schools could not only ensure that students would be able to have a napping experience that would allow them to regain cognitive functioning lost by sleep deprivation but also achieve this in such a way that removes remarkably little time from the school day. On the other hand, some argue for a later school start time as the best way to reduce teenage sleep deprivation; in their view, the school day should instead start at 8:30 or 9:00 A.M. and last until 4:30 or 5:00 P.M. in order to allow students to awaken later in the morning. The organization School Start Later cites various statistics regarding sleep deprivation in order to argue for a later school start time, and although this may be true, a
On November 15, 2017, the ITERS-R observation took place at Kid’s World daycare center in Eden, NC. To complete this assignment an infant room was observed. The number of children in was twelve and their ages ranged from six weeks to twenty-three months with the presence of two staff members. This specific room has a lower standard of care, learning, and hygiene. The space and furnishings are unorganized and unmarked with respective purposes. For example, the room has five cribs, three of them are used as storage for diaper bags, swingers, and toys. This room abstains from appropriate furniture for the infants and toddlers to eat or do activities. Children get to eat while they are walking around and dropping food on the floor and putting
While walking through the front gates of County elementary school, you see children of all ages playing while they wait for the school bell to ring. Walking to the classroom that I will be observing you see students with their parent’s line up waiting to get signed in. The students are to be signed in by a parent or guardian for safety precautions, and shows that the child was signed into school. As a visitor, I am to sign myself in, this shows I was in the classroom, at what time was I there, and reason for visiting the classroom.
Click, P. M., & Parker, J. (2002). Caring for School-Age Children (Third Edition). United States of America: Delmar.
For this assignment I had to observe a child between the age range of 0-6 for an hour and half to note their motor and physical development. Before I go in to detail about my observations of the child I must first define what motor and physical development means. Motor development can be broken down into two subcategories. One subcategory would be the gross motor skills development that use large muscle groups to complete task. Then there is the second subcategory deals with, “ Skills that involve large-muscle activities”.( Santrock, J. (2015). Children (13th ed.). Madison, Wis.: Brown & Benchmark. ) The second subcategory would be fine motor skills that, “ involve finely tuned movements” and it known as fine motor skills. Fine motor skills