This document summarizes child development between the ages of 3-4 years. During this period, children are transitioning from babyhood to childhood. They have active imaginations and may have fears. Socially, they begin playing cooperatively with other children, learning to share and take turns. Physically, they gain skills like riding tricycles, throwing and catching balls, and cutting with scissors. Language development involves talking in sentences and asking questions. Most children will be toilet trained by age 4, though some wetting may still occur. Parents are encouraged to provide opportunities for physical activity, creative play, and social interaction to support healthy development.
Your four year old is developing quickly across physical, cognitive, social, and emotional domains. They are beginning to understand bigger social concepts and ask many questions to learn about the world. Physically, they are improving skills like running, jumping, and riding tricycles. Socially, they enjoy making friends but also need structure and your support as their world expands beyond the home. Your four year old's development will unfold uniquely, so focus on following their lead with patience and encouragement.
To be a good parent, you need to make your children feel loved and valued while teaching them right from wrong. This involves praising positive behavior, listening to children, being present for important events, enforcing consistent rules calmly as a united front with your spouse, and providing a nurturing home environment where children can thrive.
Mrs. Tolene welcomes students and parents to her 2nd grade classroom. She emphasizes building students' strengths and encouraging them to try new things. Her classroom uses differentiated instruction to meet individual needs. Parents are an essential part of their child's education. The summary outlines classroom procedures, leadership jobs, daily schedule, rules, consequences, and communication methods like newsletters and conferences. Homework is assigned Monday, Tuesday, and Thursday to practice skills.
As an education assistant working with autistic children, it is important to understand autism and each child's unique needs. Autism presents differently in each person and can involve challenges with communication, behavior, and sensory processing. Effective strategies include using visual aids like pictures to assist communication, providing structure and routines, recognizing signs of distress, and engaging children in age-appropriate activities. The goal is to help children develop skills for social interaction and independence through individualized support.
The document summarizes perspectives on whether girls should be allowed to play on boys' sports teams. It argues that girls should be allowed for three reasons: 1) It will be less costly to have integrated teams rather than separate boys' and girls' teams. 2) Integrated teams would help build friendships between boys and girls. 3) Boys and girls of the same age are equal and should have an equal chance to participate. The document concludes by stating that boys and girls should be allowed to play on the same sports teams.
The document is a collection of 5 student essays on various topics. Essay 1 describes a student's first day of college and feelings of fear and anxiety adjusting to the new environment. Essay 2 discusses human desires and how fulfilling desires like acceptance, family, and friendship can lead to happiness. Essay 3 examines how community is now defined by economic status and individualism. Essay 4 argues that having children is not necessary for fulfillment and happiness. Essay 5 critiques student grading systems, arguing they encourage competition over learning and can negatively impact students.
To teach is to multi-task and adapt to the needs of students while also developing skills like effective communication with parents. Both new and experienced teachers will face challenges dealing with different types of parental involvement from overly-involved parents who demand frequent updates to hands-off parents who don't respond to contact. New teachers may struggle to set boundaries with demanding parents and feel overwhelmed by their requests for extra time and details. They also risk being surprised by problems if they stop contacting unresponsive parents. More experienced teachers know to document all communication in emails and notes to defend their efforts if issues later arise.
Your four year old is developing quickly across physical, cognitive, social, and emotional domains. They are beginning to understand bigger social concepts and ask many questions to learn about the world. Physically, they are improving skills like running, jumping, and riding tricycles. Socially, they enjoy making friends but also need structure and your support as their world expands beyond the home. Your four year old's development will unfold uniquely, so focus on following their lead with patience and encouragement.
To be a good parent, you need to make your children feel loved and valued while teaching them right from wrong. This involves praising positive behavior, listening to children, being present for important events, enforcing consistent rules calmly as a united front with your spouse, and providing a nurturing home environment where children can thrive.
Mrs. Tolene welcomes students and parents to her 2nd grade classroom. She emphasizes building students' strengths and encouraging them to try new things. Her classroom uses differentiated instruction to meet individual needs. Parents are an essential part of their child's education. The summary outlines classroom procedures, leadership jobs, daily schedule, rules, consequences, and communication methods like newsletters and conferences. Homework is assigned Monday, Tuesday, and Thursday to practice skills.
As an education assistant working with autistic children, it is important to understand autism and each child's unique needs. Autism presents differently in each person and can involve challenges with communication, behavior, and sensory processing. Effective strategies include using visual aids like pictures to assist communication, providing structure and routines, recognizing signs of distress, and engaging children in age-appropriate activities. The goal is to help children develop skills for social interaction and independence through individualized support.
The document summarizes perspectives on whether girls should be allowed to play on boys' sports teams. It argues that girls should be allowed for three reasons: 1) It will be less costly to have integrated teams rather than separate boys' and girls' teams. 2) Integrated teams would help build friendships between boys and girls. 3) Boys and girls of the same age are equal and should have an equal chance to participate. The document concludes by stating that boys and girls should be allowed to play on the same sports teams.
The document is a collection of 5 student essays on various topics. Essay 1 describes a student's first day of college and feelings of fear and anxiety adjusting to the new environment. Essay 2 discusses human desires and how fulfilling desires like acceptance, family, and friendship can lead to happiness. Essay 3 examines how community is now defined by economic status and individualism. Essay 4 argues that having children is not necessary for fulfillment and happiness. Essay 5 critiques student grading systems, arguing they encourage competition over learning and can negatively impact students.
To teach is to multi-task and adapt to the needs of students while also developing skills like effective communication with parents. Both new and experienced teachers will face challenges dealing with different types of parental involvement from overly-involved parents who demand frequent updates to hands-off parents who don't respond to contact. New teachers may struggle to set boundaries with demanding parents and feel overwhelmed by their requests for extra time and details. They also risk being surprised by problems if they stop contacting unresponsive parents. More experienced teachers know to document all communication in emails and notes to defend their efforts if issues later arise.
This document provides examples of collocations related to feelings and emotions. It describes a man's experience when his wife gave birth, including feeling excited beforehand but then worried and angry during complications with the delivery, for which he was removed from the hospital. In the following months, his wife became depressed and he felt like an emotional wreck trying to balance work and family. Now things are beginning to improve.
This document outlines a workshop on connecting with and raising confident teens. The workshop covers several topics:
1. Helping teens realize their dreams by encouraging them and setting a good example.
2. Developing a teen's self-esteem and confidence through encouragement, listening, and problem-solving together.
3. Empowering teens to take responsibility for their own behavior rather than being controlled or rescued by parents. The goal is to invite teens to think for themselves and take action.
The workshop provides strategies and activities for strengthening the parent-teen relationship and encouraging positive development in teens.
This is an abridged, mini version of the Social Health curriculum, focusing on the key issues within the Healthy Relationships unit. Could be downloaded, double sided and made into booklets for the class to be used individually or shared and completed as a group project.
Children's Romantic Relationships & Dating Christa Brown
This presentation outlines romance between children and what exactly that means as it pertains to parenting. This presentation explains the juvenile love scale, in addition to providing the reader with a questionnaire. Lastly, the meaning of romance at the "puppy love" stage is addressed.
The document discusses preparing children for the new school year by checking off necessary school supplies and discussing safety topics like stranger danger. It emphasizes the importance of also discussing personal body safety, given statistics about child sexual abuse. The document promotes a children's book called "No More Bad Secrets" as a tool to begin these important conversations in an age-appropriate way about good and bad secrets, who to turn to for help, and appropriate touching.
This document provides contact information and policies for teachers in a 5th grade classroom. It outlines requirements such as reading minutes, homework policies, team teaching assignments, absent policies, and opportunities for parents to volunteer. Behavior is managed through a monetary system where students can earn and spend money. Teachers provide various resources for extra help including during recess, after school, and in a designated help room.
Winnie is a typical kindergartener observed over two months. She comes from a middle-class family with two parents and two sisters. Physically, Winnie is small but healthy. Socially, she gets along well with classmates and teachers. She prefers playing with other girls. Cognitively, Winnie is developing typical kindergarten skills like letters, numbers, and drawings. Her behavior and development align with theorists like Erikson, Piaget and Vygotsky. Overall, Winnie appears to be a well-adjusted kindergartener meeting typical milestones.
The document discusses various life stages from infancy to later adulthood and covers physical, intellectual, emotional, and social development milestones associated with each stage. For infancy, milestones include sitting, crawling, and walking by age 2. Intellectual milestones include babbling, first words, and 50 words by age 2. Emotional and social development progresses from recognizing faces to parallel play. Physical and cognitive abilities continue developing through childhood, adolescence, and adulthood before gradual decline in later life.
1) Developing healthy self-esteem in children is important for their well-being and involves teaching them to love themselves from the inside out, including their personality and character traits, rather than just their physical appearance.
2) Parents can help foster positive self-esteem by being mindful of the language they use about themselves and their children, avoiding insults and criticism, freely giving compliments, and displaying their children's accomplishments.
3) Engaging children in volunteer activities, cultivating their interests and passions, and creating a loving family environment also contribute to healthy self-esteem.
Empathic Parenting - A Skills-Building Workshop Natasha Ufema
This document discusses the importance of empathy and listening skills for parents. It begins by explaining how mammals have evolved to rely on empathy and communication to meet basic needs. Empathy is defined as understanding another's feelings rather than just feeling sympathy. The rest of the document provides tips for empathetic listening with examples of how children and dogs signal discomfort through body language and behaviors before escalating to more aggressive actions if not listened to. Empathic listening is presented as a way for parents to understand their children's perspectives and avoid behavioral issues.
This is an amended, mini version of the Social Health curriculum, focusing on the key issues within the Healthy Relationships unit. Could be downloaded, double sided and made into booklets for the class to be used individually or shared and completed as a group project.
Choose Respect: Healthy Relationship Mini Unit includes the National Health Standards for Social Health for the Middle School Grades with lesson plans that include lots of information and questions to respond to this information, as well as, questionnaires to complete to identify the differences between healthy, unhealthy, and abusive relationships.
This document provides tips for effective communication between teens and parents. It advises finding a relaxed time to talk, focusing fully on the conversation without distractions, being honest but also listening without interrupting, and discussing both serious topics and everyday things to build understanding. Effective communication requires maturity, respect, honesty and staying calm even during disagreements. Building a daily habit of small talk can strengthen relationships for more meaningful future discussions.
This document contains a quiz about ways to deal with bullies. The quiz asks questions about responding to different bullying situations and provides multiple choice answers. Some examples of questions asked include what to do if being bullied online, how to help a friend being bullied, and characteristics of bullies. Completing the quiz is meant to help the user think about effective strategies for preventing and addressing bullying.
1) The document tells a cautionary tale about a boy named Alfredo who is good at math and succeeds in school by always getting the right answers quickly.
2) As an adult, Alfredo becomes a math teacher who teaches methods to get right answers fast but doesn't find joy in math.
3) Alfredo meets a wise mathematician who asks thought-provoking questions that send Alfredo on a journey to discover a more creative and joyful approach to learning math through exploration rather than memorization.
The document discusses the importance of social interactions for child development from birth through age 5. It states that social interactions help children establish identity, learn appropriate social behaviors, and develop communication, cognitive, and motor skills. The document outlines key social and emotional milestones for each age group, such as smiling and laughing as infants, parallel play as toddlers, and developing friendships among peers at age 4-5. It emphasizes that parental interactions and socialization are crucial for healthy development, while social isolation can cause issues.
Supporting Participants who may have Children with Learning Disabilities or SENThe Pathway Group
This document outlines a 4-week program to support participants who have children with truancy or behavioral problems at school. Week 1 focuses on identifying the causes of truancy and its impacts, as well as how to deal with bullying. Week 2 focuses on developing communication skills and identifying available support. Week 3 focuses on practicing communication skills like being assertive without being aggressive. The overarching goal is for participants to create an action plan to address their child's specific issues and access relevant support.
The document provides information from a professional development for teachers on establishing appropriate boundaries and avoiding improper relationships with students. It defines an improper relationship as any sexual, romantic, or inappropriate communication with a student. The presentation reviews ethics codes for educators, examples of improper behavior to avoid, tips for maintaining professionalism, and consequences teachers have faced for crossing lines. Attendees are prompted to discuss relationship scenarios and assess their knowledge through true/false questions. The goal is for teachers to understand and uphold appropriate student-teacher interactions.
This document discusses the developmental milestones of preschoolers aged 3 to 5 years old across physical, social, language, emotional, cognitive, and moral domains. Key points include: Preschoolers can independently dress and brush teeth with some assistance; develop social skills like sharing; use complex sentences; experience strong emotions; learn through play and social interaction; and start to understand basic concepts. The document also addresses common health issues, fears, behaviors, and parental concerns during this stage such as imaginary friends, difficulty sharing, and regression during stress.
Ages & stages of 3 4 year old social development rev2shanz311
This presentation provides an overview of typical social-emotional milestones and development for 3-4 year old children. It discusses goals of increasing understanding of age-appropriate expectations and offering guidance for common concerns including aggression, dishonesty, and difficulties with peer interactions. Suggestions are provided for activities to support social-emotional growth in areas like dramatic play, arts and crafts, gross and fine motor skills, and social skills.
Social development from birth to 8 years occurs in stages as children learn to interact with others and develop relationships. In the first month, social development focuses on attachment to caregivers. Between 3-6 months, babies begin to understand their bodies and respond to familiar faces. By 9-12 months, children recognize themselves and others and start to communicate intentionally. Toddlers explore independence between 1-2 years while beginning to adjust to other people. Preschoolers work on skills like sharing, taking turns, and understanding rules between 3-5 years. School-aged children form friendships, develop empathy, and distinguish gender roles from 5-8 years.
This document provides examples of collocations related to feelings and emotions. It describes a man's experience when his wife gave birth, including feeling excited beforehand but then worried and angry during complications with the delivery, for which he was removed from the hospital. In the following months, his wife became depressed and he felt like an emotional wreck trying to balance work and family. Now things are beginning to improve.
This document outlines a workshop on connecting with and raising confident teens. The workshop covers several topics:
1. Helping teens realize their dreams by encouraging them and setting a good example.
2. Developing a teen's self-esteem and confidence through encouragement, listening, and problem-solving together.
3. Empowering teens to take responsibility for their own behavior rather than being controlled or rescued by parents. The goal is to invite teens to think for themselves and take action.
The workshop provides strategies and activities for strengthening the parent-teen relationship and encouraging positive development in teens.
This is an abridged, mini version of the Social Health curriculum, focusing on the key issues within the Healthy Relationships unit. Could be downloaded, double sided and made into booklets for the class to be used individually or shared and completed as a group project.
Children's Romantic Relationships & Dating Christa Brown
This presentation outlines romance between children and what exactly that means as it pertains to parenting. This presentation explains the juvenile love scale, in addition to providing the reader with a questionnaire. Lastly, the meaning of romance at the "puppy love" stage is addressed.
The document discusses preparing children for the new school year by checking off necessary school supplies and discussing safety topics like stranger danger. It emphasizes the importance of also discussing personal body safety, given statistics about child sexual abuse. The document promotes a children's book called "No More Bad Secrets" as a tool to begin these important conversations in an age-appropriate way about good and bad secrets, who to turn to for help, and appropriate touching.
This document provides contact information and policies for teachers in a 5th grade classroom. It outlines requirements such as reading minutes, homework policies, team teaching assignments, absent policies, and opportunities for parents to volunteer. Behavior is managed through a monetary system where students can earn and spend money. Teachers provide various resources for extra help including during recess, after school, and in a designated help room.
Winnie is a typical kindergartener observed over two months. She comes from a middle-class family with two parents and two sisters. Physically, Winnie is small but healthy. Socially, she gets along well with classmates and teachers. She prefers playing with other girls. Cognitively, Winnie is developing typical kindergarten skills like letters, numbers, and drawings. Her behavior and development align with theorists like Erikson, Piaget and Vygotsky. Overall, Winnie appears to be a well-adjusted kindergartener meeting typical milestones.
The document discusses various life stages from infancy to later adulthood and covers physical, intellectual, emotional, and social development milestones associated with each stage. For infancy, milestones include sitting, crawling, and walking by age 2. Intellectual milestones include babbling, first words, and 50 words by age 2. Emotional and social development progresses from recognizing faces to parallel play. Physical and cognitive abilities continue developing through childhood, adolescence, and adulthood before gradual decline in later life.
1) Developing healthy self-esteem in children is important for their well-being and involves teaching them to love themselves from the inside out, including their personality and character traits, rather than just their physical appearance.
2) Parents can help foster positive self-esteem by being mindful of the language they use about themselves and their children, avoiding insults and criticism, freely giving compliments, and displaying their children's accomplishments.
3) Engaging children in volunteer activities, cultivating their interests and passions, and creating a loving family environment also contribute to healthy self-esteem.
Empathic Parenting - A Skills-Building Workshop Natasha Ufema
This document discusses the importance of empathy and listening skills for parents. It begins by explaining how mammals have evolved to rely on empathy and communication to meet basic needs. Empathy is defined as understanding another's feelings rather than just feeling sympathy. The rest of the document provides tips for empathetic listening with examples of how children and dogs signal discomfort through body language and behaviors before escalating to more aggressive actions if not listened to. Empathic listening is presented as a way for parents to understand their children's perspectives and avoid behavioral issues.
This is an amended, mini version of the Social Health curriculum, focusing on the key issues within the Healthy Relationships unit. Could be downloaded, double sided and made into booklets for the class to be used individually or shared and completed as a group project.
Choose Respect: Healthy Relationship Mini Unit includes the National Health Standards for Social Health for the Middle School Grades with lesson plans that include lots of information and questions to respond to this information, as well as, questionnaires to complete to identify the differences between healthy, unhealthy, and abusive relationships.
This document provides tips for effective communication between teens and parents. It advises finding a relaxed time to talk, focusing fully on the conversation without distractions, being honest but also listening without interrupting, and discussing both serious topics and everyday things to build understanding. Effective communication requires maturity, respect, honesty and staying calm even during disagreements. Building a daily habit of small talk can strengthen relationships for more meaningful future discussions.
This document contains a quiz about ways to deal with bullies. The quiz asks questions about responding to different bullying situations and provides multiple choice answers. Some examples of questions asked include what to do if being bullied online, how to help a friend being bullied, and characteristics of bullies. Completing the quiz is meant to help the user think about effective strategies for preventing and addressing bullying.
1) The document tells a cautionary tale about a boy named Alfredo who is good at math and succeeds in school by always getting the right answers quickly.
2) As an adult, Alfredo becomes a math teacher who teaches methods to get right answers fast but doesn't find joy in math.
3) Alfredo meets a wise mathematician who asks thought-provoking questions that send Alfredo on a journey to discover a more creative and joyful approach to learning math through exploration rather than memorization.
The document discusses the importance of social interactions for child development from birth through age 5. It states that social interactions help children establish identity, learn appropriate social behaviors, and develop communication, cognitive, and motor skills. The document outlines key social and emotional milestones for each age group, such as smiling and laughing as infants, parallel play as toddlers, and developing friendships among peers at age 4-5. It emphasizes that parental interactions and socialization are crucial for healthy development, while social isolation can cause issues.
Supporting Participants who may have Children with Learning Disabilities or SENThe Pathway Group
This document outlines a 4-week program to support participants who have children with truancy or behavioral problems at school. Week 1 focuses on identifying the causes of truancy and its impacts, as well as how to deal with bullying. Week 2 focuses on developing communication skills and identifying available support. Week 3 focuses on practicing communication skills like being assertive without being aggressive. The overarching goal is for participants to create an action plan to address their child's specific issues and access relevant support.
The document provides information from a professional development for teachers on establishing appropriate boundaries and avoiding improper relationships with students. It defines an improper relationship as any sexual, romantic, or inappropriate communication with a student. The presentation reviews ethics codes for educators, examples of improper behavior to avoid, tips for maintaining professionalism, and consequences teachers have faced for crossing lines. Attendees are prompted to discuss relationship scenarios and assess their knowledge through true/false questions. The goal is for teachers to understand and uphold appropriate student-teacher interactions.
This document discusses the developmental milestones of preschoolers aged 3 to 5 years old across physical, social, language, emotional, cognitive, and moral domains. Key points include: Preschoolers can independently dress and brush teeth with some assistance; develop social skills like sharing; use complex sentences; experience strong emotions; learn through play and social interaction; and start to understand basic concepts. The document also addresses common health issues, fears, behaviors, and parental concerns during this stage such as imaginary friends, difficulty sharing, and regression during stress.
Ages & stages of 3 4 year old social development rev2shanz311
This presentation provides an overview of typical social-emotional milestones and development for 3-4 year old children. It discusses goals of increasing understanding of age-appropriate expectations and offering guidance for common concerns including aggression, dishonesty, and difficulties with peer interactions. Suggestions are provided for activities to support social-emotional growth in areas like dramatic play, arts and crafts, gross and fine motor skills, and social skills.
Social development from birth to 8 years occurs in stages as children learn to interact with others and develop relationships. In the first month, social development focuses on attachment to caregivers. Between 3-6 months, babies begin to understand their bodies and respond to familiar faces. By 9-12 months, children recognize themselves and others and start to communicate intentionally. Toddlers explore independence between 1-2 years while beginning to adjust to other people. Preschoolers work on skills like sharing, taking turns, and understanding rules between 3-5 years. School-aged children form friendships, develop empathy, and distinguish gender roles from 5-8 years.
The document discusses better ways for teachers to communicate with students. It provides examples of phrases teachers commonly use and how students may interpret them, along with better alternatives. Some key points made include:
- Praising students only for attributes like looks or grades can imply love is conditional and discourage risk-taking. It's better to praise effort.
- When students are upset, they need to express feelings to learn coping strategies, not be told problems aren't serious. Asking how they feel and how to improve helps.
- Explain why hitting is wrong, rather than just saying a student messed up, to have a productive discussion and develop conscience.
School-age children are those between the ages of 5-12 years old. During this period, children experience significant physical, mental, and social development. They continue to grow taller and gain weight each year. Their motor skills, thinking abilities, reading skills, and social behaviors also develop. Parents can support their children's healthy development by encouraging exercise, nutrition, sleep, hobbies, and spending quality time together.
The document discusses motor, cognitive, language, and social development milestones for children ages 2-3. Gross motor skills include activities like jumping, hopping, and kicking a ball. Fine motor skills involve tasks like stringing beads and cutting with scissors. Children at this age are also developing problem-solving abilities, logical thinking, number and time concepts, pretend play, and awareness of their own body. Social development involves parallel play, difficulty sharing, and managing emotions which can lead to tantrums. Signs of developmental delays include lack of interest in others, no imaginative play, and frequent tantrums.
The document discusses motor, cognitive, language, and social development milestones for children ages 2-3. Gross motor skills include activities like jumping, hopping, and kicking a ball. Fine motor skills involve tasks like stringing beads and cutting with scissors. Children at this age are also developing problem-solving abilities, logical thinking, number and time concepts, pretend play, and awareness of their own body. Social development involves parallel play, difficulty sharing, and managing emotions which can lead to tantrums. Signs of developmental delays include lack of interest in others, no imaginative play, and frequent tantrums.
This document provides tips for being a good parent. It discusses showing children love through affection like hugs and praise. Parents should avoid comparing children to others and listen to their children by making time for them. It also stresses the importance of being present for important milestones in a child's life. Overall, the document outlines ways for parents to make their children feel valued through love, praise, attention, and support.
Characteristics of a school going children.pdfDr. Hina Kaynat
The document describes the characteristics of a typical 6-year-old school-going child. It notes that at this age, children can do more things independently like feeding themselves, changing clothes, and using the toilet. Socially, they enjoy playing with other children but friendships can be unstable. Emotionally, they are developing a sense of identity and independence but may still feel insecure at times. In terms of development, 6-year-olds can speak in full sentences, have improved motor skills and hand-eye coordination, are developing cognitive abilities like basic math and reading skills, and are becoming more active physically. The document provides detailed examples and explanations of each of these characteristics.
The document provides information on physical, intellectual, emotional, and social development across different life stages from infancy to adolescence. It discusses key milestones and changes that occur at each stage of development, including the ability to walk, talk, make friends, experience puberty, and develop an identity. The stages covered are infancy (0-3 years), childhood (4-10 years), and adolescence (11-18 years).
This document provides guidance for parents on supporting their young child's social-emotional health and school readiness. It explains that social-emotional skills like forming relationships, managing emotions, and exploring environments are critical for school success. Parents can help develop these skills through daily interactions like cuddling, responding when their child communicates, sharing smiles and conversations during routines, following their child's lead in play, and gently guiding them in social situations. Matching expectations to what is developmentally appropriate also helps avoid frustration.
For most teenagers, puberty comes like a runaway train pulling boxcars of raging hormones creating a powerful combination of physical and mental challenges. The process of teaching the kids about these changes in their bodies and minds can be daunting. However talking to your child about puberty, can definitely help them get through this phase of change. It’s a known fact that during puberty in boys and girls, they worry about being “normal”. Many children are seen to lose their self-esteem, as they enter adolescence much earlier than their friends. Others feel embarrassed when they realize that everyone has gone through it except them. If this is the case, hold on! Try not to dramatize the conversation otherwise, it can make things more awkward and uncomfortable for the teenage mind. The key here is “communication”. Talking to them about what they are going through is very important in helping them understand it’s normal.
This document provides guidance for parents on supporting their child's social-emotional health and development from birth to age 5. It discusses the importance of social-emotional skills for school readiness and outlines specific parenting strategies in three key areas: 1) building strong relationships through responsive caregiving, 2) using positive discipline to set limits and teach appropriate behaviors, and 3) seeking help from early childhood specialists if concerns arise about a child's social-emotional development. The overall message is that parents play a critical role in intentionally fostering social-emotional skills through everyday interactions and routines.
Information and education for early childhood providers in New Mexico. Inside you will find dates for upcoming classes, tips for helping children stay healthy and happy, and contact information for UNM Cariño.
In their earliest years, your child goes through several key stages that contribute to their growth, behavior and development. The experiences your child has, and how they are looked after and cared for will all play a big role in their social, cognitive and language development.
Social Emotional Health: A Guide for Families with Children Birth to Age 8Early On Michigan
This document provides guidance for parents on supporting their child's social and emotional development from birth to age 8. It discusses the importance of social and emotional skills for school readiness, examples of age-appropriate social and emotional behaviors and skills, and everyday activities parents can do to help children develop these skills, such as cuddling, responding to communication, sharing books during routines, following the child's lead in play, and gently guiding them in social situations. The goal is to help children form relationships, understand and manage emotions, and feel confident exploring the world.
Babies are born ready to learn through their everyday experiences and interactions. Between birth and age 3, a child's brain develops greatly influenced by their relationships and environment. Parents can encourage learning by getting to know each child's skills and interests, and engaging in developmentally appropriate activities. The document outlines four key skill areas that help children get ready for school: language and literacy skills, thinking skills, self-control, and self-confidence. Developing these skills through talking, reading, exploring, and problem solving lays the foundation for school success.
The document discusses development in toddlers aged 1-3 years old. Key points include:
- Toddlers begin to recognize themselves in mirrors and photos, say "no", imitate words and actions, understand simple commands, show attachment to family, and help with simple tasks. They can play alone for short periods.
- Emotional development includes expressing a range of emotions like frustration, jealousy, and independence. They may have tantrums or bite.
- Caregivers should respond to needs, name feelings, set consistent rules, and help toddlers manage emotions in appropriate ways depending on cultural values.
This document outlines the key developmental milestones in children from newborn to school age. It notes that during the first three months, newborns react automatically to stimuli and start to smile. Between 3-12 months, infants can recognize faces, sit without support, and point at things. Toddlers between 1-3 years can stand alone, walk without help, and say several words. Preschoolers from 3-4 years refine motor skills, can throw and catch balls, dress themselves, and speak in sentences. During school age from 4-5 years, children learn independence, form opinions, and establish learning, speaking, and writing abilities while developing emotions.
(Parenting) all about autistic spectrum disordersAndrada Miclaus
This document provides information about autism spectrum disorders for parents and caregivers. It defines autism spectrum disorder and explains the three main areas of impairment: communication, social skills, and flexible thinking. It discusses diagnosis of ASD and challenges involved. While ASD is generally lifelong, appropriate support can help individuals improve skills and functioning over time. The document aims to help parents understand their child's condition.
Dokumen tersebut tidak berisi teks atau informasi apa pun untuk saya rangkum. Dokumen hanya berisi baris garis horizontal tanpa ada kalimat atau paragraf yang dapat saya ekstrak menjadi ringkasan singkat 3 kalimat atau kurang.
Studi ini dibuat oleh Mars Indonesia dan bertujuan untuk melihat secara komprehensif terkait preferensi dan perilaku konsumen terhadap bisnis e-commerce di Indonesia.
The questions in SECTION 1 start easy and get harder. Younger children will not usually finish all questions in each section, but age (entered later) is factored into the scoring formula and IQ is calculated in relation to children the same age.
*Source: www.funeducation.com
Control chart based on median and median absolute deviationPutri Marlina
Skripsi ini membahas bagan kendali berdasarkan median dan median absolute deviation sebagai modifikasi dari bagan kendali Shewhart ketika asumsi kenormalan sampel tidak sepenuhnya terpenuhi. Penelitian ini menggunakan penaksir robust median dan median absolute deviation untuk membuat batas kendali bagan dan menguji bagan kendali tersebut pada data simulasi dari distribusi normal standar.
Statistik Daerah Kota Bekasi Tahun 2015Putri Marlina
Mau investasi di Bekasi? Atau ingin tahu lebih dalam soal Bekasi? Silakan cari infonya di sini, Statistika Daerah Kota Bekasi, yang diterbitkan oleh BPS Kota Bekasi dan berisi informasi terpilih yang dianalisis secara sederhana untuk membantu pengguna data memahami perkembangan pembangunan serta potensi yang ada di Kota Bekasi. Seru kan? Semoga bermanfaat ya :)
The AEC is the realization of the end goal of economic integration which is based on a convergence of interests of ASEAN Member Countries to deepen and broaden economic integration through existing and new initiatives with clear timelines. It will establish ASEAN as a single market and production base making ASEAN more dynamic and competitive with new mechanisms and measures to strengthen the implementation of its existing economic initiatives; accelerating regional integration in the priority sectors; facilitating movement of business persons, skilled labour and talents; and strengthening the institutional mechanisms of ASEAN.
Ikhtisar panduan muslim agar dapat mengamalkan ajaran Islam secara kaffah. Referensi yang tepat untuk teman-teman yang ingin memperbaiki diri. Kalau penasaran dalilnya, beli langsung aja bukunya. Semangat belajar :)
Buku ini membahas tentang makna dalam surat Al-Fatihah dan kalimat "Iyyaka Na'budu wa Iyyaka Nasta'in" beserta penjelasan mengenai konsep tauhid, hidayah, pengobatan rohani, dan penolakan terhadap ajaran sesat. Buku ini juga menjelaskan pembagian manusia berdasarkan kalimat tersebut serta tingkatan-tingkatan ibadah dan perjalanan spiritual menuju Allah yang meliputi muhasabah dan taubat.
Hai woro2, sekarang lapor pajak bisa online lho. Kita ga perlu repot2 antri karena sudah ada fasilitas e-filing dari kantor pajak. Untuk melapor pajak menggunakan fasilitas tersebut, wajib pajak harus registrasi offline di kantor pajak terdekat dengan menggunakan form permohonan e-fin. Ayo buruan daftar :)
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These lecture slides, by Dr Sidra Arshad, offer a simplified look into the mechanisms involved in the regulation of respiration:
Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
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2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
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2. This topic is about your three to four year old.
In the course of this year children are moving out of
babyhood into childhood.
They have rich imaginations, they may have strong fears,
they love to play and they enjoy physical activity.
They are beginning to be more comfortable spending
some time away from their usual carers.
Sometimes they are timid about trying new things.
Of course all three to four year olds are different and they may
develop at different rates. If you are worried about your child’s
development, or if they can’t do things that they used to do
for more than a short time, it is important to see your doctor
or child health nurse. If there is anything wrong, getting in
early will help. Otherwise it is good to know that your child is
developing normally in his or her own special way.
3. Social and emotional development
Your three year old is at the very beginning of learning how to get
on with others. He can control his strong feelings somewhat better
than he did at two but he is still likely to have some tantrums.
He starts to understand social skills like sharing and being kind,
but he can only practice these skills for a short time when he is
feeling safe and happy.
Three year olds often enjoy being with other children and they
now begin to play together more. They are learning that other
people are real and have feelings. This means they can be
upset when other people are upset.
Taking turns is a skill that they will learn as they approach four,
but if they are upset or worried they will not be able to share
their own special things.
They are starting to be able to wait a short time for what they
want, such as ‘we will go out after you eat your lunch’.
Three year olds are less likely than two year olds to have
kicking and screaming tantrums. They are eager to please
you. With your help they might be able to try something else
or wait for a few minutes.
Your child may still have fears of noises, the dark, animals,
monsters etc.
Three year olds are developing a sense of humour and like to
laugh at and repeat silly words and situations.
They will like to have choices but they usually can cope best
if the choice is limited such as ‘you can wear your red shoes
or your blue ones’.
They may still need a dummy, blanket or other comforter when
tired or away from home.
They can have very stereotyped ideas of what ‘boys’ and ‘girls’ are
like, e.g. girls wear pretty dresses and boys are like Superman.
They are starting to take responsibility for their own toileting.
They may have accidents (wet pants) during the day and be
wet at night.
4. Developing understanding
Their own inner world is very powerful for your three to four year
old. Sometimes it is difficult for them to sort out what is ‘pretend’ and
what is ‘real’. For instance, whether witches really can put a spell
on you or whether children can grow wings and fly like the picture in
their book.
Three year olds do not tell ‘lies’ as such but sometimes the inside
and outside reality gets mixed up. She will love to talk to you about
these important things. Never laugh at their confusions, and give
them small amounts of simple information when explaining things.
A three year old
can now understand that her mind is separate from those of
her parents, and that they cannot read her mind
still does not really understand about things like height and
size. She will think that a tall thin glass holds more than a short
fat one – so there can be mistakes with pouring
shows some understanding of time and understands that night
follows day
understands the meaning of tall, short, big and little
can say whether they are boys and girls and can tell you
whether other children are boys or girls, but they do not yet
understand that their sex is permanent
can tell you how old she is
by the time she is four she may be able to draw a person. Her
person will probably have a big round head, with eyes and
maybe a mouth and straight out of the head will poke the legs
a four year old can copy a cross and a square and can build a
bridge with three bricks.
5. Physical development
In this year children delight in physical activity and will love to
run, jump, climb, dance, ride their three-wheeled bikes and
swing. They are not very good at pacing themselves and will get
tired and cranky if they don’t have some quiet activity between
their bouts of energetic activity. Of course it is important that
they can do these things safely and with supervision.
At three and a half to four they sometimes lose co-ordination
and confidence for a time.
They love to splash and play with water. Some threes are
afraid of the pool or sea and others delight in swimming
with an adult. (Always supervise children around water.)
Since balance is better, a three year old can walk along
a plank.
Three year olds can use pedals on a tricycle.
Three year olds can roll and bounce a ball but catching it
is still quite difficult.
They can throw a ball using shoulders and elbow.
By four years a child can hold a pencil correctly.
They can button clothes.
Between three – four years old children learn to cut
with scissors.
6. Language
Three year olds are now talking in simple sentences and there is so
much going on inside their head that often it seems as though the
words can’t come out fast enough to describe it all. Three year olds
often stutter and stumble when trying to express themselves. It can
be exhausting to listen and explain things to your child but exciting
to be able to share in their rich imaginings. They will love to be read
to and may want the same book over and over again.
Three year olds get across what they want to say in
most situations.
Some three year olds speak very clearly, while others still use
some ‘baby talk’.
Some may stumble over some words but this will probably
clear up by itself within the year.
The average three and a half year old knows more than
1200 words.
Three year olds can usually understand ‘place’ words such as
– under, on, beside, back, over.
Three year olds ask questions beginning with ‘What’, ‘Who’,
‘Where’ and ‘Why’?
They can talk about what happened yesterday and
about tomorrow.
You can build on what your three year old says to you. Don’t correct
their unsuccessful efforts at words but respond positively with the
correct word in your reply. Try to be patient. Ask them questions.
Some children become such enthusiastic talkers that their constant
‘what’ can become stressful. Most will respond to your request to
have some ‘quiet time in my own head’ – at least for a few minutes!
7. Child care and kindergarten
It may be that you begin to use childcare in this year or you may
well have used it long before. You will probably be choosing a
kindergarten and planning for your child to start.
You may not have many choices but if you have you will be
choosing either home or centre-based care, whichever suits you
and is available to you. It is most important that, if you have any
choice, you are comfortable yourself with the carers and feel
that you can talk easily to them, and of course that your child is
comfortable and happy.
The way in which you and your child respond to the separation will
vary greatly according to your personalities and life experiences but
childcare and kindergarten should feel like positive experiences for
both you and your child after the initial adjustment period. If it is not,
talk to the carers about your concerns.
What to watch out for
When you should have your child checked by a health
professional.
If you can’t understand what they say most of the time.
If they are not using sentences of three or more words.
If they are not interested in using the toilet or they are
frightened of using the toilet.
If they have big fears that go on for a long time.
If they can’t jump with two feet in place.
If they don’t seem to understand what you say to them.
If you are worried.
8. What you can do
Allow plenty of physical freedom, e.g. riding a tricycle, ball
games, learning to swim. However three and four year olds are
too young for team or competitive games.
Allow them as much time as you can to ‘get things right’ or do
it for themselves.
Give them plenty of warning before they have to finish any
activity and pack up their toys, or get ready to leave the house.
Provide simple games with turns and rules so that your child
can begin to learn cooperative games.
Children of this age enjoy rhythm and you can encourage this
by providing music, songs and rhymes, allowing them to bang
on lids and singing simple songs with them.
They love to paint and draw. Provide big pieces of paper,
textas or paints. Talk about the story that their drawing tells.
Provide picture books and story books that can be followed in
the pictures and ask questions about the pictures.
Children may enjoy appropriate TV programs and also enjoy
videos that do not go too fast and that can be repeated over
and over.
Provide lots of love, fun, approval and encouragement and
begin to set limits that you can and are prepared to enforce.
9. Toileting
Some children will be managing toileting at the beginning of their
third year and others will not. If children are a perfectionist by nature
or ‘fussy’ about getting things right, they may take longer to develop
confidence in managing it themselves.
If you have had another baby your toddler may ‘go backwards’ for a
short time in his efforts to toilet himself.
If he seems slower than other children you know, DON’T PANIC,
but if there is tension between you over the issue get support and
advice from a health professional early in the piece.
Remember
Each child is unique and develops at her own special rate.
Although all children go through more or less the same
stages they do it in different ways.
Some will learn one new skill very quickly and seem
slower at another.
Some will seem to stand still with one area of development
while they are concentrating on something else.
What is important is not how your child compares with others
or with a standard for her age, but that she is moving forward
at her own pace and that she is well and happy. Providing a
caring, encouraging environment with opportunities to explore
and try things is the best way for parents to provide the best
development opportunities for your children.
However, if your child seems to be much behind others of her
age or seems to ‘go backwards’ for more than a short time, talk
it over with a health professional – if there are no problems you
will be reassured, if there is a problem getting in early with help
is important.
10. Summary
Social and emotional development
During this year children begin to:
be able to play cooperatively with other children some of
the time
learn about sharing and taking turns (but still cannot manage
competitive games)
separate from parent more easily in familiar surroundings
become more independent and resistant to help from parents
show caring for other children who are distressed
be involved in complicated make believe play.
There may be a problem if the child:
does not yet interact with other children or with adults
through play
is excessively aggressive or withdrawn with other children
plays in repetitious, stereotyped ways.
Motor development
During this year children usually begin to be able to:
climb ladders and trees
stand, walk and run on tiptoes
ride a tricycle skilfully, turning safely
stand on one foot for several seconds
show improving skills in ball games.
There may be a problem if a child:
is not doing these activities as well as other children of
the same age.
11. Daily activities
During this year children usually begin to be able to:
eat well with a spoon and fork
be reliable with toileting, though they may still have ‘accidents’
when stressed, tired or if they ‘forget’ to go to the toilet (they
may have been too busy). Many will still wet the bed
enjoy helping adults with daily activities.
There may be a problem if the child:
does not become toilet trained and reliably dry during the
day by the end of this year
starts wetting again after becoming dry during the day.
Speech and language
During this year children usually begin to be able to:
talk in complex sentences that are largely grammatically
correct
have speech that is clear enough for most people to
understand most of what the child is saying (although there
are often sounds which the child cannot yet manage such as
s, r, z, th, v, f)
enjoy stories
ask lots of questions
enjoy jokes.
There may be a problem if the child:
still speaks unclearly or is not talking in sentences
is unable to follow verbal instructions
is not talking during play.
12. For more information contact:
Local community child health nurse
See inside your baby’s purple ‘All About Me’ book, in the phone
directory under ‘Child Health Centres’ or www.health.wa.gov.au
Local family doctor
Ngala Helpline
8.00am – 8.00pm 7 days a week
Telephone (08) 9368 9368
Outside metro area – Freecall 1800 111 546
www.ngala.com.au
Parenting WA Line
Telephone (08) 6279 1200 (24hr service)
Outside metro area – Freecall 1800 654 432
To order this publication and others visit
www.health.wa.gov.au/ordering
This document can be made available in alternative formats on
request for a person with a disability.
Please contact childcommunity@health.wa.gov.au
HP003424 NOV’11