assignmenteced13 "Christmas For Sale"

“CHRISTMAS FOR SALE”

               

When I hear this topic “CHRISTMAS FOR SALE” I came to think what all is about. Christmas is FOR SALE? Hmmf! I don’t think so. For members of the Christian faith, Christmas is the traditional day to celebrate the birth of Jesus Christ. The actual date of Jesus' birth is not known, but December 25 became the date to commemorate the occasion.

We all know that Jesus Christ is the one who gives us life.  The life of Jesus Christ depicts that he is both human as well as God. He has himself gone through the whole of human experience, from the trivial irritations to the worst horrors of pain and humiliation, defeat, despair and death. Jesus is a great religious teacher and a compassionate lover of sinners, a man who strives for peace and one who's tough on injustice, someone who understands humans better than anyone; the greatest man who ever lived, the great God who came to us.

Celebrating Christmas is significant to us. Christmas is the happiest event in the whole year round. But why do we celebrate Christmas? What good it will bring? Is it compulsory to celebrate? What is the real essence of Christmas?

Well, Christmas is really fast approaching. People rush here and there. Children carol in the air. People prepare gifts to someone they care. Streets are filled with colorful Christmas lights that are so alluring to stare. But is that what we really have to do during Christmas? Traditionally, we have to do such things like decorate our houses with brilliant Christmas lights, wonderful Christmas decors. But what is Christmas if we don't have a heart overwhelming with love. Those preparations, decors will be in vain and without spirit if we don't love each other. Christmas is not just giving gifts so that we can as well receive gifts. Let's not think of anything in return. Let's just give love. Christmas is cease fire of all hatreds. Let other people feel they are loved despite of their mischievous standings. Christmas is the time of forgiving. Reconcile those loved ones that are broken apart. We will not just celebrate Christmas because it's an event, but we should celebrate Christmas for it's the time that our Savior comes forth to save us from sin. We should all be glad for this wonderful gift God has given to us. This is the most precious gift we ever received.

Every Christmas is important to me because I’m not only celebrating my birth day but I also celebrating JESUS CHRIST Birth Day. The one who gave me life to live in this world. He is the reason why I am here, still existing.

For me, CHRISTMAS is not for sale it is free if you let JESUS CHRIST live in your heart.

Merry Christmas!

assignmenteced13 Child behavior Checklist

CHILD BEHAVIOR CHECKLIST

Child’s Name: _________________________ Birth date: ______________________

Teacher / Observer: _______________________ Date tested: 1. _______ 2. ________

Please answer all items as well as you can, even if some do not seem to apply to the child.

0 = Not True (as far as you know) 1 = somewhat or Sometimes True 2 = Very True or Often True

0 1 2 1. Aches or pains (without medical cause; do

not include stomach or headaches)

0 1 2 2. Acts too young for age

0 1 2 3. Afraid to try new things

0 1 2 4. Avoids looking others in the eye

0 1 2 5. Can’t concentrate, can’t pay attention for long

0 1 2 6. Can’t sit still, restless, or hyperactive

0 1 2 7. Can’t stand having things out of place

0 1 2 8. Can’t stand waiting; wants everything now

0 1 2 9. Chews on things that aren’t edible

0 1 2 10. Clings to adults or too dependent

0 1 2 11. Constantly seeks help

0 1 2 12. Constipated, doesn’t move bowels (when not

sick)

0 1 2 13. Cries a lot

0 1 2 14. Cruel to animals

0 1 2 15. Defiant

0 1 2 16. Demands must be met immediately

0 1 2 17. Destroys his/her own things

0 1 2 18. Destroys things belonging to his/her family

or other children

0 1 2 19. Diarrhea or loose bowels (when not sick)

0 1 2 20. Disobedient

0 1 2 21. Disturbed by any change in routine

0 1 2 22. Doesn’t want to sleep alone

0 1 2 23. Doesn’t answer when people talk to him/her

0 1 2 24. Doesn’t eat well (describe): ________________

______________________________________

0 1 2 25. Doesn’t get along with other children

0 1 2 26. Doesn’t know how to have fun; acts like a

little adult

0 1 2 27. Doesn’t seem to feel guilty after misbehaving

0 1 2 28. Doesn’t want to go out of home

0 1 2 29. Easily frustrated

0 1 2 30. Easily jealous

0 1 2 31. Eats or drinks things that are not food—don’t

include sweets (describe): _________________

______________________________________

0 1 2 32. Fears certain animals, situations, or places

(describe): _____________________________

______________________________________

0 1 2 33. Feelings are easily hurt

0 1 2 34. Gets hurt a lot, accident-prone

0 1 2 35. Gets in many fights

0 1 2 36. Gets into everything

0 1 2 37. Gets too upset when separated from parents

0 1 2 38. Has trouble getting to sleep

0 1 2 39. Headaches (without medical cause)

0 1 2 40. Hits others

0 1 2 41. Holds his/her breath

0 1 2 42. Hurts animals or people without meaning to

0 1 2 43. Looks unhappy without good reason

0 1 2 44. Angry moods

0 1 2 45. Nausea, feels sick (without medical cause)

0 1 2 46. Nervous movements or twitching

(describe): _____________________________

______________________________________

0 1 2 47. Nervous, highstrung, or tense

0 1 2 48. Nightmares

0 1 2 49. Overeating

0 1 2 50. Overtired

0 1 2 51. Shows panic for no good reason

0 1 2 52. Painful bowel movements (without medical

cause)

0 1 2 53. Physically attacks people

0 1 2 54. Picks nose, skin, or other parts of body

(describe): _____________________________

0 1 2 55. Shows little affection toward people

0 1 2 56. Shows little interest in things around him/her

0 1 2 57. Shows too little fear of getting hurt

0 1 2 58. Too shy or timid

0 1 2 59. Sleeps less than most kids during day

and/or night (describe): _________________

___________________________________

0 1 2 60. Smears or plays with bowel movements

0 1 2 61. Speech problem (describe): _____________

___________________________________

0 1 2 62. Stares into space or seems preoccupied

0 1 2 63. Stomachaches or cramps (without medical

cause)

0 1 2 64. Rapid shifts between sadness and

excitement

0 1 2 65. Strange behavior (describe): ____________

___________________________________

0 1 2 66. Stubborn, sullen, or irritable

0 1 2 67. Sudden changes in mood or feelings

0 1 2 68. Sulks a lot

0 1 2 69. Talks or cries out in sleep

0 1 2 70. Temper tantrums or hot temper

0 1 2 71. Too concerned with neatness or cleanliness

0 1 2 72. Too fearful or anxious

0 1 2 73. Uncooperative

0 1 2 74. Underactive, slow moving, or lacks energy

0 1 2 75. Unhappy, sad, or depressed

0 1 2 76. Unusually loud

0 1 2 77. Upset by new people or situations

(describe): __________________________

___________________________________

0 1 2 78. Vomiting, throwing up (without medical cause)

0 1 2 79. Wakes up often at night

0 1 2 80. Wanders away

0 1 2 81. Wants a lot of attention

0 1 2 82. Whining

0 1 2 83. Withdrawn, doesn’t get involved with others

0 1 2 84. Worries

0 1 2 85. Please write in any problems the child has

that were not listed above.

0 1 2 _____________________________________

For parents

I. Was your child born earlier than the usual 9 months after conception?

G No G YesChow many weeks early? ________weeks early.

II. How much did your child weigh at birth? ________ pounds ________ounces; or ________ grams.

III. How many ear infections did your child have before age 24 months?

G 0-2 G 3-5 G 6-8 G 9 or more

IV. Is any language beside English spoken in your home?

G No G Yes—please list the languages: ___________________ ___________________

___________________ ___________________

V. Has anyone in your family been slow in learning to talk?

G No G Yes—please list their relationships to your child; for example, brother, father:

________________________________________________________________________

VI. Are you worried about your child’s language development?

G No G Yes—why? ________________________________________________________

_____________________________________________________________

VII. Does your child spontaneously say words in any language? (not just imitates or understands words)?

G No G Yes—if yes, please complete item VIII and page 4.

VIII. Does your child combine 2 or more words into phrases? For example: “more cookie,” “car bye-bye.”

G No G Yes—please print 5 of your child=s longest and best phrases or sentences.

For each phrase that is not in English, print the name of the language.

1. _______________________________________________________________

2. _______________________________________________________________

3. _______________________________________________________________

4. _______________________________________________________________

5. ___________________________________________________________

Problem Checklist

Put Check if the situation is occurred.

VICTIM

             He/ She was crying

                 He/ She injured from his/her classmates

             He/ She have damage on his/her head, arms, thigh, etc.

             He/ She has bite marks and wounds

             He/ She is often easily disturbed y extraneous stimuli

             He/ She is often loses things necessary for tasks or activities such as toys, school assignment etc.

             He/ She I can’t talk or speak well because he/she feels shame and afraid

             He/ She is often spiteful by his/her classmates

             He/ She is often loses one’s temper

           

SUSPECT

 He/ She was hitting, kicking, or threatening to his/her classmates

 He/ She pushed his/her classmates.

 He/ She don’t get his/her personal things, and then he/she spanked his/her

Classmate.

             He/ She has bullying his/ her classmates

             He/ She was biting his/her classmates

             He/ she always aggressive

             He/ She is always say bad words to his/ her Classmates

             He/ She are often angry and resentful to his/her classmates.

  He/ She blame other classmates for one’s mistakes or misbehavior.

TEACHERS

 He/ She asked each of the children regarding the problem

 He/ She were shouting to his/her children.

 He/ She ignored the problem situation

 He/ She shocked in the situation

 He/ She is angry and take the children outside the room

 He/ She used force to stop the quarreling or fighting between two children

 He/ She used activities to catch up their attention

 He/ She hurt his/her children.

 He/ She talked to the children about the situation

 He/ she didn’t know what happened and what he/she can do

 He/ She were crying.

assignmenteced13 Problems of eced children

Jomalou T.Rencio
Beed 3a
Assignment in ECED 13
Problems of ECED Children
Children Visual Impairments
Students with visual impairments may need additional help with special equipment and modifications in the regular
curriculum to emphasize listening skills, communication, orientation and mobility, vocation/career options, and daily
living skills. Students with low vision or those who are legally blind may need help in using their remaining vision more
efficiently and in working with special aids and materials. Students who have visual impairments combined with other
types of disabilities have a greater need for an interdisciplinary approach and may require greater emphasis on self care
and daily living skills.
Being either over or under sensitive in one or several of these seven areas can affect a child's ability to perform physical tasks.
Here are some examples:
• Touch - A child might be sensitive to the feel of objects against his skin. He might hate activities such as dress up, pretend play with makeup, or arts and craft activities that involve working with playdough or clay. A child who is overly sensitive to touch may overeact when touched even lightly on the shoulder by a teach or a friend. A child who is underly sensitive may have no reaction if he falls or hurts himself.
• Smell - A child might react strongly to unusual or strong smells or not seem to notice even unusual smells such as food burning or gas leaking.
• Taste - Some children are particularly sensitive to the taste of different foods.
• Sight - Strong lights or certain types of colors may bother a child.
• Hearing - A child may be disturbed by sudden or loud noises.
• Position in Space - Some children have difficulty evaluating how much space is needed to reach a certain item. This would include putting a pegboard down on the table without tipping it over, judging if there is room for a child to crawl underneath a jungle gym and sitting down on the center of the chair. A child who seems to eternally "miss the chair" when sitting down may be having difficulty in this area.
• Movement - an overly sensitive child may fear climbing on a jungle gym, and have difficulty with gross motor activities. An underly sensitive child may be fidgety, jump on the couch all afternoon, and have difficulty sitting down to do table activities such as a puzzle.
Uncontrolled Wetting or Soiling> Encopresis (soiling)
Encopresis refers to repetitive failure recognize the need for bowel elimination in a bathroom before soiling or leaking occurs. It is less common than enuresis, but is also more common in males. The factor often cited as casual is that these children seem to have weaker cues regarding the need to eliminate. The cues themselves may actually be less, or the children may simply be less willing to attend to cues. Procedures also exist to push these children toward regular bowel movements (e.g., using schedules and laxatives) which minimize the need to focus on the cues.
Common Preschool Problems
• Constipation: a very common and frustrating problem in children. It is usually defined as the passage of hard and painful stools or going four or more days without a bowel movement. Constiption is most commonly caused by a diet that is low in fiber, but can also be caused by drinking too much milk (more than 16 to 24oz/d), not drinking enough water or waiting too long to go to the bathroom. Initial treatment is increasing the amount of fluids he drinks and increasing the amount of fiber and bran in his diet. It is usually also helpful to decrease the amount of constipating foods in his diet, including cow's milk, yogurt, cheese, cooked carrots, and bananas. Stool softeners may be necessary if these steps don't work.
• Upper Respiratory Infections: these are very common and include symptoms of a clear or green runny nose and cough and are usually caused by cold viruses. The best treatment is to use salt water nasal drops and a bulb suctioner to keep their nose clear. Call your Pediatrician if your child has high fever, difficulty breathing or is not improving in 7-10 days
• Vomiting: usually accompanies diarrhea as part of a viral infection. If your child starts vomiting, it is best to give them a break from eating and drinking for an hour or so and then start to give small amounts of Pedialyte (1 teaspoon) every five or ten minutes. Once your child is able to tolerate drinking these small amounts you can increase the Pedialyte to about a tablespoon every five or ten minutes and then larger amounts as tolerated and then change back to his regular formula. Avoid giving just Pedialyte for more than 12 hours. Call your Pediatrician if the vomit has blood in it, if it is dark green, or if your child is showing signs of dehydration (which includes not urinating in 6-8 hours, having a dry mouth and weight loss).
• Diarrhea: a common problem and is often caused by a viral infection. Call your Pediatrician if the diarrhea has blood or pus in it, if it is not getting better in 1-2 weeks or if you see signs of dehydration (which includes not urinating in 6-8 hours, having a dry mouth and weight loss). You should continue with their regular diet, but may give 1-2 ounces of Pedialyte each time that he has large diarrhea stool to prevent dehydration.
Temper Tantrums
Little kids hate to be misunderstood. Frustration levels run very high, especially when children's internal development is greater than their ability to verbalize. They know what they want to communicate, they just can't manage to do it. Knowing that this is happening (and spending the time to try and understand his communication) can help avoid many stormy moments.

Biting, Hitting, Hair Pulling, and Other Violent Acts

• Honor the emotion, look for the positive intent, and respond to her impulse. (“I see you are angry at Sophie.”)
• Educate and provide a verbal limit. Keep it brief and simple. (“We do not bite people. It hurts. We touch gently.”)
Social and Emotional Aggression

Continual physical aggression, high-school dropout rates, adolescent delinquency, and antisocial behavior have all been associated with early childhood conduct problems. The preschool years are a vulnerable period for learning to control development of aggression. Children who display high levels of physical aggression in elementary school are at the highest risk for taking part in violent behaviors as adolescents.

assignmenteced13 guidance program

Infant-Child Guidance Program

A program of Children's Integrated Services

Supporting Children's Emotional Well-Being

Newborn to Six-Year Olds and their Families

Do you have a question or concern about a young child's behavior or emotional development?

The Infant-Child Guidance Program was created to assist infants, toddlers and children up to age six, who are experiencing social, emotional and/or behavioral difficulties and their parents and providers of early care and education.

Program Results:

An evaluation of ICG completed by Vermont Mental Health and UVM found:

• Parental overall satisfaction: 96%
• Satisfactory progress of child: 93%
• Services improved family life: 79%

Quote from a teacher: "ICG's ongoing presence in the classroom has yeilded a wealth of insight into the behaviors of the children... We have had amazing success at changing destructive behavior.

The Infant-Child Guidance Program's consultants are available to:

• Provide parenting support for any behavioral or emotional concern, including anger or aggression, trauma, foster placement, divorce, grief and loss.
• Provide direct therapy and social skills training to children up to age 6, in their home, school, our office, child care, or whatever setting their parents prefer.
• Consult with teachers and early childhood professionals to provide support and assistance regarding a child with behavioral and/or social-emotional difficulties.
• Provide support groups and parenting classes.
• Present workshops and trainings to families and early childhood providers.

• A consultation with school staff regarding classroom and/or school approaches to behavior and to develop
positive behavior supports and interventions.
• Screening, evaluation, identification and referral for children displaying emotional disturbances.
• Planning and implementing appropriate academic and other educational supports.
• Measuring progress and improvement both for individuals and also for programs.
• Interventions for students with chronic behavior and emotional needs.
• Small group and/or individual counseling for such issues as social skills, anger control, etc.
• Development of expectations such as positive behavior and intervention, prevention of violence, crisis
planning and intervention, etc.
• Coordination and referral of children and families to community service agencies, related to mental health
needs.