- Inability to understand concepts such as time and money
- Poor language comprehension
- Poor problem-solving skills
. Lack of imagination or
Poor socialization skills:
- Difficulty building and maintaining friendships and relating to groups
- Inability to concentrate
- Social withdrawal
Poor language comprehension
A child with FAS physical development is
mostly aesthetic, their muscle tone is
Increased, the structure of their head
and face are altered; yet their motor skills
are not usually effected.
For this reason there are no need for
additional structural modifications.
Extensive training and education for all who are involved with the child, will need to be included in the centres programming. These people will be the parents, child care educators and any other professional (healthcare, tutors etc). Hold in centre training nights and staff meetings.
- I would need to account for the child that has concentration issues. Plan for group time to be optional for all the children at the centre. The child will need extra support from staff in relating to large groups.
Language and literacy:
Ensure the centre includes books of all levels to be laid out, through out the centre. When these books are read in groups times, allow these group times to be optional. Have a trained professional- teachers aid- to teach the child with FAS language and literacy skills.
Music times will be planned the same, yet with alterations to take place if needed. These alterations can be to have a staff member present to accompany the child with staying focused in a group.
The environment is the key issue here. The environment needs to be spacious, so the child with FAS can run with out obstacles in the way. The outdoor planning can stay the same.
Play with others:
Due to one of the symptoms being poor socialization skills, the child may need assistance in building and maintaining friendships. This will be every staff members duty, yet it will be the child’s PCG focus.
The planning of routines will be the same. Routines will not be at set times, they will be intertwined with the rest of the programme through out the day. This allows for flexibility and freedom through out the day, for every child.
You could place pamphlets in the foyer stating the dangerous effects of consuming alcohol and drugs while pregnant.
These pamphlets will have information about organisations from the community, that can help families with issues surrounding FAS.
These pamphlets and any other relevant information, could come from your local medical community centre
If a child comes into your centre for their first day (with their biological parents) with a clear case of FAS:
What would be your feelings towards the:
Judging will stall the positive partnership we are aiming to gain with the child’s family.
WE NEED TO STOP JUDGING
There may have been or still continuing serious dysfunction in the family- this is a hard cycle to break.
Parent’s may have a mental illness, causing them to not be aware of the effects of maternal alcohol consumption.
Ignorance: we need to educate
Focus on taking positive steps forward in supporting the child’s development
In order to do this we need to stop focusing on what the parents have done and start focusing on what we can do for the parent’s and their child; right now.
Because foetal Alcohol Syndrome is an additional need that is the direct result of the mother’s choices; it may be a touchy subject to approach with the biological parents. We need to remember we are professional, who are trained to support all children and their families. As a professional in the child care industry you are to act in the ‘ best interests of the child’ , Barblett , Buckell, Cheeseman, Clyde, Fasoli, Hydon, Kennedy, Newman, Pollnitz , Styles, Thomas, Eiszele, Woodrow , 2006
You need to be careful not to offend the parents and you need to not judge. You need to focus on talking about the positive steps in helping their child, through any possible addition needs they may have developed.
Have a face to face meeting with the parents/carers and discuss any additional needs that you have documented or that they would like to discuss.
Make a plan together to identify the positive steps everyone involved can take (in the centre and outside the centre), to support the child’s additional need/s. An inclusion plan.
During this meeting you will not be judging or discussing the child’s diagnosis; you will be discussing the child’s additional needs.
This meeting can be an opportunity for the director to ask the parents if they need any additional help. The director can give the parents relevant referrals
Organise a meeting with the parents, PCG, the director and any other relevant professionals in the child’s life. The director needs the parents consent to start the organising of the meeting. The purpose of this meeting will be to discuss the Inclusion plan and any relevant discussion around the child’s additional need/s
Do your part to raise public awareness about FAS by ringing a bell on
‘ Code of Ethics ’, < http://earlychildhoodaustralia.org.au/pdf/code_of_ethics/code_of_ethics_web.pdf > (17 August 2007, 20 August 2009)
Illawarra Institute NSW TAFE.2008, ‘ Foetal Alcohol Syndrome ’ <http://iiblogs.net/childandfamilyservices/?s=foetal+alcohol+syndrom> (11 th November 2008, 20th August 2009).
Kids Health. 2008, ‘Foetal Alcohol Syndrome’< http://kidshealth.org/parent/medical/brain/fas.html# > (June 2008, 1 st August 2009).
National Centre on Birth Defects and Developmental Disabilities. 2006, ‘Foetal Alcohol Syndrome Quest’ http://www.cdc.gov/ncbddd/kids/kfaspage.htm (28th September 2006, 21st August 2009)
Havens , Simmons , Shannon , Hansen. 2008, ‘ Factors associated with substance use during pregnancy: Results from a national sample . Drug and alcohol dependence’ <http://en.wikipedia.org/wiki/Fetal_alcohol_syndrome> ’ ( September 2008, august 2009).