1) The document discusses emotional and social development in children ages 1-3, including temper tantrums, negativism, making friends, setting limits, and encouraging independence.
2) As children develop independence between ages 1-3, guidance techniques should focus on reasoning, praise, and consistency to help children learn self-discipline.
3) Both emotional and social skills are shaped through a child's relationships, with caregivers playing an important role in developing a positive self-concept and healthy adjustment.
As a Parent
- Frustrated from kids not listening?
- Tired from yelling at the people you love the most?
- Exhausted from feeling everything being a battle?
Being a parent is one of the most challenging roles we will ever have in our lives and unfortunately our contemporary society gives absolutely no training on how to be a good parent. We all love our kids but from my experience the ABC’s of parenting which are the love, common sense and natural instinct were not enough for me to help me raise my kids in a way that was serving them.
Learning the EFG’s of Parenting helped me transform my life and the lives of parents who learn them.
how stressful it is to see our kids at the urge of almost developing anxiety issues in today's fast tracked lifestyle. more understanding and a lot more love can cure parents-children bond. this presentation is dedicated to all the parents who want to see their kids grow into more compassionate humans.
As a Parent
- Frustrated from kids not listening?
- Tired from yelling at the people you love the most?
- Exhausted from feeling everything being a battle?
Being a parent is one of the most challenging roles we will ever have in our lives and unfortunately our contemporary society gives absolutely no training on how to be a good parent. We all love our kids but from my experience the ABC’s of parenting which are the love, common sense and natural instinct were not enough for me to help me raise my kids in a way that was serving them.
Learning the EFG’s of Parenting helped me transform my life and the lives of parents who learn them.
how stressful it is to see our kids at the urge of almost developing anxiety issues in today's fast tracked lifestyle. more understanding and a lot more love can cure parents-children bond. this presentation is dedicated to all the parents who want to see their kids grow into more compassionate humans.
Positive Approaches to managing Behaviour in the Early yearsSammy Fugler
This presentation builds on the earlier training given in June 2017 to support early years practitioners working with children under 5 years old to consider effective strategies and approaches to develop effective practice in relation to supporting chidlren's behaviour. There is a strong focus on supporting children to develop self-control.
Creating A Positive Parenting EnvironmentJoan Young
This presentation was for foster parents at a recent training. It has valuable information for any parent looking to re-frame the challenges of parenting in order to feel more effective.
Effective Approaches to managing Children's Behaviour in the Early YearsSammy Fugler
This presentation was given by Sammy Fugler, Day Care Director at Rainbow Nursery, Tel Aviv in October and December 2019. It sets out a framework for early years practitioners to support behaviour in early years settings, specially relevant to 3 - 5 year olds.
Positive Approaches to managing Behaviour in the Early yearsSammy Fugler
This presentation builds on the earlier training given in June 2017 to support early years practitioners working with children under 5 years old to consider effective strategies and approaches to develop effective practice in relation to supporting chidlren's behaviour. There is a strong focus on supporting children to develop self-control.
Creating A Positive Parenting EnvironmentJoan Young
This presentation was for foster parents at a recent training. It has valuable information for any parent looking to re-frame the challenges of parenting in order to feel more effective.
Effective Approaches to managing Children's Behaviour in the Early YearsSammy Fugler
This presentation was given by Sammy Fugler, Day Care Director at Rainbow Nursery, Tel Aviv in October and December 2019. It sets out a framework for early years practitioners to support behaviour in early years settings, specially relevant to 3 - 5 year olds.
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Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
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Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
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Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
3. FCS Standards and Learning
Objectives
Learning Objectives: Students will
understand general patterns of social and
emotional development for the 1-3 year
old. Students will also examine effective
guidance techniques for the 1-3 year old.
FCS Standards: 4.B, 06-12.5.1, 5.A, 5.B,
5.C
4. Emotional Development
18 month old
Self-centered: they think about their own needs and wants, not
those of others.
Why? All of their needs have been met immediately during infancy, now
they have to adjust to a change.
Negativism: doing the opposite of what others want. Why?
Wanting to be independent.
Frustration.
Realizing they are a separate person.
How to deal with negativism.
Give choices. Keep it narrowed to 2.
Redirect the child. Distract them from what is upsetting.
Encourage talking.
Temper tantrums: a release of anger or frustration by screaming,
crying, kicking, pounding, and sometimes holding their breath.
5. Emotional Development
2 years old
Speech and motor skills have improved which
relieves some of the frustration.
Are able to understand more and can wait
longer.
Express love and affection freely and seeks
approval and praise.
Emotional outbursts are fewer and less intense.
6. Emotional Development
2 ½ years old
Immaturity and a powerful need for independence clashes.
Children this age my feel overwhelmed by how much they are
learning and what their bodies are able to do and not do.
They aren’t as easily distracted.
Moods can change rapidly.
Routines are important at this age.
This age requires patience and flexibility from the caregivers/parents.
7. Emotional Development
3 years old
Become more willing to take direction from others.
Will modify behavior to win praise and affection.
Have fewer temper tantrums.
Less frustrated, as they are more physically capable.
They like to talk and are better able to express
themselves this way.
8. Emotional Development
3 ½ years old
Fears become common-the dark, strangers, imaginary
monsters, loud noises.
Tension may be released in a physical way-they may
start thumb sucking or nail biting.
Try to feel more secure by controlling their own
environment.
9. Differences Among Children in their
Emotional Development
Even though children show similar patterns in their
emotional development, each child is unique and
develops in their own way.
These differences are a result of variations in experience
and temperament.
It’s important for parents to adjust accordingly to these
differences. Can each child in a family be parented the
same way? Why or why not?
10. The Development of Self-Concept
Self-concept: how a person sees themselves.
Self-concept is developing at this age and
parents and care-givers play an enormous role in
how a child feels about themselves. They
believe what you tell them.
It’s also important to allow them and encourage
them to develop their skills, which leads to
confidence and a positive self-concept.
11. Evaluating Emotional Adjustment
Signs of healthy emotional development can
largely be determined by their relationship with
their primary caregiver or parent.
Signs of positive emotional development.
Seeks
approval and praise.
Turns to parents for comfort and help.
Tells parents about significant events.
Accepts limits and discipline without too much
resistance.
Relationships with siblings is also a sign of
emotional adjustment.
12. Activity…
Parenting Q & A
With
a partner, you will be assigned a
question a parent has about their child.
Take the role of an expert, and write a
response to their questions.
Use pages 343-360.
13. General Social Patterns
Socialization: The process of learning social skills in
order to get along with family members and others.
18 Months
Closest relationships are still with the family, however its
important for children to have opportunities to interact with others
outside the family.
Parallel Play: children play near, but not actually with, other
children.
Conflicts may occur which can lead to hitting, biting, screaming,
etc.
They can understand their actions toward others have
consequences, but only those that happen immediately.
14. General Social Patterns
2 Years
Still engage in parallel play.
Are beginning to understand how to share and take turns.
Become good at interacting with others, especially their main
caregivers.
Want to please others, especially an adult.
2 ½ Years
Negativism affects their socialization.
Begin to learn about the rights of others.
Begin to understand fairness, but are most concerned about what
is fair to them.
Parallel play still occurs and works best with only 2 children.
15. General Social Patterns
3 Years
Family is still important, but children of this age seek friends on
their own.
Begin Cooperative Play: Children playing with one another.
Can work together with a small group during play.
Want to please, which leads to helping, sharing, doing things
another person’s way.
3 ½ Years
Play becomes more complex-involves more conversation.
Realize the importance of sharing-disagreements occur less
often.
Develop several strategies to resolve conflict.
Increased ability to evaluate friendships.
16. Making Friends
Contact with others, especially other children is
important to a child’s social development.
What
do you think happens when most or all of a
child’s contact is with adults?
Difficulty making friends might need some adult
intervention.
Adult intervention during conflict is not always
necessary. If harm is being done, it’s important
to intervene.
17. Imaginary Friends
Can appear as early at age 2
Most common at ages 3-4.
Can last for several months to a year.
Imaginary friends can be a helpful way for a child to experiment with
different feelings. Might be a way for the child to work through
negative feelings.
The child may talk to adults about how the imaginary friend feels
about certain experiences.
Usually fade away.
No reason for adults to be concerned, unless imaginary friends
continues into adolescence.
18. Guiding Children
Guiding children doesn’t simply mean “making them
behave”.
It involves teaching them how to handle their own feelings,
how to get along with others, achieving self-discipline, and
promoting security and positive feelings about themselves.
Self-discipline: the ability of children to control their own
behavior.
Guidance also helps a child develop morally.
Children go from understanding right from wrong in terms of being
scolded to developing a conscience.
As they get older they will use this in other situations.
19. Effective Guidance
12-15 months
Distracting
and physically removing them from a
forbidden activity works best.
15 months-2 years
Spoken
restrictions, along with distraction and
removal.
20. Effective Guidance
2-3 years
Children
are beginning to grasp reasoning.
Explain reasons for not being able to do something,
instead of just using commands.
3 years
Children
are willing to please the caregiver. Praise
them for positive choices.
Be consistent. Make clear rules and apply them the
same way to every situation.
21. Setting Limits
Setting limits is a way to guide a child.
Limits should be clear and spoken in a direct
and calm tone of voice.
Includes 4 steps:
1.
Show an understanding of the child’s desires.
2. Set the limit and explain it.
3. Acknowledge the child’s feelings.
4. Give alternatives.
Limits need to be consistently set and a parent
should not give in when children want their own
way.
22. Setting Limits
1.
Show an understanding of the child’s desires.
1.
Set the limit and explain it.
1.
“But you may not draw on the wall because it’s hard to clean
crayon marks off the wall.”
Acknowledge the child’s feelings.
1.
“I know you think it’s fun to draw on the wall.”
“I know you like drawing on the wall, but walls are not for
drawing.”
Give alternatives.
“If you want to draw, you may draw on this paper, or you can
play with your blocks. Which would you like to do?”
23. Encouraging Independence
Autonomy: independence.
Promoting autonomy
Consider
what a child can realistically do.
Allow them to feed themselves.
Allow them to dress themselves-pick clothing that is
easy to get on and off.
Allow them to take care of their own hygiene. Provide
them with their own toothbrush, towel, comb,
washcloth.
Allow them to start doing simple household chores.
Be patient and let go of the fact that they may not do it
“perfectly”.
24. Promoting Sharing
Provide activities that require them to share. Ideas?
Limit materials available so they have to share.
Have them take turns handing out snacks.
Make it clear what you are encouraging-call it “sharing”
or “taking turns”.
25. Possible Behavioral Problems
There is usually a reason behind negative behavior.
Finding the reason is an important step in changing the
behavior.
Biting
Occurs at different ages and for different reasons, from teething to
wanting their way. It’s important for caregivers to step in and
handle the situation.
Hitting
Model using words instead of being physically aggressive.
Understand that children hit because they have poor impulse
control, are self-centered, and haven’t developed appropriate
ways to manage anger. This does not give them the excuse to
hit, but helps the caregiver understand why they do it. Adult
intervention is important when this behavior is occurring.