Caring for and Guiding ChildrenChapter 13

Providing a Nurturing

Environment 13:1

All children need a nurturing environment to help them grow and develop. In a nurturing environment, children feel secure, protected, satisfied, and loved.

Sending Messages with LoveChildren need to hear love expressed in verbal

and nonverbal messages

Making Direct Eye ContactParents can send a message of care and love

by looking directly into the child’s eyes Helps meets children’s emotional needs and

learn to make direct eye contact with others as they build relationships

Providing Close Physical ContactMessages sent by physical contact; usually

signals of caring, concern, support, and love

Spending Time TogetherAn important way for parents to help their

children feel loved is to spend time with them. Children need undivided and uninterrupted

time even if the time is short

Listen to the child and show empathy

Providing Guidance

13:2

Children do not automatically know what they should or should not do. They need guidance from their parents

Guidance is all that parents do and say as they influence their children’s behavior in a positive way. This will help children grow to maturity and learn to to be productive members of society.

With proper guidance, children will learn self- control.

Guidance should include1. Love being the key ingredient2. A child’s self-esteem or value as a person should

always be upheld3. The method should help the child learn self-

control

ModelingModeling is acting in a way that sets a good

exampleParents are a child’s first role model

Setting Limits Limits should be well defined and clearly

explained will help a child learn self-control

Be ConsistentKeep both the child’s and parent’s welfare in

mindUse positive reinforcement

Establishing RoutinesRoutines give a feeling of security to a child’s

lifeRoutines also help parents show parental

control In turn helps the child learn self-control

RedirectingRedirecting is when a parent guides their child

from one activity to a more acceptable one.

Making RequestParents can guide a child’s actions by

expressing personal desiresFor example “Brodie, I would like you to put

your Legos in the Lego box.”

ReinforcingWhen a child preforms a desired behavior,

reinforcement can influence the child to repeat that behavior

Reinforcing Desired Behavior Right after the desired behavior

Reinforcing Negative Behavior Getting what child wants because they keep

asking Not paying attention when children are playing Must make sure you are praising good behavior

and not just calling attention to bad behavior

Using Natural Consequences Natural consequences are the normal results of

an actions

A direct relationship must exist between the child’s choice of action and the result of that action.

The natural consequences should not be dangerous to the child’s health or welfare

Punishing Punishment gives the child a reason to regret

engaging in behavior he or she knew was wrong. They must be old enough to understand

Punishment must fit the wrong behavior Timeout

Parents should discuss the punishment first

Choosing a Guidance Method1. Why did the child act this way? 2. What can I do to help the child learn

appropriate behavior?

1. Identify the problem first2. Identify which guidance method will help the

child learn self-control

Providing Opportunities

for Play13:3

Importance of Play Build self-esteemEncourage creativity Learn about different rolesBuild relationshipsPractice new skillsFocus on tasks

Type of PlayManipulative play – putting beads on a string Large-Muscle Play (gross-motor) – walk, run,

jump, kick, hop, skip, or pedalWater and Sand Play- learn science conceptsHousekeeping Play – act our homelife

experiences and imitate rolesDramatic play – express needs or release

frustrations

Stages of Play One stage builds onto the next stage1. Solitary play – play alone and ignore other children2. Onlooker play – toddlers watch other children play but will

not join in3. Parallel play – child play side by side without interacting

with each other 4. Associative play – (3 yrs-elementary years) enjoys playing

with others, may share toys but do not organize their play5. Cooperative play (around 10 yrs) work together to reach a

common goal, allows them to play team sport

Choosing Toys for Children’s PlayAllows imaginationProvide gross-motor exercise

Guidelines for Toy Selection Chart page 290 Are safe to use – nonflammable or flam-resistant

materials Have interesting color, shape, and texture Stimulate new kinds of exploration Fit a variety of play settings Help a child express creativity Are durable Match the age of the child

Technology and the Development of a Child Limit the child’s time spent with electronic

entertainmentControl exposure to violent images

Providing for the Health and

Safety of Children

13:4

Establish Good Eating Habits Choose the recommended amounts from each of the food

groupsServe nutritious snacksAvoid serving foods with too much sugar, salt and fatsMake food look appetizing by combining different colors,

textures and shapes Involve children in food preparationEncourage children to try new foods.

Sleeping HabitsDuring sleep the brain sorts and stores

information and builds and repairs cells

Physical Activity Increases muscle strengthAids in weight control

Dental Health Brush RegularlySchedule Regular checkups

Medical CarePediatrician is a medical doctor who specializes in the care

of children Immunization is giving injections or drops to a person to

prevent a specific disease MMR – protect against measles, mumps and rubella

Chart page 294

Childhood Illnesses Germs are disease causing organisms Contagious diseases are easily spread from one person to

another Quarantine- confined until the contagious stage is past

Avoid Accidents Accidents kill more young children then any

one disease Use proper car restraint system Learn first aid and emergency treatmentNever leave children aloneNever play roughly with infants

Example throw in the air or swing upside down

Chart page 295

Community Resources Support GroupsThe Education System

Children with Special Needs Individual Education Plan (IEP)

Government Agencies Social services Welfare Food programs Low-cost medical care