compilation of prelim topics of Ece 2

1. Criezzen
Karen
Catherine
Lori
Rotchell
Bea

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3. Presented by: Criezzen Shane S. Taguba

5. –
intellectual skills –

7. Intellectual or cognitive development
involves the development of
language, thinking skills and mental
processes. It is how children acquire
knowledge and learn concepts.
The ability to communicate well with
others, form healthy relationships and
develop healthy social skills.
About growing and developing the
physical body.

8. About the child forming a healthy
concept of self, learning to express
feelings and regulate emotions, and
developing independence.
Involves developing an internal set
of morals and values, as well as a
personality and view of the self.

9. receptive language
play

10. example of holistic development play in a
sandpit
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11. play-based
playdate

12. • Playing with blocks
• Puppet play
• Painting
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• pretend play
• carpet games
• music games
• Singing

14. KAREN JOY M. BARCILON

15. What are the
common experiences
that a child is more
likely to face if they
are born into
poverty?"

16. Children born into poverty are more likely
to experience a wide range of health
problems, including poor nutrition, chronic
disease and mental health problems.
Poverty puts an additional strain on
families, which can lead to parental mental
health and relationship problems, financial
problems and substance misuse.

17. Many people living in poverty
work on the land but do not
have access to training on how
to protect the environment.
This puts increased pressure on
the land and results in the
decline of crop yields. limited
access to sanitation results in
poor hygiene practices.

18. Children from families living in
poverty are 3 times more likely, on
average, to suffer from psychiatric
conditions, including both externaliz-
ing disorders such as ADHD, oppos-
itional defiant disorder (ODD), and
conduct disorder, and internalizing
disorders such as depression, anxiety,
and poor coping skills.

19. There are several ways in which living in poverty can
lead to poorer health outcomes in children, as well as
into adulthood. Being exposed to some or all of the
key factors below, as well as the accumulation of
exposure over time, can adversely impact on child
development and health outcomes.
For example:
• Limited money for everyday resources - including
good quality housing.
• Stress of living in poverty.
• Unhealthy lifestyles.
• Poorer education and employment opportunities.

20. When considering health inequalities, children
growing up in poverty or in the most
deprived areas are at greater risk of poorer
health outcomes than children from better
off families or from more affluent areas.
This can be seen in:
• Higher infant mortality rate
low birthweight
• Risk of being overweight or obese
• Not being breastfed
• Tooth decay
• Unintentional injury
• Poorer general health and mental wellbeing
• Teenage pregnancy.

21. -is also a risk factor for
experiencing adverse
childhood experiences (ACEs).
Having high numbers of ACEs
has been found to be related
to deprivation with a higher
proportion of people in the
most deprived areas
reporting ACEs.

22. Children from low income households and disadvantaged areas
tend to have worse outcomes than their better-off peers in terms of
cognitive development and school achievement. This can impact upon
educational outcomes. Although many children living in
disadvantaged circumstances do well in school, there is a clear
gradient in educational attainment by deprivation, and a persistent
gap between the most and least deprived areas.
From as early as primary one and right through to leaving school,
children from deprived areas tend to do worse in terms of early
Curriculum for Excellence or doing well in reading, writing and
numeracy. However, there are many factors that can positively
impact on educational attainment for children experiencing poverty.

24. Presented by: Mary Catherine Benologa
ECE2

26. is a term used to describe any
number of arrangement or
settings in which the primary
responsibility is caring for a
young child.

28. *well-planned,clean,safe and
orderly.
*developmentally appropriate
activities and materials.
*opportunities to play and
explore.

29. *warm,caring, and culturally
sensitive.
*positively guides children's
behaviour.
*build trusting relationship with
children and parents.

30. *clear,concise policies
and procedures.
*knowledge of children
developmental stages.

31. *parents will decide in
which child care facilities
to choose.

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44. Teachers are
responsible for
providing safe
environment.

45. Stage Age Actions
1 0-1 Months Mostly sucking and looking
2 1-4 Months
Making interesting things happen repeatedly the body, like
kicking legs or sucking a finger. Pleasure from repetition.
3 4-8 months
Repeated actions focusing on objects and events. Picking up
rattle and shaking over and over. Pleasure from repetition.

46. Stage Age Actions
4
8-12
Months
Combine actions to reach a goal
5
12-18
Months
Experiments to find a new and
different ways to solve problems or
reach goal. This stage often referred
to as “little scientist”
6
18-24
months
Beginning of thought using symbols
or language to solve problems
mentally.

47. • Preschoolers: they are in the Preoperational Stage, offers some
limitations in their thought process. They are less likely to need
safety devices.
• School Age: they are at far less risk for safety because they have
cognitive abilities that can help keep them out of danger.
• Multiage Groups: the environment should be modified as closely as
possible to fit the youngest child’s developmental abilities.
• Children with Disabilities or other Special Needs: they might have
different needs for safety and injury prevention. The environment
may need to modified to protect the safety of these children.

48. • The safety of the children in early childhood
education environments should never be taken
for granted.
• The holistic approach for child care safety must
consider the community area that surrounds the
site.
• Teachers should be aware of the safety aspects
or liabilities of the area surrounding the premises.

49. • May affect the early childhood education environment.
• It’s essential that teachers teach children the rules and limitations that
will help keep them safe while in the early childhood setting
• Children who come form an environment that is less safe and secure
will need consideration.
• The number of children living in the poverty is significant considering
the safety risks that may be present.

50. According to Maslow’s Hierarchy of Human Needs, a person’s needs for such basics as
food, shelter, and clothing must be met before higher-level needs can be addressed.

51. • Safety Education should involve
teacher, the child and the parents.
• Teacher should develop
awareness of the risk posed by
the accessories, behavior and
conditions.

52. • Teachers are responsible for managing environment for injury
prevention; promoting safety, protecting children, and minimizing
risk.
When an injury occurs, what kinds of questions do you ask to understand the
circumstances?
What
How
Why
Where

53. • Physical and environment hazards and lack of safety devices.
• To remove risks:
-Use preventative and protective strategies and practice.
-Modify environment to become safer.
Accessories:
Behavior:
• Actions or conduct that puts safety at risk
• To reduce risk
- Plan developmentally appropriate activities
-Teach and model safety practices: help them understand cause and effect of their actions and preventative
strategies
-Be aware of the stress and emotions in children
Condition:
• Circumstance or situation in which safety is at risk
• To increase safety:
-Be aware and more alert in certain situation that can cause injury
Communicate with parents to learn about anything that may affect how children act in relation to safety
risk
-Keep routine to decrease stressful distractions/conflicts that may lead to accidents.

55. Constructing a Safety Plan
in Early Childhood
Education Environment

56. Construction of a safety plan
-Prevents risk and promotes safety
• Guidelines
Develop to promote safety in the early childhood
education environment
-Anticipation
-Modifications
-Monitoring

57. •Room-by-room inspection
•Overall outdoor inspection
•Based on both the cognitive and the motor skills
developmental levels of the children
•Child’s eye view especially for child with special needs
or disabilities
•Knowledge of behaviors
•Condition
•Creating a plan for safety

58. •For children with disabilities or special needs to keep
them safe
•Adaptive equipment
•Behaviors through teaching and exhibiting
•Teacher’s safety plan

59. • Feed back: Positive reinforcement
• Modeling: Role modeling by using video, stories,
and communicating
• Role playing: Preventing tool that allows children to
be better equipped in a real emergency.

60. • Ongoing process
• Use checklist
• Observation
• Changes should be reviewedon a
monthly basis
•Help manage change

61. • Good safety practice to create a safe,
secure environment
• Safety Policy for role modeling should
reflect does that the teacher wishes to instill
in the children

62. For Listening!