Meeting the needs of children and families


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Meeting the needs of children and families

  1. 1. Meeting the Needs of Children and Families By: Jiayi Chen Section: 063 Due Date: April 2, 2014 Instructor: Lisa McCaie
  2. 2. Introduction to the child and family  Faith is a young and cute girl, but she is struggling with self regulation and anxious when she feels stressful.  Her mother identifies Mental illness to Faith's ECE teacher.
  3. 3. Introduction to the child and family  Faith was diagnosed Anxiety Disorder at the age of 7.  She might experience hard time at home and in daycare.  Her mother does not tell Faith's ECE about her specific condition.
  4. 4. Needs of the child and her family  The child needs special care in daycare settings. The child should to be observed carefully in daily program and supported as needed. (i.e. adaptive equipments, planning fexible schedules and program plan, labeling) For example, she has difficulties to build relationship with peers when she is in activities. ECE teacher should notice immdiately and help her to talk and deal with problems. When as needed, ECE plan an Individual Program Plan (IPP) baded on her development.
  5. 5. Needs of the child and her family  The child needs doctor's treatment in timely. The child's specific condition (i.e the level of disability, medicine taking) should be reported to the supervisor in daycare. For exmaple, the child's doctor report that she would have depressive and negative behaviour when she was in crowd. ECE teacher should avoid putting her in this situation. Also, ECE could provide some agencies treatment information to parents as needed to seek help.
  6. 6. Needs of the child and her family  The child's family background needs to be reported to daycare. For example, her parents' situations. Is she from single family or other nontranditional families? Do her parents notice her disability and support the treatment? Does she feel more anxious at home than in daycare? These information needs to be comfirmed and supported helping.
  7. 7. Introduction of Anxiety Disorder  Anxiety Disorder is one of Social/Emotional Disorders.  Anxiety Disorder is caused by anxious and tense excess in daily situation. Anxiety and fear last over months and evolve to mental disability.  Children with Anxiety Disorder are difficult to build relationship with others and hard to cope with stressful situations. They might have extreme negative behaviours.
  8. 8. Typs of Anxiety Disorder  Generalized anxiety disorder: excessive, uncontrollable and often irrational worry.  Phobic disorder: a persistent fear of an object or situation.  Panic disorder: behavioral changes and worried about concerns having attacks.
  9. 9. Resource of Anxiety Disorder  According to Lisa's class note, "Children express their anxiety by withdrawing from situations; Often difficult to deal with because people assume that the child is shy, perceived as a loner; A concern is it is less noticeable because it is not an obvious problem that needs to be dealt with. Therefore, often ignored." (Lisa, week 3)  Here are websites with case and information about children's anxiety disorder: rders.html# 
  10. 10. The Video of Anxiety Disorder 
  11. 11. How does Anxiety Disorder affect to the child?  In physically, racing heart and shakiness.  Thinking. The thinking of situation makes children to be more worried and tense.  Behaviour. Anxiety makes children to avoid participating situations that cause them distress. It also makes children hard to cope with stress at home, in school, and in social settings.
  12. 12. Essential Support to the child with Anxiety Disorder  Parents in the child's family make small talk to the child in daily routines.  Being comfortable in the child's experiences.  Dealing with problems with the child and showing confidence in the situation.  Offering the child encouragement.  Here is the video including parents and expert's support to the child with social Anxiety Disorder: o
  13. 13. Meeting the needs in child care centre Modification of physical environment  Materials, toys and equipment.  Placing materials for social development to help the child to reduce anxiety, such as balls, books, toys for collaborative playing.
  14. 14. Example 1: Bowling: Two or three children take turns to play bowling games together. Follow the game rules. According to class note, "Model by tapping your chest, starting 'my turn' before throwing the ball. Set up again and repeat for 'your turn'." (Toy Shop Workshop) This activity develop social skills. ECE teacher has to explain to the child with Anxiety Disorder about the rules and help her to join and play with peers. Meeting the needs in child care centre Modification of physical environment
  15. 15. Meeting the needs in child care centre  Example 2: My house: 3-4 children use box to make pet house together. They communicate and solve problems together. According to class note, "When playing, make the play as realistic as possible by using all the necessary props, It is lots of fun to change roles with the child."(Toy Shop Workshop) ECE teacher has to collaborate with the children to make house and make an effort to help the child with Anxiety Disorder to solve problems.
  16. 16. Meeting the needs in child care centre Modification of physical environment  Labeling System Example 1: Post some happy face and happy animal pictures on the child's level to release the child's anxiety. Also, label words under the picture, such as "Smile", "Fun" and "Relax".
  17. 17. Meeting the needs in child care centre Modification of physical environment  Example 2: Make the child's cabin colorful and encourage the child to talk.  Label the child’s needs on her cabin or bed. “I’m Faith. I’m 7 years old. I like music and book reading, but sometimes I don’t like too loud. I like block playing!”
  18. 18. Meeting the needs in child care centre  There are some Pro’s and Con’s in using labeling.  According to Lisa’s class note: “Positive use of Labels: Make children eligible for special education services, supports and funding; Concrete way of describing some aspects of the child’s development; Assists with researching information for families and professionals; A common language.”
  19. 19. Meeting the needs in child care centre  According to Lisa’s class note: “ Negative use of Labels: Only describe one dimension of the child’s development, not the whole child; A wide variation among children with the same label; They can mislead, make false assumptions or overlook a child’s strengths; Labels will not predict individual needs; May lead to unrealistic expectations or needlessly lower expectations.”
  20. 20. Meeting the needs in child care centre Teaching strategies  Flexibility in Routines, Schedules & Activities.  For the child with special needs, we make a personal schedules for her.  For example, planning and implementing adaptive activites for her. Some music for relaxing, reading quiet story, and yoga are helping the child to release anxiety.
  21. 21. Meeting the needs in child care centre Teaching strategies  Specific activity: yoga  Do up to 1 1/2 minutes / exercise and the kids yoga session can last up to 25 minutes.  Encourage the child to do the pose correctly, along with the breathing, but don’t force perfection. We can use lots of positive reinforcement to help the child learn and improve.  Here is a Video for release Anxiety Disorder for kids:  watch?v=jRZh2oCPi0s
  22. 22. Meeting the needs in child care centre Teaching strategies  Stability & Predictability  In daycare settings, we could set developmentally appropriate and flexible goals for the child to meet the expectation. For example, some story books show new words and helps the child to rewrite the words and meaning in workbook.
  23. 23. Meeting the needs in child care centre Teaching strategies  Procedure:  Prepare the book described songs and number;  Sing the song and the words with the child.  Help the child write down the words and the meaning of words in her workbook;  Ask the child developmental appropriate questions and answer the child's concerns.
  24. 24. Meeting the needs in child care centre  Safety and Safe Risk taking  When the child struggles in self regulation, we should keep the safe environment for the child and other children.  For example, placing mat and pillow in the environment to prevent getting hurt to the child and other children.; Checking the indoor and outdoor environment daily to ensure the equipments are safe; Cleaning and sanitizing the toys and environment to prevent speading germs.
  25. 25. Meeting the needs in child care centre  The important thing for safety is ensuring if the child needs to take medicine directed by the doctor.  Follow the medicine taking time and amount to offer the child to take.  Ensuring not bother other children's daily eating and playing routine.
  26. 26. Meeting the needs in child care centre  Collaboration with other staff, parents and community  Planning daily program plan with other staff.  Seeking information from parents that if the child needs other care in day care settings.  Seeking information from parents that if their family needs help from the larger community.  Preparing some Agencies information for parents to review and check.
  27. 27. Meeting the needs in child care centre  What information can we provide to parents to cope with the situation in which their child with Anxiety Disorder?  Confident.  Secure.  Control.  Video: XowQQ
  28. 28. Agencies  Adventure Place  This agency includes treatment, autism, prevention, early intervention services for parents, children, and their families.  They believe that every child has right to be in healthy development and achieve full potential.  6492 Parents and children received services last year!
  29. 29. Agencies  The treatment includes Day Program which provides services for children aged 4-7 were experiencing difficulties and challenges.  To make a referral, call 416 925-5141for more information and cost.  Early child development program operates from September through June.
  30. 30. Agencies  Adventure Place Contact Information  155 McNicoll Ave , North York, Ontario, M2H2C1 (Main Location)  Intake Phone: 416-744-7650  Fax: 416-744-8055  Hours of Operation:  8:30 a.m. to 5:00 p.m. Flexible evenings  Website: http://www.adventureplace.c a/
  31. 31. Agencies  Aisling Discoveries Child and Family Centre  The Agency provides service for the children aged under 12 who are experiencing or at risk of social/emotional and behavioural problems.  The Agency provides treatment, prevention, and intervention services.
  32. 32. Agencies  The Agency's mission and value is providing children reponsive service in promoting social and developmental well belling of children.  The Agency has Day Treatment service for the children whose social/emotional and behavioural needs. For cost and further information about Day Treatment, contact 416-321-5464, ext. 233.  The program is available to elementary school-age children.
  33. 33. Agencies  Aisling Discoveries Child and Family Centre Contact Information  325 Milner Ave, Suite 110, Scarborough, Ontario, M1B 5N1 (Main Location)  Intake Phone: 416-321-5464  Fax: 416-321-1510  Website: http://www.aislingdiscoveries.
  34. 34. Agencies  Jewish Family & Childcontinually  This Agency is adapting to changing community needs. They provide services include poverty, violence and abuse. They respond with a wide range of services and programs designed to intervene and assist.
  35. 35. Agencies  One of this Agency services is Cognitive Behaviour Therapy. This treatment has counselling which has been proven to be effective for depression, anxiety disorder and self esteem issues.  To learn more, call JF&CS Intake at 416-638-780  Fees are based on ability to pay
  36. 36. Agencies  Jewish Family & Child  4600 Bathurst St., Toronto, Ontario, M2R 3V3 (Main Location)  Intake Phone: (416) 638- 7800  Fax: (416) 638-1943  Website:
  37. 37. Reference  happy-little-girl-279647608  Lisa class note  childhood-anxiety-disorder  http://childrens- ocial_Anxiety_Disorder  anxiety/ care-ideas/
  38. 38. Reference  learn-to-read-youve-never-thought-of/  gross-motor-skills/  m=18&item=77  ve.html  school  development
  39. 39. Reference  e_do/day_treatment  partners/  pictures  009/10/20/zeroing-store-medicine/