1. Meeting the Needs of Children
and Families Part 1
By, Kellie Downing
300607008
Lisa McCaie
ECEP - 233
Due: April 4th 2013
2. Brittany’s family has moved from the sunny state of
Florida to Toronto since her diagnosis of Bloom
Syndrome. She has been assigned to your preschool
room and will begin in a couple of days. Since the move
Brittany is feeling sad because she misses her friends
back home. Her brother is very mad at Brittany because
he believes that the move is all her fault. His behavior is
very difficult for the parents. They ask for your help.
Exact Quote from Case Study
(Case Study)
3. Needs of the Child and Family
Brittany has been diagnosed with Blooms
Syndrome. This is going to cause changes in not
only her life but her families as well. They had to
move from the state of Florida to Toronto.
Brittany is upset because she is missing her friends
from her old house and school. She may be feeling
lonely not being able to see and speak to her old
friends all the time. It may take some time for her to
find some new friends.
Info from Case Study
4. Needs of the Child and Family Cont’d
Brittany’s family is new to the city of Toronto so they
may not know many resources around the community.
They are going to need some guidance and help with
finding some agencies or resources they can access, if
needed.
One need or concern for Brittany and her family
would be the fact that Brittany’s brother is
blaming her for the move. This is causing
Brittany’s brothers behavior to change.
Info from Case Study
5. Needs of the Child and Family Cont’d
Brittany’s brother is blaming her for the move
and is very mad at her. A need for this would be
to allow Brittany and her brother resolve their
issues towards one another about the move.
Because Brittany has Bloom
Syndrome, she is at a
greater risk to cancer.
Info from case study and wisegeek.com
6. What is Bloom Syndrome?
“Bloom Syndrome is a genetic condition characterized by a problem
with the BLM gene, which normally governs recombination during
cell division. Due to a malfunction in this gene, people
with Bloom Syndrome experience chromosomal breakage and
rearrangement, which can in turn cause a number of complications.”
(wisegeek.com)
Bloom Syndrome has no cure. Prevention is something that is always
focused on, when it is possible. For someone who already has Bloom
Syndrome, they can try and manage the symptoms it may cause.
(wisegeek.com).
7. Bloom Syndrome Cont’d
“About one out of every 100 people with Ashkenazi
Jewish ancestry carries a particular mutation known as
BLMAsh. Almost every Jewish person known to have
Bloom's syndrome has two copies of this mutation.”
(www.23andme.com)
Video: http://www.youtube.com/watch?v=1jNbeOR1ryI
8. Symptoms of Bloom Syndrome
“What are the symptoms of Bloom syndrome?
- Growth delay.
- Congenital telangiectatic erythema (dilated blood vessels)
- Facial rash that developed shortly after first exposure to sun (Rash may be
butterfly-shaped patch mainly on the cheeks).
- Pigmentation changes in skin including hyper or hypo pigmented areas.
- Café-au-lait spots
- High pitch voice
- Long and narrow face, micrognathism of the mandible and prominent nose and
ears.
- Immune deficiency characterized by recurrent respiratory tract infection like
pneumonia and ear infection.
- Most patients have Type 2 diabetes mellitus.
- About 20% patients with bloom syndrome may develop malignancies like acute
leukemia, lymphoma, and gastrointestinal adenocarcinoma.” (emedicinezone.com)
All points taken from (www.emedicinezone.com)
9. History of Bloom Syndrome
The genetic disorder of Bloom Syndrome is named
after Dr. David Bloom. He discovered the syndrome
in 1954. The disorder is more commonly found in
Eastern Europeans, including Ashkenazim.
(wisegeek.com)
In order for a child to have Bloom Syndrome both
parents must carry the damaged gene.
(wisegeek.com)
10. How Bloom syndrome
diagnosed?
“Bloom syndrome is diagnosed by patient’s history; physical examination
and lab test. Bloom syndrome is only confirmed by chromosomal study.”
(emedicinezone.com)
Looking for abnormal chromosomes in a sample of ones cells is the
most common way to test for Bloom Syndrome. (23andme.com)
11. Treating and Managing Bloom Syndrome
Although Bloom Syndrome has no cure, there are still ways to
treat and manage it.
Cancer prevention is a main priority for individuals who have
Bloom Syndrome. The screening process for cancer must be
started very early on. (www.23andme.com)
The most common cancer type for individuals with Bloom Syndrome is Colon
Cancer. This cancer must be checked for and treated for way before anything else.
It should also be checked more frequently than any other type of cancer.
(www.23andme.com)
12.
13. Meeting the Needs
Changes to Physical Environment
Since Bloom Syndrome “Being outdoors provides
can cause a rash from many benefits to
exposure to sun one children’s health
thing I would change to including the opportunity
our physical to receive physical
environment would be exercise. However, there
to make sure outside in are two potential
the playground there is concerns that we must be
a set place that has aware of so that we can
shade. Not just a spot in provide protection
the corner with some against them. These are
shade but a big area the use of arsenic on
created that the child playground equipment
can expand and play and ultraviolet rays from
like everyone else. the sun” (Bullard, page
335).
14. Meeting the Needs
Changes to Physical Environment Cont’d
This change in the environment would not only benefit a
child who has Bloom Syndrome but as well as all the children
in the environment as well. Having protection from the sun
is something everyone in the room can be included in and
benefit from.
“To protect children, it is important to provide shade on the
playground. This can be both natural shade from trees and
bushes, and human-made shade.” (Bullard, page 335).
15. Meeting the Needs
Changes to Classroom Environment Cont’d
Brittany should be able to sit with her friends at the tables in our classroom
for any activities. Which is why chairs or desks must be at a level she too can
be comfortable at as well.
“The materials and equipment should be accessible to children where they can
reach and use the materials by themselves with
adaptations to furniture to meet all children’s needs” (gov.mb.ca)
Also when Brittany needs to use the sink or maybe reach onto a small shelf I
will make sure to incorporate step stools around the classroom so she can
access them.
16. Meeting the Needs
Changes to Physical Environment
In the classroom, I will make sure to have no scented lotions or creams that may cause
irritation. I will make sure to always have specific sunscreen for Brittany, through
conversations with her parents we can find out which ones are best suited for her. As well
as any creams her parents use for her when she may get a rash.
In the environment I will make sure to keep hats as well, not just for Brittany but for
all the children as well. To make sure they can keep their heads and faces protected
from the sun.
17. Meeting the Needs
Changes to Physical Environment Cont’d
Since Brittany will be new to this center and doesn’t know any of
the children. I will make sure to set up the environment in a way
where she can be sociable without being forced to. I would do this
by allowing centers and areas to be a place for more than 1 child so
she would be included. As well as also setting up a lot of group
activities to make Brittany feel welcome and get her interacting
right away. This also will help all the other children to be more
social and will take less time to incorporate Brittany into their
friendships.
“All children benefit from inclusion
with others. Better social and adaptive
skills.” (Class Notes, Connectability,
Inclusion Workshop)
18. Meeting the Needs
Changes to Physical Environment Cont’d
Growth delay is a symptom seen in children with Bloom Syndrome. So
practicing motor skills with children can help to increase skills in that area.
For Brittany, as well as her classmates I would make sure to set up Motor Skill areas
within the classroom. Things that can help her to develop and practice her motor
skills over and over.
I would include a bowling game within the classroom. “Model by
tapping your chest, stating “my turn” before throwing the ball. Set up
again and repeat for “your turn”” (Class Notes, Connectability Toy
Workshop). This game would also be good to help Brittany meet new
friends in a social interactions.
“In many ways, the ways
you include a child with
physical differ-ences or
impairments will benefit
all children in your care.”
(ces.ncsu.edu)
19. Meeting the Needs - Strategies
Gross Motor Skills could be practiced through the activity of “Feed the Clown: Position
your child with (his) back against the wall. The act of throwing will encourage him to
move away briefly and to balance in the standing position. Gradually move further away
from the wall.” (Connectability, Toy Shop Workshop). This activity is a great way to get
Brittany to use more of her gross motor development, as well as practicing her balance. It
can also involve other children as well to help her social development as well.
Through the preschool years,
children move beyond simple
walking to running and jumping
and other complex motor skills that
require greater coordination and
precise timing of movements, such
as swinging.” (Kail, 228)
20. Meeting the Needs - Strategies
For Fine Motor Skills an
activity I would include would
be “Scarf-in-a Bottle: Provide
hand over hand assistance as
the child grasps the toy to
place it into the bottle and
then grasping the end of the
scarf to remove it. The child is
expected to poke it into the
bottle until fully inserted.”
(Connectability, Toy Shop
Workshop). This activity
would be good for Brittany
because it would encourage “Preschool children become much more
her to use her fine motor dexterous, able to make many precise and
skills such as pushing and delicate movements with their hands and
pulling through with her fingers. Improved fine motor skills means
fingers. that school children can begin to care for
themselves.” (Kail, 229)
21. Meeting the Needs - Strategies
In order to help For example, using the
Brittany become story “Tucker the Turtle
familiar with the Takes Time to Tuck and
classroom and other Think” (Rochelle Lentini)
children, and to help and allowing Brittany to
her feel comfortable I be interactive with the
would allow a time for process of the story as
her to be sociable in a well as participating in
group. the actions alongside her
peers.
Tucker the Turtle taken from Class Notes and story. (ECEP-233)
22. Meeting the Needs - Strategies
Routine Posters will be kept up around the classroom as
well, including what to wear during those activities. For
example “Outdoor Activity (summer): hats, sun lotion etc”.
These posters would be also near the children’s cubbies.
That way, when they are getting ready to go outside. Also I
would make sure to allow children enough time daily to get
their sunscreen applied and put on their hats.
“place transition times on the daily
schedule and on the daily plan.”
(Bullard, 60).
23. Meeting the Needs
Any of the changes made to the environment or any teaching
strategies used would be beneficial to other children in the
classroom as well. The environment will be including for
Brittany, but wont be spotlighting her either. This allows equal
opportunity for all children within the classroom.
“Play, engaged in by children throughout the world, is a very
important vehicle for children's development. A rich
environment can support children's’ play, providing social,
emotional, physical, and cognitive benefits.” (Bullard, 6).
24. Meeting the Needs – Strategies for Working with Parents
I would always make sure Brittany’s parents know they can approach me at any
time and that if they have any concerns or questions in the future to not hesitate
and let me know. “Create and open door atmosphere from the start.”
(Connectability, Inclusion Workshop”.
Daily Journals of Brittany’s daily
activities, anything parents should
know. This keeps parents informed and
allows room for parent-questions.
“Maintaining open communication
with a child’s family is very important
but sometimes difficult to do. A
communication book allows child care
staff and parents to exchange a few
written words about the child's day or
This can also allow the parents an
night, share information about
appointments or special events and it opportunity to be familiar with
can also be used as a record-keeping the strategies we use in class with
tool.” (Reading Package, Unit 5, page Brittany and the other children
1). and will gave them the chance to
try them out at home.
25. Meeting the Needs – Strategies for Working with Parents
Having Conversations with the parents, and finding out what they
want and need from the childcare setting and how I and the other
staff can help make them feel as comfortable as possible.
I would also make sure to
present the Brittany and
her family resources in the
community that could help
them out as well. “A major
responsibility of teachers is
to refer children to the
appropriate support and
services. It is important that
ECE’s know the local
community services.” (Class
Notes, week 5)
26. Meeting the Needs – Strategies for Working with Parents
In order to meet the need of Brittany’s brother having anger towards her for the family
move, I would suggest the parents sit down with him and have a conversation about why
they had to move and discuss all the ways it can be a good thing. I would encourage them
to use positive wording about the new city and allow Brittany’s brother a chance to speak
his mind as well. They should continue to have conversations like this daily with Brittany’s
brother, not only to show him it is not Brittany’s fault, but also to allow him to let out his
frustrations and thoughts.
I would suggest family
counseling if they feel those at-
home conversations aren’t
working well enough. Brittany’s
parents can also bring her
brother with them to any
doctors appointments so he can
be knowledgeable about what is
going on around him.
27. Resources and Agencies in the Local
Community
“A major responsibility of teachers is to refer children to the appropriate
support and services. It is important that ECE’s know the local
community services.” (Class Notes, week 5)
28. Resources/Agencies
• One great resource Brittany and her family can use
would be www.ConnectABILITY.com – it has a lot of great
resources and ideas that Brittany and her family can use
and incorporate at home. It also has a lot of fun games
and activities they could do together as a family.
29. Resources/Agencies
• Toronto Public Library (Main Street
location) is a public Library in the
Toronto area where you can go to find
books, videos, do research, classes,
programs, exhibits and more.
(torontopubliclibrary.ca)
Located at:
137 Main Street, Toronto, ON M4E
2V9
Telephone:
416-393-7700
Website:
http://www.torontopubliclibrary.ca/
Good for helping Brittany and her
family to research things, being new to
Toronto, its good to know a library!
30. Resources/Agencies
• Sick Kids Hospital is a
hospital in the Toronto
area that is dedicated to
improving the health of
children in the country
(sickkids.ca)
“Each day we strive to provide better care than the day
before, a pursuit of excellence that depends on learning, the
critical link between new knowledge and its application in the
The Hospital for Sick Children care of a sick child.” (sickkids.ca)
555 University Avenue
Toronto, Ontario
Canada Video from Sick Kids Hospital:
M5G 1X8
http://www.youtube.com/user/SickKidsFoundation
Important contacts:
General inquiries: 416-813-1500
Patient information/locating: 416-813-6621
Ontario Poison Centre: 416-813-5900
Telehealth Ontario info line: 1-866-797-0000
31. Resources/Agencies
• Family Service Toronto is an MISSION
agency that helps families and “Family Service Toronto
individuals with a wide variety collaborates with individuals,
of challenges. They assist families and communities to create
families and individuals lasting, measurable improvements
through counseling, advocacy, in their health and well-being. We
community development, and achieve this through counseling,
public education programs. education, social action, advocacy,
community development and
working with partners to advance a
vibrant community services sector.”
(familyservicetoronto.org)
32. Resources/Agencies
Family Service Toronto Cont’d…
*Free Walk-In Counseling
Wednesdays 4-8 pm – First-come-
Phone: 416-595-9618 ; Office 416-595-9230
first-served basis*
Web site: www.familyservicetoronto.org
(familyservicetoronto.org)
Address: 355 Church St, Toronto, ON, M5B 1Z8
Hours: Mon-Fri 9 am-5 pm * evening appointments available
Languages of service: Many Different Languages Spoken
Eligibility: Anyone living or working in City of Toronto, regardless of age,
cultural background, race or sexual orientation, including children *
particularly individuals and families with low incomes in need
How to apply: Call Service Access Unit 416-595-9618 to discuss available
programs and arrange appointment
Fees: Geared to income * some services free
Information taken directly from 211toronto.ca
33. Resources/Agencies
• “Childs Life – Finding Fun
Close to Home” is a great
website that can be used
to find any events or
activities for children
going on around in your
community. It is also a
place to show you events
or shows that are
upcoming. (childslife.ca) This resource would be a great
way for Brittany to meet new
friends and be social in the
Website: Toronto area.
http://childslife.ca/events/events_toronto.html
34. Bibliography
• Bullard, Julie. Creating environments for learning: birth to age eight. Upper Saddle River, N.J.: Merrill, 2010. Print.
• "Bloom syndrome - Genetics Home Reference." Genetics Home Reference - Your guide to understanding genetic
conditions. N.p., n.d. Web. 2 Apr. 2013. <http://ghr.nlm.nih.gov/condition/bloom-syndrome>. (slide 3)
• "Bloom Syndrome Symptoms, Diagnosis, Treatments and Causes - RightDiagnosis.com." Right Diagnosis. N.p., n.d.
Web. 2 Apr. 2013. <http://www.rightdiagnosis.com/b/bloom_s
• "What is Bloom Syndrome?." wiseGEEK: clear answers for common questions. N.p., n.d. Web. 3 Apr. 2013.
<http://www.wisegeek.com/what-is-bloom-syndrome.htm>.
• "Blooms Syndrome." 23andme. N.p., n.d. Web. 29 Mar. 2013. <https://www.23andme.com/health/Blooms-
Syndrome/>.
• "Bloom Syndrome | Emedicinezone."emedicinezone.com. N.p., n.d. Web. 3 Apr. 2013.
<http://www.emedicinezone.com/pediatrics/bloom-syndrome>.
• (Class Notes, Connectability Toy Workshop)
• Class Notes, Connectability, Inclusion Workshop
• "Bloom syndrome - Cream of the Crop."Cream Of The Crop - Natural Market, Juice Bar and Deli - Home Page. N.p.,
n.d. Web. 3 Apr. 2013.
<http://www.creamofthecropnatural.com/ns/DisplayMonograph.asp?StoreID=bb0f665fa17a417c847258f7c5f34b
81&DocID=allergy-bloomsyndrome>.
35. Bibliography Cont’d
• Connectability, Toy Shop Workshop).
• "Materials/Equipment List." Preschool Child Care Centres. N.p., n.d. Web. 29 Mar. 2013.
<http://www.gov.mb.ca/fs/childcare/pubs/
• "ConnectABILITY | Resources for people with a developmental disability and their support networks." ConnectABILITY |
Resources for people with a developmental disability and their support networks. N.p., n.d. Web. 29 Mar. 2013.
<http://connectability.ca/>.
• Kail, Robert V., and Theresa Zolner.Children: a chronological approach. 2nd Canadian ed. Toronto: Pearson Canada, 2005.
Print.
• "Wordle - Create." Wordle - Beautiful Word Clouds. N.p., n.d. Web. 3 Apr. 2013. <http://www.wordle.net/create>.
• Reading Package – ECEP 233. “Inclusion of Children with Special Needs” – Centennial College Early Childhood Education
2011
• Class Notes – week 5. ECEP-233, “The Role of the Educator”
• "211Toronto.ca - Organization or Program Information." 211Toronto.ca. N.p., n.d. Web. 4 Apr. 2013.
<http://www.211toronto.ca/Gatekeeper?WebAppId=fht&RequestedSubmitAction=Or
• "Main Street : Toronto Public Library."Home : Toronto Public Library. N.p., n.d. Web. 4 Apr. 2013.
<http://www.torontopubliclibrary.ca/detail.jsp?Nr=p_cat_branch_name:Main%20Street>.
• SickKidsFoundation. "SickKidsFoundation - YouTube." YouTube. N.p., n.d. Web. 4 Apr. 2013.
<http://www.youtube.com/user/SickKidsFo
• "Family Service Toronto." Family Service Toronto. N.p., n.d. Web. 4 Apr. 2013. <http://www.familyservicetoronto.org/>.
• "Child’s Life | York Region, Durham & Toronto Kids Guide - Markham, Richmond Hill, Durham, Stouffville, Toronto, Vaughan."
Markham, York Region, Durham Region | Kids Events, Kids Directory, Activities & Programs, Family Fun. N.p., n.d. Web. 4 Apr.
2013. <http://childslife.ca/about/about.html>.
