Mary cullen
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John Bowlby believed that children carry their past experiences with them and that their current behavior is profoundly affected by what has happened before. The document discusses building secure attachments for young people through community-based programs that get to know the child and their world over time. Approaches are based on attachment theory and aim to provide corrective emotional experiences through relationships. The evaluation found the program to be effective at producing benefits for young people.
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The document introduces Nature Play QLD, which aims to make unstructured outdoor play a normal part of childhood in Queensland. Its vision is for children to develop resilience, health and creativity through nature play. The organization works collaboratively with partners towards this vision. It discusses how modern childhood has replaced outdoor play with screen time, linked to issues like childhood obesity and mental health disorders. Nature play is presented as helping children develop important skills through its "4 FUN-damental F's": freedom, fun, fluency and friends. Specific programs like the Passport to Amazing Childhood encourage outdoor and nature-based play.
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Presenters will describe and promote participant discussion of a range of research-based strategies for military families and caregivers/teachers to promote effective home-to-school/school-to-school transitions, strategies that promote positive socioemotional or cognitive development prior to, during, and after a transition. These will include how to connect with schools/teachers from a distance, moving, creating routines within transitions. The presentation will include a question and answer session immediately following.
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Presentation can be viewed here: https://youtu.be/TbyeYDcMfps
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This document discusses supporting the holistic development of children in early childhood. It covers several topics:
1) Recommendations for caring for children's social-emotional development, including modeling respect, encouraging trusting relationships, and respecting individual differences.
2) An overview of theorists who studied attachment, such as Bowlby, Ainsworth and Bandura, and their findings on the importance of the caregiver-child bond.
3) Discussions of social development milestones in toddlers, preschoolers, and school-aged children, including the growing importance of peer relationships.
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The document discusses how a child's early experiences shape the development of their brain architecture. It notes that brain architecture provides the foundation for future learning, behavior, and health. The brain develops from the bottom up, with simpler circuits forming first followed by more complex ones. Early experiences and interactions between children and caregivers are especially important for building strong neural connections. Toxic stress can weaken this architecture and impair development if stress responses remain activated for long periods without support. However, nurturing relationships act as a buffer against toxic stress.
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1) Caregivers, especially mothers, play an important role in the emergence of pretend play in children. Through interactions with their mother, children are socialized into pretending and learn important communication and social skills.
2) A 1992 study observed mother-child interactions and found that mothers are usually their child's main play partner and the first to introduce pretend play. Through pretending with their mother, children are able to form their own ideas and symbols.
3) By encouraging pretend play early on, mothers help children develop skills in social behavior, communication, and creativity that are important for interacting with other children as they get older.
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This document discusses various techniques for working with young children, including ensuring they are seen and heard, different ways of interacting such as observation and play, child-focused interviewing with an emphasis on free narrative, counselling functions like joining and listening, helping children recognize emotions, and using creative therapies to help children express themselves. It provides guidance on preparing interviews, establishing ground rules, prompting children for information, and employing techniques like the "connect and redirect" method to assist children.
Play
Play is essential for child development but has decreased as children spend more time indoors using electronics. Research shows play improves social-emotional and academic skills but varies based on factors like gender and environment. Peer play outdoors best develops skills while solitary play can indicate problems. Though play benefits learning, schools increasingly replace it with academics. Society must support the importance of child-led play over commercial interests that limit it.
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The document discusses self-review in early childhood education settings. It defines self-review as a process where early childhood services evaluate their practices to improve quality, with three levels: spontaneous reviews, planned annual reviews, and in-depth reviews. In-depth reviews involve a deeper look at practices through gathering multiple perspectives to identify trends and facilitate innovative changes. The goal of self-review is improving outcomes for children through an ongoing reflective process.
Final Paper
The document proposes activities and equipment for five rooms in a new Community Child Development Center to support children's physical, cognitive, social, and emotional development from infancy through adolescence. The activities are supported by child development theories and research. For infants, activities like cuddling, talking, and mobiles are suggested. Toddlers would have storytime and structured playtime. Early childhood activities include finger painting and kickball. Middle childhood activities involve puzzles and group sports. Adolescents would participate in activities to promote cultural understanding and resist peer pressure. The proposal requests city council funding to furnish the center and ensure its success in helping children grow into well-adjusted adults.
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Did you know that ShelterBox distributes educational
supplies and stationery in addition to emergency
shelter and vital aid to communities affected by disaster
and humanitarian crisis? ShelterBox representatives
and Rotarian volunteers will discuss ShelterBox’s
educational program and opportunities for Rotarians,
Rotaractors, and Interactors to work with ShelterBox
locally and abroad.
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The document discusses the importance of family involvement in the rehabilitation and education of hearing impaired children. It notes that families represent a child's first environment and their support is critical. Parents of hearing impaired children often experience feelings of guilt and fear due to lack of information. Providing parents with information about their child's impairment and involving them in support activities helps them better accept the impairment. The document outlines various family support services and activities at one institution including counseling, information sessions, recreational activities, and ensuring partnership between families and schools.
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The document discusses brain development in young children and the importance of positive relationships and interactions. It notes that in the early years, trillions of neural connections are formed based on genes and experiences. Positive relationships with caring adults are essential for brain development and no development occurs without relationships. Executive function skills develop from focusing attention, working memory, cognitive flexibility and inhibitory control, and are crucial for school readiness, success, and lifelong outcomes. These skills can be improved through interactions between children and caregivers.
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The document discusses homelessness, particularly as it affects children. It notes that homelessness means having no stable or safe place to live. It explores causes of homelessness like poverty, lack of affordable housing, loss of employment, and personal factors like mental illness or substance abuse. The document examines impacts on homeless children's health, education, and development. It also looks at effects on homeless families, including challenges in parenting, accessing services, and maintaining social connections. The document outlines the presenters' research plan and some actions early childhood educators can take to help homeless children and families, such as providing basic resources and a secure environment.
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The first few years of a child’s life are critical for healthy brain development. Brain development begins during the prenatal period and continues through early childhood. Although the brain continues to develop into adulthood, the first eight years builds the foundation for learning and success (CDC, 2021). Brain development depends on many factors such as, prenatal care, experiences, and exposures to toxins and infections. “Nurturing and responsive care for the child’s body and mind is the key to supporting healthy brain development” (CDC, 2021). Positive and negative experiences help shape a child’s brain.
How the brain grows is highly affected by the child’/ s experiences with people and the world. Children depend on interactions with parents and their caregivers to be responsive to their needs. Children thrive in environments where they can explore and play in a safe environment. Their needs ought to be met and not neglected. They do not need to be exposed to stress. As a parent and/or caregiver to support healthy brain development you can constantly talk to the child, read to your child, meet their needs, and offer them a safe place to explore and play. Speaking and reading to children increase their language and communication skills. “Nurturing a child by understanding their needs and responding sensitively helps to protect children’s brains from stress” (CDC, 2021). Exposure to stress can negatively affect brain development. When children are at risk, it can cause them a delay in accomplishing developmental milestones. They will distrust people if their needs are not constantly being met.
This topic is important to me because in the school that I work at we have a high population of students who needs are not being met. When they get into the classroom, before I can teach them anything I have to meet their needs whether it be feeding them or giving them extra attention. I have even gone as far to buy clothes and shoes for students. This affected the students’ learning. They were usually the ones that were below grade level in the classroom. When having conversations with the parents, they want better for their children but did have the resources or just did not know.
I will need support from pediatricians, early childhood educators, and counselors to help inform parents and caregivers about the importance of brain development and optimizing brain development.
Reference
CDC. (2021, February 22). Early Brain Development and Health. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/childdeve ...
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1 Ivy Bucsa SOC-320 June 28, 2015 David Claerbaut.docx
1
Ivy Bucsa
SOC-320
June 28, 2015
David Claerbaut
Policy and discourse on family responsibilities revolve around obligations and rights of parenting. The purpose of this paper is to present a discussion on responsibilities of spouses so that they attain a work-life balance. It is possible to transmit physical, mental, and moral qualities from parent to child. The burden of responsibility for the moral character of a wayward child rolls back from one generation to another. Parents have the responsibility of retaining the thread of sensuality bequeathed by earthly ancestors.[this sentence is not really clear] For many adults, marriage constitutes a central interpersonal relationship that engages a person. Shared and flexible performance of household tasks associated with mutual commitment and diffusion of responsibility. High attraction and stability in solidary marriages presumes to provide a basis of security for spouses. High marital satisfaction and satisfaction with their spouses helping behavior report low levels of stress and physical wellness. [Ivy, you are using a lot of large words and it actually makes this less clear. Make it simple and clear.]
Spouses in personal and interpersonal relationships confront with conflict situations. Conflict in marriage institution arises due to child rearing differences, religious differences, sex relations, household chores, social activities, and interests. The repercussion of spousal conflicts is that they may an effect n their children, relatives, or even the society. A conflict situation can weaken a spousal relationship leading to separation or divorce. By the law of recurrence, it is possible to transmit qualities from grandparents to the grandchildren (De Lange, 2013). Some of the aspects of conflicts include aggression, hatred, fighting, or bitterness. All can admit that lamentable amount of domestic discontent and positive unhappiness grows out of the fact that the spouses have different ideas concerning a perfect marriage.
In the past, policies that focused on children and families operated on the assumption that families were synonymous with mothers. In the modern day, fathers’ role is crucial in the contribution of child development. The government supports and encourages father involvement. Fathers are potentially relevant to the discussion of parenting cultures. Fatherhood irrespective of the degree of involvement cares for their children and other parental roles effectively. It is the duty of both fathers and mothers to provide smooth, steady, and evident love to all children without showing any partiality. Parents should provide useful love during high and low moments of the day. Fathers according to Magne[omit] Bakke (2006) are psychological role models for their children, provide an economic resource for the family and play an active role in the care of the children. A mother is in charge of all domestic work in her household whether she is working or a single mother. ...
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8.1 Problem Solving with AdultsStandard 1 of NAEYCs Early Child.docx
8.1 Problem Solving with Adults
Standard 1 of NAEYC's Early Childhood Program Standards and Accreditation Criteria (2005a) states, "The program promotes positive relationships among all children and adults to encourage each child's sense of individual worth and belonging as part of a community and to foster each child's ability to contribute as a responsible community member" (p. 9). The rationale for the standard is that positive relationships and a positive, nurturing, sensitive climate are essential for the development of emotional regulation, constructive interactions, and overall learning in children (NAEYC, 2005a). Children develop a positive sense of self, and they are encouraged to respect and cooperate with others.
However, problems, conflicts, disagreements, and distrust can—and often do—develop. These can occur between the family and the program, between staff within the programs—staff to staff, directors and staff, staff and consultants—and between children in the program. When this occurs, caregivers need to engage in problem solving. While no family or early care and education program is ever totally without conflicts and issues to solve, the goal is, firstly, to create an environment where constructive problem solving can take place and, secondly, to be able to constructively solve problems.
Feelings
Conflicts, confusion, and disagreements can cause intense feelings among those involved. To address conflicts and disagreements, we must try to determine where these feelings come from. In the heat of the moment, this will probably not be possible, but once we have had time to reflect, we need to look at the feelings that disagreements and problems produce.
We all have feelings, and it is very important to accept and appreciate these feelings. We need to reflect on our feelings and on why certain things make us feel a certain way. Feelings are complex, subjective experiences that involve physical and mental aspects of self—they can be felt, expressed, acted on, and thought about (Greenspan & Greenspan, 1985). All feelings have value and are useful—even ones we view as negative. Feelings are how we react to experiences, and they help us organize and make sense of our world. The great works of art, music, drama, and dance are based on feelings—some pleasant, and some dark and tragic.
We learn about feelings from our childhood experiences. When children are young, adults label the child's emotions: "That bang scared you!" "The dog's bark upset you!" Part of this socialization process is to help children know how to respond to the environment—for safety, to develop appropriate reactions to the environment, and to teach children culturally appropriate responses to their feelings. Other feelings, such as those of love, trust, fear, excitement, and surprise, are natural responses to the environment that help us feel good about ourselves and the social environment (Rogers, 1980).
Another way we learn about feelings is through social r.
Ece 502 session 3
The document discusses domains of child development including cognitive, motor, language, and social/emotional development and provides tips and strategies for caregivers to promote healthy development in each of these domains, with a focus on the importance of social/emotional skills like attachment, empathy, emotion regulation, and relationship building. Key aspects of development like language, cognitive abilities, and the role of the early social environment and brain development are also addressed.
Lecture notes Week 1 What is child developmentMcDevitt et a.docx
This document provides an overview of the content covered in 9 weeks of lecture notes on child development. Key topics discussed include cognitive development theories of Piaget and Vygotsky, moral development, social and emotional development, self-concept and attachment, brain development, and gross and fine motor development. Summaries are also provided of development in middle childhood for attachment, moral development, social development, and cognitive development. Strategies are discussed to promote children's emotional resilience, self-esteem, self-concept, and physical development.
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The document discusses physical, motor, and social-emotional development in children. It notes that physical development follows a predictable pattern, with large muscles developing before small muscles. Motor skills also emerge in a consistent order, with gross motor skills like walking developing before fine motor skills like drawing. Social-emotional development is supported through nurturing relationships with caregivers which help children learn to regulate emotions and understand social interactions.
Early Childhood Education Philosophy
The document discusses early childhood education philosophy and theories. It emphasizes that proper nurturing in infancy and toddlerhood is essential for children's future social, emotional, cognitive, and physical development. Interactions with adults and other children during this time allow children to learn skills like communication that help them succeed in life. The brain processes experiences from early childhood to effectively communicate and interact in society later on. Goodness of fit, developmentally appropriate practices, and responsive caregiving are also discussed as important approaches for teachers.
B.O.U.N.C.E Back Program Proposal
This is a program proposal to support young adults of low SES status to transition into adulthood and be prepared for the life ahead of them.
Developing a pathway for children and young people
As we strive to build an intergenerational nation within Scotland it is increasingly important to recognise the benefits which come from developing an intergenerational approach for children and young people, supporting them through intergenerational learning opportunities to experience, understand and value the diversity and difference that comes with ageing. This session will explore how intergenerational learning for children and young people can be offered creatively not only within education but also as part of extracurricular activities, developing a pathway of creative intergenerational learning opportunities in the community.
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Mary cullen
- 2. John Bowlby “Children are not slates from which the past can be rubbed by a duster or sponge, but human beings who carry their previous experience with them and whose behaviour in the present is profoundly affected by what has gone on before” Bowlby J (1951 p114) A STACKING UP OF FEELINGS, EMOTIONS AND BEHAVIOURS
- 3. Community Based Get to Know the Child Get to Know the Child‘s world Wider culture with addiction as a symptom Domestic violence prevalent Both linked to Insecure patterns of attachment Additional stress for some families as an outcome of intergenerational poverty
- 4. Building a secure base in a community setting This takes time, commitment and understanding Creating an alliance (a containment) through wider structures that supports young person- Slow careful work within their networks of caring Strong working alliance with school No one service has the answer
- 5. Treatment approaches based on theories of attachment Three types of corrective emotional experience 1. Change through time in the same relationship 2. Repeated experiences in other relationships that counteracts earlier perceptions 3. An especially strong emotional experience that counteracts earlier beliefs
- 6. Marte Meo The name ―Marte Meo‖comes from Latin – translated as on your own strength A method of supporting and restoring social and emotional developmental processes Developed by Maria Aarts in Holland in the 1970‘ from her work with children with autism It gives concrete practice steps to identify, support and motivate social and emotional development in everyday moments.
- 7. Marte Meo Setting tone and atmosphere is the work of the adult Plain and simple language and use of film Focus is on strengths and opportunities in social and emotional development Has a goal of activating development rather than compensating for problems Gives clear direction on when parents need to follow child‘s initiatives and when they need to lead Can be used by clinicians and staff in everyday moments
- 8. What the Young People Said C aged 5 ― I like talking to people-to people that live- work here I just like being here‖ E aged 10 ―You get to talk about your feelings you don‘t want to share with other people‖ N aged 7 ―We have been in the NYP for a good few years and it‘s a really happy place-B aged 7‖It‘s like being in your dreams but you are not actually asleep‖ T aged 12 ―Keeps you out of trouble‖ C aged 9 ―The thing we did in Courttown was deadly- best of my summer‖
- 9. More S aged 12 ―helps us to work together, play in groups and be friends‖ K aged 14 and S aged 14 (yesterday) ―It‘s a good place to go to relieve your stress. A good place to do homework, cook, hang out and keep out of trouble. The Build a Bike course kept us from robbing bikes‖
- 10. Strengthening The Well-being Of Young People An Evaluation of a Community Based Positive Mental Health Project in Dublin 2007 The needs of the children as reported by them were different to those perceived by their teachers The young people‗s concerns focused on emotional and personal problems whereas the teachers reported behavioural and hyperactivity problems. Reported physical symptoms were considerable in comparison with the general population Dr. Kieran Mc Keown and Ms. Grace Fitzgerald
- 11. David Howe Change is always possible The more significant the relationship with a key other—or the more radical the shift in life circumstances, the more likely it is that an individual‘s attachment organization will change. If positive change is to happen , it is more likely to take place in the context of a warm responsive relationship Attachment Across The Life Course (2011)
- 12. Gillian Schofield and Mary Beek By providing a relationship-based and developmental framework for understanding and helping, attachment theory can itself provide a secure base for professionals-it can reduce anxiety and liberate the practitioner‘s capacity for thinking ,feeling and action. Children and those who work with them or those who love and care for them will be the beneficiaries. Attachment handbook for foster care and adoption
- 13. Evaluation The programme is effective and capable of producing significant benefits for young people similar to those produced by other programmes which have been designated as „proven‟ or „blueprint‟. Kieran Mc Keown and Grace Fitzgerald (2007)
- 14. Building A Secure Base Building awareness that services can be supportive Creating long term effects - some of the young people who were on the Project and are now parents approaching us for parenting support with their children Building in positive memories that will be used in future parenting - do you remember when we played that game in the NYP? When we cooked that? A taking in of sensory experience. Nurturance. Modelling. Marte Meo – Tones / Turn taking / setting atmosphere and structure / making connections with other people / naming of one‘s own and other‘s initiatives / confirmation for things well done / learning to wait / predictability / Marte Meo project HSE