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Trainers' Manual
Christian Children's Fund, National office. Bangalore, India
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EARLY CHILDHOOD CARE
AND DEVELOPMENT <
(0-6 years)
Trainers' Manual
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Christian Children's Fund, National Office, Bangalore, India
Published by
Christian Children's Fund
P.O.Box 5054, 22 Museum Road, Bangalore 560001, India
Telephone: 91 -80-558 7157 Telex: 0845-8410 CBFD IN
Fax/Modem: 91-80-559 4271 Alt No.: 91-80-227 9181
Year of Publication: December 1994
Ji
Any part of the text of this publication may be freely reproduced. Prior permission is not necessary, but
accreditation would be appreciated. The publishers would also appreciate a brief description of this
Trainers' Manual in use, and publication in which their contents are reproduced.
Design, layout and typesetting:
Vario Graphics, Nanjappa Mansion, 29/1 K.H.Road, Bangalore 560027
Print production:
Shree Muthappan Offset Printers, No. J 0, 3rd Cross, Shamanna Garden, Bangalore 560030
ii
CONTENTS
Page
Chapters
1
2
3
4
5
6
7
8
9
10
1 1
12
13
14
15
Introducing Christian Children's Fund
Preface
Messages
Introduction
Acknowledgment
v
viii
xi
Responsible Parenthood
Child Development - Physical
Social Development
Socialization through Play
Intellectual & Cognitive Development ..
Early Childhood Education
Emotional/Psychological Development ..
Family Life Education
Development of Values in the Child
Common Childhood Physical Illnesses ..
Common Childhood Mental Illnesses
Environmental Factors
which affect Child Development
Role of the Community in
Early Childhood Development
Developmental Rhythm
Rights of the Child
1
11
35
Answers to Understanding of the Chapters
References & Bibliography
XV
XX
49
57
71
83
97
113
127
133
145
149
153
161
169
173
iii
INTRODUCING
CHRISTIAN CHILDREN'S FUND
Christian Children's Fund is an International nonprofit,
nonsectarian, humanitarian organization, founded in 1938,
dedicated to serving the needs of children worldwide through
person-to-person assistance programs.
Christian Children's Fund is a human development agency. Its
programs are people centered rather than service centered
because its concern is the development of children and families.
Programs are implemented in ways that enhance human
development; the process of implementation is as important as
are the results of implementation. People are approached within
their own cultural and environmental context. This context is
valued, given dignity and utilized as a tool in their development.
Programs start where people are, move only as people are
willing and use existing talents and resources.
In the mid to late 1960's the focus and approach of CCF
changed considerably. The need for long-term, developmentally
oriented programs emerged and CCF started to help needy
children within, their own families as well as those without
families. This initiation of community-based programs
transformed CCF into a human development organization
dedicated to the total development of the child within the
context of healthy families and communities.
At present CCF is assisting over 500,000 children and families
in 33 developing countries. Fund resources are raised by
developed countries such as USA, Canada, Germany, UK,
Denmark, France, Taiwan, Korea, Japan, Hong Kong and
Australia, which function as International support offices. CCF has
consultative status with United Nations Economic and Social
Council (ECOSOC) and UNICEF. CCF holds memberships in the
American Council for Voluntary International Action
(INTERACTION), the International Council of Voluntary Agencies
and CHILDHOPE.
CCF in INDIA
CCF in India celebrated its 25 years of meaningful existence in
1991. At the moment nearly 90,000 children and families are
served by the National Offices in Bangalore and New Delhi. In
V
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
India, CCF operates in partnership with 160 local NonGovernmental organizations engaged in human development
process. Our programs are planned and implemented from an
integrated approach which considers the total development of
the participants, i.e., survival, physical, social, intellectual, spiritual
and economic needs. CCF has a planning strategy which takes
into account the developmental needs of our country as specified
in National Five-year Plans.
Geographical Coverage
In India, Christian Children's Fund has two National Offices,
one at Bangalore and the other at New Delhi catering to the
needs of children in six Southern States and eight Northern
States, i.e., Karnataka, Tamil Nadu, Maharashtra, Andhra Pradesh,
Goa, Orissa, Bihar, Delhi, Gujarat, Hariyana, Madhya Pradesh,.
Rajasthan, Uttar Pradesh, West Bengal as well as the Union
Territory of Pondicherry. Most of our projects are operating in
urban slums, remote rural areas, tribal colonies and droughtprone areas where the need is the greatest.
CCF in India caters mainly to the poorest of the poor.
Physically and socially disabled children are being assisted
through NGOs affiliated to CCF. This includes children of
widows, refugees, minority groups, backward castes, devadasis,
children on the streets, court committed children, visually and
orthopedically handicapped children, children affected by natural
calamities and disasters, children of women prisoners, etc.
CCF Five-Year Plan
CCF's present Five-Year plan in India focuses on the recent
Declaration and Action plan of the World Summit for children.
Program priorities are survival, protection, participation and
development of disadvantaged children of our society. Gender
equality, needs of Girl children, environmental issues and
economic self-sufficiency of the families take centre stage of our
activities in the next decade. People's Participation in planning,
implementation, monitoring and evaluation will be further
strengthened to ensure sustainable development.
Some of the programs facilitated by CCF have won national
and regional acclaim. To name a few. Rehabilitation of children
of Devadasis in North Karnataka, Children of women prisoners in
Bangalore, Children of Tibetan settlement in Mundgod, Children
of cobblers in Tamil Nadu, Street children of Bombay, Cyclone
vi
INTRODUCING CHRISTIAN CHILDREN'S FUND
victims of Andhra Pradesh, these are some of the children in crisis
situations being assisted by our Bangalore office. CCF strongly
advocates the UN Convention on the Rights of the Child and
encourages NGOs to act as pressure groups.
Over the last 25 years, more than 100,000 children have
been assisted to become useful citizens of society. Thousands of
families have been supported to improve their socio-economic
status. CCF has been working in close relationship with the
Governmental Schemes and programs in the areas of
Immunization, Early Childhood Education, Health Care, Nutrition,
Economic programs, Non-formal ■ Education, Vocational Training
and Guidance, etc. The national priorities are always borne in
mind in the planning process at CCF.
In short, CCF functions as a catalyst helping to bring together
all available resources to benefit a child, his family and
community without discrimination of caste, colour or creed. This
secular and human development approach of CCF, often
working with Governmental initiatives, plans and programs, has
resulted in the recognition of CCF as an organization which
enhances human dignity, communal harmony. National
integration and International understanding.
I am happy to mention here that as one of the major Goals of
the nineties, our Program Department took up the challenge of
strengthening Early Childhood Care and Development activities
in the target communities. It was increasingly evident that the
parents and primary care givers need to be continuously
educated in the Child Development aspects. This Trainers'
Manual is a first step in this direction.
Let me congratulate our Program Staff especially I. J. Soans,
Program Manager and Rosaline George, Program Co-ordinator
for initiating this process and facilitating the publication of this
Manual. I also thank all the other people involved in this
endeavour, within CCF and outside.
I consider this as a unique contribution by the CCF Bangalore
National Office to all those who are interested in Early Childhood
Care and Development and hope that this becomes an important
tool for improving the quality of life of children entrusted to our
care.
C. S. Gojer
National Director
Chairperson - Child Development Consultative Committee
vii
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
PREFACE
The purpose of CCF is to "serve the needs of children world
wide" Through its Global program strategy it attempts to assure
the survival and enhance the development of children in a
holistic sense. It is committed to the improvement of the quality
of each child's life within the context of family, community and
culture. Opportunities for the child to grow - physically, socially,
emotionally, intellectually, spiritually, vocationally and in terms of
economic and environmental security - are the essence of what
CCF programs seek to offer. It seeks to promote them in ways
that empower those assisted — children and parents — to direct
their self-development in socially beneficial ways.
Most of CCF programs have focussed on school age children;
one goal of the Child Development initiative is to extend the
focus downward to include younger children. In many locations
this is first accomplished by serving the 'older' preschool child;
the four and five year olds who may be enrolled in preschools
and prepared for primary school. Work with children 0-3 is less
familiar, and thus for many programmers more of a challenge.
Younger children need different program emphasis; programs
tend to be home based rather than center based and are more
likely to focus on educating the caregiver rather than educating
the child directly. The mass of evidence which describes the
crucial importance of the first three years demands that we
override these difficulties and focus at least some of our program
efforts on the youngest children. Our National program of ICDS
reinforces this focus on children under six.
Importance of educating of "Caregivers"
In the context of CCF, children are being served by various
programs and strategies. One of the major efforts is to initiate
program which provide 'services' directly to children which
impact their physical, social, mental, intellectual and cognitive
development.
This has been made possible by Child Development Centres,
promotion of pre-schools, experimenting with home day care
centres, and most frequently as an 'add on' program to the
already existing community based programs.
There is a growing realization and awareness among all Child
Development organizations that building the capacities of
viii
PREFACE
primary caregivers is a vital aspect of Child Development which
has not been given needed emphasis. CCF also has been trying
to educate and train Project staff. Social workers. Pre-school
supervisors and Para-professionals in this endeavour.
Making permanent changes in the parents' attitudes,
behaviours and knowledge has a more dramatic and long lasting
impact not only on the child but also on older and younger
siblings. Compared to outsiders, parents and older siblings as
primary caregivers have an advantage of being a permanent,
and long lasting part of the child's life which also underlines the
basic fact that parents are the child's first and most important
teacher.
Developments leading to this Manual
The importance and need for strengthening our program
focus on Early Childhood Education and Development became
clearer after the International Conference 'Childhood in the 21st
century' at Hong Kong in July 1989 which was attended by me
along with Program staff of other Asian countries. This was
followed by a consultation between CCF's activities related to
children between ages 0-6 years. One of the major
recommendations emerging out of this conference was the need
to educate caregivers and community and empower them with
the knowledge of Child Development. It also called for simple,
widely applicable and easily adaptable Child Development
Modules and indicators.
Another major development was the Asia Regional
Conference in 1991 at Chiengmai, Thailand, which was attended
by our National Director and Management staff, where one
week was exclusively reserved for discussion on 'Child
Development in Asian Context'. At this conference also
'Educating Caregivers' was a major issue for deliberation where
creating awareness, changing attitudes and improving Child
Development practices emerged as the vital aspects of Parent
Education.
As an off-shoot of this, in February 1992, representatives from
each region, namely Asia, Africa and Latin America met at
Richmond, USA, for developing basic messages for Child
Development (0-6) with the guidance of Ms. Nancy D Colletta, a
well known Child Development expert. I had the opportunity to
represent five Asian CCF offices in this exercise which laid down
IX
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
basic simple messages for parents and primary care-givers in
general.
This Trainers' Manual is a result of these earlier efforts,
initiatives and CCF's long-standing experience in Child
Development. It is a co-ordinated effort of CCF office, its affiliated
NGO partners and intensive consultation and dialogue with
experts in Child Development field from various Government and
Voluntary organizations committed to Child Development.
We are fully aware of the fact that there are hundreds of
books written by eminent authors and publications by experts in
Early Childhood Development. In this Trainers' Manual, we have
attempted to bring together information about Child
Development and basic messages which lead to an integrated
development of a child with special reference to emotional,
psychological and cognitive aspects.
I would like to thank all the members of the Consultative
Committee and Task Force who have been closely involved in
providing inputs to this Manual. Special mention should be made
of Mr. C. S. Gojer, our National Director for his encouragement
and the teamwork of my colleagues in the Program Department.
This publication would not have been possible without the
untiring and dedicated efforts of Ms. Rosaline George who not
only co-ordinated all the activities but also compiled and
consolidated the manual.
It is hoped that this will prove beneficial to all those who are
deeply committed to improving the quality of life of children and
have a multiplying effect leading to locally acceptable and
culturally appropriate Child Development initiatives and practices
all over the country. May this Manual facilitate strengthening
parenting skills of parents, help siblings and other care givers
recognize the specific developmental needs of younger children
not only physical, basic needs of food, health care and protection
but also need for interaction and stimulation, affection, security,
value formation and learning through exploration and discovery.
I. J. Soans
Program Manager
Convenor - Child Development Consultative Committee
Convenor - CDTP Task Force
X
MESSAGES
MESSAGE FROM
Dr. Paul F McCleary
The family is the primary factor in the successful development
of children. There is no substitute for the support and love that a
family provides to a child. Sometimes it is necessary and
important to assist a family to develop the ability to fulfill its role in
the life of the child. Parenting skills and the means to be a parent
are not gifts automatically acquired along with a marriage
certificate.
There is a role for the community and significant others in the
child development process. Supportive and affirming persons
contribute to a child's development and understanding of basic
values and meaningful relationships.
Affiliated program staffs and the professionals in the
community have the responsibility to ensure that parents and
youth can provide an environment which enriches the
developmental process of children. This Trainers' Manual is a
provision of our Bangalore Office to ensure that all families have
the opportunity to develop their children fully.
We wish you all well in this process.
Dr. Paul F. McCleary
President
Christian Children's Fund
International Office, Richmond, U.S.A.
Xi
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
MESSAGE FROM
Ms. Sarah Manning
When CCF began its efforts to improve the developmental
state’ of children in its programs, we constantly asked the
question: who should be the target of the program? Who should
be the target of the program? Who should have the skills to
improve the developmental status of the children?
Obviously the answer was always "the parents," but a
dedicated effort was needed to identify the essence, the basic
truths in the child development curriculum. A methodology was
needed to translate these truths to practical, simple lessons that
could become a part of parents' thinking. The sustainability factor
required that child development knowledge and practices
become routine and the accepted parenting skills of families.
The Bangalore Office and its Advisory Task Force have
attempted to capture this methodology in this Trainers' Manual. It
will lead to the sharing of knowledge with parents and will leave
with parents knowledge and skills that will ensure the
development of children into the future.
The International Office of Christian Children's Fund applauds
the efforts of our staff, their expert advisors, but also the
willingness of parents to become active participants in learning
new skills and reviving forgotten ones.
Ms. Sarah Manning
Asia Regional Coordinator
Christian Children's Fund
International Office, Richmond, USA
xii
MESSAGES
MESSAGE FROM
Dr. Joy Carol
Child and Family Services commends the serious and sus
tained initiative of the Bangalore Office of the Christian Children's
Fund in the development and publication of the Child Develop
ment Training Manual for parents. BNO has recognized the need
to educate parents since mothers and fathers are the first the
most important teachers of children. Working with parents to
promote the healthy child rearing practices not only contributes
to positive developmental outcomes, but also functions to pre
vent unwanted outcomes. This training manual represents an
important program enterprise, and I congratulate the BNO for
bringing this project to fruition.
Dr. Joy Carol
Director
Child and Family Services
CCF International Office
Richmond, USA
xiii
EARLY CHILDHOOD O\RE & DEVELOPMENT (0 - 6 YEARS)
MESSAGE FROM
Dr. Malati Das
The Christian Children's Fund has embarked upon a most
laudable project viz. the development of a Child Development
Training Package for parents. As an organization dedicated to
'serving the needs of children worldwide through person-toperson assistance programs", the CCF has an admirable track
record in identifying and supporting the needs of a community
that is vulnerable. Childhood has been extolled by poets and
philosophers as a period of innocence and receptivity to the
beauties of nature and the finer impulses of the human heart. Yet
millions have been robbed of childhood by the ravages of war,
pestilence and famine. Others face exploitation and abuse.
A child needs the nurturance and protection of parents. Yet
while teachers, doctors or social workers go through a period of
training, parents must rely on instinct and experience to perform
a task that is very challenging. The CCF has stepped into the
breach by preparing a training package for parents,
encompassing the physical, emotional and psychological needs
of children. It is a module that my department, which implements
the Integrated Child Development Scheme, will find very useful.
I congratulate the CCF on this project and wish it well in its
future endeavours.
Dr. Malathi Das
Secretary to Government
Department of Women and Child Development
Government of Karnataka
XIV
INTRODUCTION
Child-rearing has never been an easy assignment and today it is harder
than ever. The world seems to be changing faster and children are growing
up under much different circumstances, children and parents face greater
pressures, immense emotional stresses, higher competitions in all areas.
Bringing up children, that is, building lives, takes time, patience, tolerance,
love, self-sacrifice, work and coping with changing challenges.
Recognising the fact that parents/child care givers need assistance to
strengthen parenting skills. Organizations working for the welfare and
development of children, are making greater efforts to work directly with
parents and communities to empower them with knowledge that will lead to
increase of child survival and development opportunities.
As one of its significant strides in the field of Early Childhood care and
Development, Christian Children's Fund, National office. Bangalore, is happy
to develop 'Training Package for Parents' in ECCD, and the present Book
'Trainers' Manual' has been the first step in the Training Package. This
encompasses an Integrated approach to Child Development and involve all
the areas of ECCD: Survival and good health, cognitive, emotional, ethical
and social growth.
Purpose of
Child Development Training Package/Manual
i. To strengthen CCF's activities related to children between ages 0-6 years.
2. To educate Parents/older siblings who are the primary caregivers of
children between 0-6 years., through creating awareness, changing
attitudes and improving child development practices.
3. To strengthen parenting skills of parents and to help siblings and other
caregivers in their efforts towards Integrated Child Development.
4. To develop simple, acceptable and applicable Child Development training
package relevant to our culture and context.
5. To develop a C.D. training package which could be used in training child
care givers (0-6 years) especially parents, siblings, pre-school teachers/
animators, community members.
6. To develop specific messages in C.D. which includes physical, social,
emotional, intellectual, spiritual aspects with an emphasis on Value
formation.
xv
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Process of preparing
Child Development Training Package
1. Task Force:
A Task Force was formed to work towards preparing the Child
Development Training Package (CDTP) for parents. This team consisted of
Program Staff of National Office, Bangalore and selected members from the
projects.
Mr. I. J. Soans, Program Manager, Convener, CDTP
Ms. R. George, Program Co-ordinator, CDTP Co-ordinator
Mr. N. Sai Kumar, Program Co-ordinator, Member
Mr. S. Benjamin Franklin, Program Co-ordinator, Member
Ms. S. Thomas, Secretary, Program Department, Member
Ms. G. Amalarani, Superintendent, Rayapuram Slum Development
Society, Bangalore
Mr. M. Ramaswamy, Superintendent, People's Trust Rural Development
Project, Bangalore
Ms. Pauline, Program Staff, St. Michael's Children's Home, Bangalore
Ms. Anita, Program Staff, Holy Angel's FHP, Madras
Ms. Sarojini, Program Staff, Grama Siri, Bapatla, AP.
Mr. Vijayakumar, Program Staff, Nilgiris Adivasi Welfare Association,
Kotagiri, TN
Dr. V.S. Sridharan, Pediatrician, Special invitee, Vivekananda Girijana
Kalyana Kendra, B. R. Hills, Mysore
Mr. Kantharaj, Artist, People's Trust Rural Development Project.
2. Strategies used by the Task Force (Working Committee):
Meetings/discussions as a team.
Discussions at the field level, project level with the staff, parents and
children.
Consultation with the professionals on Child Development.
Consultation with the Institutions engaged in Child Development - both
Government and Non-Governmental organizations.
Reference of papers, books, publications on Child Development.
Writing, receiving and consolidating the material.
3. Pre-testing of the Training Package
Child Development Task Force pre-tested the chapters of the Trainers'
Manual at the field level.
xvi
INTRODUCTION
a) The groups pre-tested with were: groups of Parents, Parent leaders.
Health workers. Social workers. Pre-school teachers/Supervisors and
Animators. Suggestions from Professionals/Experts in the field of Child
Development were incorporated.
b) Some of the methods used for pre-testing were: Meetings, Discussions,
Stories, Questionnaires, Posters/ Pictures, Demonstrations, Experiences of
parents, etc.
4. Three stages in the Child Development
Training Package for Parents.
a) Child Development Trainers' Manual (the present book)
b) Trainers' Training:
Selected Trainees will be trained by the Committee (Task Force) with
Professionals/ Experts: The selected trainees will be CCF affiliated Project Staff/
Board Members/Parent Leaders/ Teachers/Older Siblings. The group will
become the trainers of parents. Trainers' Manual will be used for the training.
c) Training of the Target Group:
Selected trained groups will in turn train the parents (target group) at the
projects/field level. Hand Book for parents will be used during the trainings.
5. Child Development Training Kit will consist of (at the final stage):
a) Trainers' Manual, which will be used in the initial training of trainers.
b) Hand book for parents (comprising of Pictures, Posters, Exercises, Games,
etc.)
c) Translation: Trainers' Manual and the Hand Book prepared in English by
CCF National Office, Bangalore will be translated into local languages by
the Regional CCF Inter Projects Co-ordinating Committees (CCF-IPCCs).
6. Child Development Training Package
Consultative Committee (CDTP-CC):
Professionals/Experts from various fields related to development were
invited to assist us with their advice and guidance to prepare this Manual.
The members have contributed their expertise and experience with
eagerness and enthusiasm into preparing this Training Package Trainers'
xvii
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Manual. We are extremely benefitted by their contributions.
Mr. C. S. Gojer, National Director, CCF, National Office; Chairperson,
CDTP-CC, Bangalore
Mr. I. J. Soans, Program Manager, Convener, CDTP-CC
Mr. Rupen Das, CCF Advisory Board Member
Ms. R. George Program Co-ordinator; Secretary, CDTP-CC
Mr. N. Sai Kumar, Program Co-ordinator
Mr. S. Benjamin Franklin, Program Co-ordinator
Dr. A.E. Gopal, Regional Director, NIPCCD, Bangalore
Mrs. Banu, Asst. Director, Dept, of Women and Child Welfare, Govt, of
Karnataka
Mr. Kakanawar, Asst. Chairman, Karnataka State Social Welfare Advisory
Board
Mrs. L. Subrathnam, Chairperson Karnataka State Council for Child
Welfare
Ms. Kamala, Director, Early Childhood Education Program, DSERT
Dr. Shobha Srinath, Head of the Dept., Child Psychiatry, NIMHANS
Dr. Marie Mascarenhas, Director, CREST
Dr. Usha Srinath, Head of the Dept, of Pediatrics, M.S.Ramaiah Medical
College
Mr. Chandrakanth, Co-ordinator, All India Radio, Bangalore
Mrs. R. Krishnaswamy, Director, Spastic Society of India
Mrs. B. Nagaraja, Development Journalist, UNESCO & UNDP
Mr. Ashish Sen, Media Co-ordinator, Media Centre, Bangalore
A Note to Trainers
• Trainers' Manual provides only guidelines and messages in strengthening
the child care services. For further guidance in any area, concerned
Experts/Professionals could be contacted.
• A trainer should know the existing environmental situation of the locality
and people.
• The application of this manual may differ from place to place and from
community to community. Eg: Breast-feeding may be given more
emphasis with working mothers rather than tribal mothers who feed
children for two years.
xviii
INTRODUCTION
• Trainer could utilize the Regional language Manuals (translated version of
this Manual) during the training for effective communication.
• 'Handbook for Parents' will be prepared in Regional languages to be
utilized during the training of target population, parents and older
siblings.
• Trainer should make his own notes for training through discussion, study,
observations and methodology, etc.
• Trainer could use various methodologies to disseminate messages. Eg:
Discussion, Posters, Charts, Flashcards, Panel board, Stories, Songs,
Dramas, Roleplays, Sharing of experiences, live examples, Audio/Video
Cassettes, Slides, etc.
This Trainers' Manual on Early Childhood Care and Development also
promotes and advocates both at National level and local communities,
protection of the Rights of the Child as set forth in the UN Convention.
Developing this Trainers' Manual has involved much time, hard work, a lot of
energy from several people, NGOs and Experts. I wish all the Partner
organizations of CCF and all the Agencies involved in Child Development can
utilize this Manual in training parents/child caregivers towards integrated
development of children 0-6 years.
Let us remember that the right of every child is the responsibility of every
adult. In every child who is born under any circumstance, let us remember
that the potentiality of the human race is born again and our terrific
responsibility towards human life increases once more. Let this Manual be a
tool to achieve this goal.
Mrs. Rosaline George
Program Co-ordinator, CCF, BNO
Child Development Training Package Co-ordinator
xix
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
ACKNOWLEDGMENT
We would like to acknowledge the support and
encouragement received by many people in successful
completion of this Early Childhood Care and Development
(ECCD) Trainers' Manual.
We acknowledge with gratitude the suggestions and
guidance received by the members of Professional Committee
(Consultative Committee). Each one of them have contributed
much to this effort through their expertise and time.
We acknowledge the hard work put in by the members of
the Task Force represented by our Partner NGO groups. Their
contributions and input have been invaluable.
Thanks are due to our well wishers at CCF International
Headquarters at Richmond, Virginia, U.S.A., especially Dr. Paul F.
McCleary, President, Dr. Margaret McCullough, Vice President,
Ms Sarah Manning, Asia Regional Co-ordinator, Mrs. Cora
Espiritu, Mrs. Marta Quinonez, Mr. Jason Schwartzman and Dr.
Joy Carol for their timely guidance and encouragement in this
endeavour.
We acknowledge the guidance received from Dr. Nancy
Coletta, Consultant and Dr. Judith Evans, Consultant, U. N.
Secretariat, Consultative group on ECCD, UNICEF/UNESCO.
Our special thanks are due to Mr. C. S. Gojer, National
Director, C.C.F. National Office, Bangalore for his constant
encouragement, support and guidance throughout the process
of preparing this Trainers' Manual.
Our thanks are due to all the Managers, Staff of Program
Department and all the Staff of Bangalore National Office.
We acknowledge the efforts of Mr. J. F. Soans and his team
for the design, layout and printing this Manual.
Our thanks to Mr. Mohan, artist of the Design Centre and Mr.
Kantharaj, artist of People's Trust Rural Development Project, for
contributing illustrations to this Manual.
Child Development Training Package
Task Force
XX
I
Chapter 1
RESPONSIBLE PARENTHOOD
Age at Marriage
Age of Conception
Space between births
Number of pregnancies
Nutrition and Health of the mother-to-be
Health check-up during Pregnancy..
Trained person s assistance
Balanced Diet for Pregnant Woman
Warning signs
Key Messages
Understanding of the Chapter
Kempamma 's Taie - A Case Study ..
Page
2
2
2
3
4
4
5
6
7
8
8
9
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
RESPONSIBLE PARENTHOOD
Every year over half a million
women die from problems related to
pregnancy and child birth, leaving
behind over a million motherless
children.
Most of these deaths could be
prevented by proper planning and
responsible parenthood.
Both father and mother are
equally responsible and important
for safe motherhood and total devel
opment of the child. The mother
and child alone constitute about
70% of the total population of the
developing world. For achieving
and ensuring the safety of this 70%
of the population, the following fac
tors must be considered.
Age at Marriage:
AT THE TIME OF MARRIAGE
Girl should be above
18 years of age
18 because her body is still being
developed and all her energy is
needed for this.
• Child born to a girl before 18 years
of age is more likely to be born
too early or weigh too little at
birth or sustain brain damage.
• Child may die in the first year of
life.
• Mother's health is at a very high
risk.
b) Women above 35 years
of age are at risk if they
conceive
WHY
• Health risks of pregnancy are very
high.
• Risk at child birth increases.
• Mother's health and child's health
may face serious problems
(mother may develop illness,
may die/child may be born with
defects, may die)
Boy should be above
21 years of age
Space between births
Age of Conception
There should be two to three
years gap between one child
and the other.
a) Girl below 18 years of age is
at high risk if she conceives.
WHY
• A Girl is not physically ready to
bear children before the age of
2
WHY
• Breast-feeding may cease if the
mother gets pregnant. Breast
feeding is needed for physical
and emotional bonding.
CHAPTER I: RESPONSIBLE PARENTHOOD
• Children born too close together
do not usually develop well
physically or mentally.
• They may be born with low birth
weight, likely to fall ill more
often leading to death in the
first year of life.
• For a child below 2 years of age,
a new baby is a threat since the
mother stops breast feeding, has
less time to look after him and
pay less attention when he is ill,
and he fails to grow and de
velop properly.
• Too close a pregnancy is a risk to
mother's health because her
body approximately needs two
years to recover from pregnancy
and child birth.
Number of
Pregnancies
Mother should not bear more
than four children.
WHY
• It is a great risk to the life and
health of both mother and
child.
• Repeated pregnancies, child birth,
breast feeding and looking after
children exhausts the mother
and her health suffers.
• There could be an increased risk
of serious health problems such
as anaemia, heavy loss of blood.
• There could be increased chances
of giving birth to babies with
disabilities and low birth weight.
3
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Nutrition & Health
of the mother-to-be
Safe and successful child bearing
depends most of all on nutrition,
health and readiness of the motherto-be. Remember that pregnant
women, unborn babies and nursing
mothers are vulnerable to the effects
of malnourishment and ill health.
• Has regular antenatal check-up.
• Takes good rest and relaxation sleep, exercise, listening to music
• Gets emotional support, love and
affection
• Has positive attitude towards the
child
- Feeling the child in the womb
- Talking to the child in the womb
• Does not smoke tobacco, drinks
alcohol nor uses drugs.
WHAT SHOULD BE DONE?
The husband and the family
should ensure that a pregnant
woman/nursing mother
• Has variety of the best food
available in the family
• Has good and nutritious food
every day containing Iron and
Calcium
• Avoids abortions. It is dangerous.
• Gets advice on breast-feeding &
spacing
• Avoid medicines unless absolutely
needed and prescribed by the
doctor.
4
Health check-up
during pregnancy
Regular Health check-up during
pregnancy is very important
WHY
• Many of the dangers of preg
nancy and child birth can be
avoided.
• Woman can receive help in time
through the doctor/health
worker:
CHAPTER I: RESPONSIBLE PARENTHOOD
• Checking for high blood pressure
which is dangerous to mother
and child.
• Blood & Urine test needed
• Giving tablets for anaemia
• Giving advice if there is health
problem.
• Checking the progress of preg
nancy and referring to hospital
for child birth.
• Checking if the baby is growing
properly.
• Giving two injections (TTs) to
protect mother and child against
tetanus.
• Giving health education on child
birth, breast feeding and family
planning.
WHY
• Because she knows how to keep
the birth clean and reduce risk
of infection.
• how to cut the cord clean and
safe.
• when to call on more expert
medical help or to refer to
hospital.
• what to do if the baby does not
begin to breathe straight away.
• how to help the mother to start
breast feeding immediately after
the birth.
• how to dry and keep the baby
warm after delivery.
Trained Person's
assistance
A trained person (dai/health
worker/doctor) should assist at
every birth
.11
5
EARLY CHUDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Balanced Diet for Pregnant Woman
(Average Woman doing moderate to heavy work)
Leafy and other Vegetables
1150-250 grams per day)
Milk )250 m! per day)
Meat, Fish, Egg /Non-vegetariany
Fruits
Pulses /65 grams per day)
Oil & Fat /35 grams per day)
Cereals [550 grams per day)
*Suggested substitution for Non-vegetarian:
50% of pulses (30 grams)
= 1 Egg or 30 gms of meat per day and additional 5 gms of fat or oil.
6
CHAPTER 1: RESPONSIBLE PARENTHOOD
Warning signs
Warning signs
before Pregnancy
• if interval of less than 2 years
since the last child birth.
• if mother is less than 18 years or
more than 35 years of age.
• if mother has four or five children
already.
• if the previous baby's birth weight
was less than 2 kilograms.
• if previous birth was difficult or
caesarian or premature.
• if mother has previously had a
miscarriage, or an abortion or a
still birth.
• if mother weighs less than 38 kgs
before pregnancy.
• if mother measures less than 145
cms in height.
Warning signs
during Pregnancy
• Failing to gain weight during
Pregnancy
• Paleness of the inside of the
eyelids or tongue.
• Unusual swelling of legs arms or
face.
Warning signs which mean get
help immediately.
• Bleeding from the vagina during
pregnancy.
• Severe headaches
• Severe vomiting
• High feVer
• No gain in weight or loss of
weight.
7
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Key Messages
1. Avoid pregnancy before a girl is 18 and after the woman is
35 years.
2. Always breast-feed your child, up to one year is ideal.
3. Never have more than four pregnancies - two are ideal.
4. Space between one child and the other should be at least
two years.
5. Pregnant women/Nursing mothers need more food and
nutritious food.
6. Regular health check-up is required during pregnancy.
7. Trained persons should assist at every birth.
8. Know the warning signs. They are critical to both the
mother and the child.
Understanding of the Chapter
1. The first pregnancy must be delayed until at least the age of
2. The health risks of pregnancy and child birth begin to increase after the
age of
3. The ideal space between two pregnancies is at least
.years
4. Breast feeding is necessary because it facilitates
5. The ideal number of children is
6. Pregnant women need
during pregnancy
food and
rest
7. As soon as a woman believes to be pregnant she should go to
for health check up.
8.
8
injections must be given to protect the mother and her new
born child against tetanus.
CHAPTER I; RESPONSIBLE PARENTHOOD
KEMPAMMA'S TALE
Jademadamma and Jadeya had
five children. .Kempamma was their
youngest child. She was born when
her mother was already 42 years
old. So she was a very weak child
and had a lot of health problems.
She had four older brothers.
Kempamma somehow grew up
to be a fifteen year old girl. Her
mother was already 57 years and so
her parents were in a great hurry to
marry her to a young lad Mada who
was hardly 18 years old.
The local health worker Lakshmi
came to know about this and
advised Jademadamma against this
early marriage. She told her that
Kempamma was just a child. She
should wait till Kempamma was at
least 18 years old. But her parents
did not listen to her. So Kempamma
and Mada were married and began
to live in the next village.
The health worker Lakshmi again
met the newly married couple and
asked them to delay the first
pregnancy till Kempamma was at
least 18 year old. Kempamma was
very shy and did not even
understand what Lakshmi was
saying.
One year later, health worker
Lakshmi came to know that
Kempamma had become pregnant
soon after marriage but after a few
months she had delivered a preterm
baby with a very low weight. The
baby-soon died. Lakshmi again went
to Kempamma's house and advised
her as before. Kempamma looked
weak, pale and thin. After a few
months at her mother's house she
went back to her husband.
Two years later health wbrker
Lakshmi met Jademadamma on her
way to work. Jademadamma told
her that Kempamma had aborted
once and had one more preterm
low birth weight baby which also
died soon after delivery.
Lakshmi met Kempamma in her
village and told her once again not
to get pregnant for at least 2 more
years to regain her health. Now
Kempamma understood what
Lakshmi was saying. It was for her
own health's sake and for the baby's
health. But her husband Mada did
not bother much. He wanted a
child. He ill-treated Kempamma, did
not feed her properly. Once again
Kempamma became pregnant. She
grew very weak and pale. She had
to work in the field under hot sun.
She had only one meal a day. Mada
did not bother at all about her
health. He was very happy that
Kempamma was going to have a
baby. Kempamma did not go to the
health worker. She developed
swelling in her face, legs and hands.
At the time of delivery, she
developed fits and unfortunately
both the mother and the baby died
during delivery. Mada was very sad
and lonely and was left without a
family.
9
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Questions to the reader:
1. Could Kempamma's life have been saved? How?
2. If you had been Kempamma's mother what would you have done?
3. If you had been Kempamma's husband what would you have done?
4. What is the moral of this story?
(This is not a fictitious story. Millions of Kempamma's die every year due to
ignorance, if only they had heeded the advace, they would have lived
healthy lives.)
10
Chapter 2
CHILD DEVELOPMENT
PHYSICAL
Page
Introduction
Factors affecting growth
Nutrition
- Breast-feeding
- Supplementary food for babies (3-12 months)
- Foods for 1 - 6 year olds
Immunization
Growth Monitoring Chart
Nutritional Assessment of Children ..
12
13
13
13
16
20
25
27
30
Key Messages
Understanding of the Chapter
31
33
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
CHILD DEVELOPMENT
PHYSICAL
Introduction
The term Growth refers to in
crease in physical size of the body.
The word development refers to in
crease in skill and function. Growth
and development should be consid-
ered together as the child grows
and develops as a whole. For the
sake of convenience and under
standing physical growth is dealt
with separately here.
Growth is a continuous process. When a seed grows into a seedling
and then into a plant we say that it is growing. A plant's regular
growth depends upon the quality of the soil, water, sunlight, fertilizer,
absence of disease, continued removal of weeds, etc. Similarly when
a small baby gains weight, grows in height, begins to roll over, sits up
and walks, we say that the child is growing. Optimum child growth
occurs only with adequate food, absence of illness and a caring,
nurturing social environment which provide full attention to the grow
ing baby.
12
CHAPTER 2: CHILD DEVELOPMENT - PHYSICAL
Factors
affecting Growth
GENETIC
NUMBER OF
CHILDREN
IN THE FAMILY
ILLNESS
AGE
GROWTH
&
DEVELOPMENT
PHYSICAL
ENVIRONMENT
f
PSYCHOLOGICAL
ENVIRONMENT
BIRTH SPACING
ECONOMY
SEX
NUTRITION
Among all these factors.
Nutrition and illness play a very
important role, both these factors
are under control of the parents to a
large extent.
BREAST-FEEDING
• Breast milk alone is the best
possible food and drink for a
baby 0-6 months.
• It contains sufficient water needed
even in hot/dry climate, to
quench thirst.
Nutrition
Adequate Nutrition is needed for
proper growth. The effect of Nutri
tion starts right from the time of con
ception. The pregnant mother needs
good and nourishing food for the
foetus. Insufficient food intake at this
stage will result in retardation in
growth of the unborn child. (Refer
chapter on 'Responsible Parent
hood').
• It helps to protect the baby against
diarrhoea, cough, cold and
other common illnesses
• Frequent breast-feeding both day
and night, helps to delay the re
turn of menstruation and so
helps to postpone next preg
nancy (of course, it is not reliable
for family planning)
• Babies should start to breast feed
as soon as possible after birth
(one hour after the delivery)
13
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
• Thick yellowish breast milk (called
colostrum) produced after birth
should be given to the baby.
This protects the baby against
infection.
• Mothers need help when they first
start to breast feed from a
woman who has successfully
breast-fed.
• Crying does not mean baby needs
other food. It means baby needs
to be held and cuddled
• Clean cup sterilized is better than
bottle and teat which cannot be
sterilized well.
• In need, cow's milk/ milk powder
solution should be boiled,
cooled and given (It should not
be too thick or too watery.)
• Breast-feeding should continue
well into the second year of a
child's life and for longer if
possible.
• Working women need to be
given time to breast-feed the
baby (in creches & workspots)
• It is a source of energy and
protein and helps child in
second year since it crawls, plays
and walks.
• Child's father, family, neighbours,
friends, health workers should
help and encourage the mother
to breast-feed the baby.
• When the child is ill, it needs
breast milk, particularly when he
has no appetite for other foods.
• Frequent sucking is needed to
produce enough breast milk for
the baby's needs
• By the age of 4-6 months, child
needs other foods in addition to
breastmilk.
• Sucking is necessary to stimulate
the production of more milk.
• It helps to stop the breasts from
being swollen or painful.
• Demand feeding (crying for milk)
day/night is good for the baby
and the mother.
• Topping of breastmilk with cow's
milk or milk powder leads to less
production of breast milk.
• If cannot be breast-fed, milk
squeezed from mother's breast,
given in a cup is better than
bottle.
• Breast milk of another mother in
time of need is good.
14
DISADVANTAGES
OF BOTTLE-FEEDING
• Bottle feeding can lead to
serious illness or even death
• It does not protect the baby
against diarrhoea & other
diseases.
• It can cause illness such as
diarrhoea unless bottle and
teat are sterilized in boiling
water before each feed.
• It does not contain all the
nutrients of mother's milk
CHAPTER 2: CHILD DEVELOPMENT - PHYSICAL
Special note:
The position of the baby on the
breast is very important.
Signs that the baby is in a good
position for breast-feeding are:
BREAST
MILK IS THE
BEST MILK
- baby's whole body is turned to
wards the mother,
- baby takes long, deep sucks,
- baby is relaxed and happy,
- mother does not feel nipple
pain.
Bad sucking position is the cause
of problems such as
- Sore or cracked nipples
- not enough milk
- refusal to feed
xat
*3
to
15
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
SUPPLEMENTARY FOOD FOR BABIES
(3-12 MONTHS OLD)
Mai
♦ Mother's milk is the best for the baby
♦ But breastmilk alone cannot meet the baby's needs after
six months
♦ Start familiarizing him the taste and texture of other
foods that he will eventually need for normal
growth and development.
16
SUPPLEMENTARY FOOD FOR BABIES 3-12 MONTHS
For all age groups: Cows milk, Buffalo milk skimmed, boiled, cooled and given
3 - 6 months
7 - 8 months
9 months
10 months
11 months
12 months
1 tbsp, mashed
Papaya
1 tbsp, finely
diced Papaya
2 tbsp, finely
diced Papaya
2 tbsp, sliced
Papaya
2 tbsp, bite-sized
Papaya
2 tbsp, bite-sized
Papaya
2 tbsp.
mashed Banana
2 tbsp, finely
diced Banana
2 tbsp, finely
diced Mango
2 tbsp, sliced
Mango
4 tbsp, bite-sized
Mano
1
Banana
1 tbsp.
mashed Mango
2 tbsp, finely
diced Mango
2 tbsp, finely
diced Mango
2 tbsp, sliced
Mango
4 tbsp, bite-szied
Mango
1/2 Mango
(bite-sized)
1 /2 egg yolk
(boiled)
I whole yolk
(boiled)
I whole yolk
1 whole egg
I whole egg
I whole egg
2 tbsp.
porridge (Ragi)
4 tbsp, porridge
4 tbsp, soft
cooked rice
1 cup porridge
8 tbsp,
cooked rice
I cup porridge
10 tbsp,
cooked rice
1 ’/z cup porridge
12 tbsp.
cooked rice
2 cups porridge
15 tbsp,
cooked rice.
'Z? tsp. fat
1 tsp. fat
I tsp. fat
I tsp. fat
I tsp. fat
1 tsp. fat
I tbsp,
vegetable soup
2 tbsp, mashed
vegetables
4 tbsp, mashed
vegetables
4 tbsp, chopped
vegetables
5 tbsp, chopped
vegetables
6 tbsp, chopped
vegetables
Non-vegetarian
2 tbsp, finely
ground meat
2 tbsp, flaked fish
Note:
tsp : Tea spoon
tbsp: Table spoon
n
>
T]
m
XJ
NJ
n
I
I—
2 tbsp, chopped
meat
3 tbsp, flaked fish
I tbsp, chopped
meat
I tbsp, flaked fish
- Plenty of milk should be given to all age groups.
- Fruit juice could be given to babies above 5 months.
- Seasonal fruits in small quantity could be started.
- Boiled and cooled water should be given to drink.
2 tbsp, thinly
sliced meat
2 tbsp, flaked fish
3 tbsp, thinly
sliced meat
3 tbsp, flaked fish
0
□
m
O
3m
Z
Source:
Food & Nutrition,
FNRI Publication No.23
x
2
s
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Tips on giving
new foods to Babies
1. Test the readiness of the baby to
accept new foods by placing a
teaspoon between his lips when
he is four months old. If he ac
cepts, give 1/2 teaspoon re
quired - milk/fruit juice.
2. a) Start new food (Refer previ
ous page) little by little.
b) Never start two new foods at
the same time. Start with one,
give a space of few days and
then start another.
6. Give finely chopped or mashed
food (mashed rice/vegetables);
when baby starts teething, hard
toast/biscuits could be given.
7. Offer bland foods to the baby Highly salted food may injure
kidneys.
- Too much sugar and sweet
may lead to tooth decay / refusal
of other foods
3. Give water between feeds to
provide enough liquids to re
move waste from his body and
to help regulate body functions.
4. Show pleasure when giving new
food by smiling, talking, holding
him close. This will make him like
to eat variety of foods
5. Teach the baby to drink water
and other liquids from a cup at
about 7-8 months of age. This
avoids feeding bottle usage
infections.
18
8. Handle baby's food properly
a) Wash hands with soap and
clean water before handling
baby's foods. Dirty finger nails
carry germs and eggs of worms
which can cause worm infection.
b) Use clean utensils and keep
food away from flies and insects.
c) Boil liquids and cook food
thoroughly.
9. Feed baby with only freshly
cooked foods, fresh vegetables
and fruits freshly peeled.
CHAPTER 2: CHILD DEVELOPMENT - PHYSICAL
10.Avoid giving left over foods to
babies.
11. Divide
the
recommended
amount of supplementary foods
into several feedings during the
day.
12. Weigh the baby every month to
follow up his growth to check his
health.
19
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
FOODS FOR 1 - 6 YEAR OLD CHILDREN
20
♦
The kind and amount of food the child eats will affect his
physical and mental well being.
♦
This is the time when child needs adequate and good food to
grow and build his body; to give energy for play and to fight
common infections.
♦
This is the time when food habits are formed in the child.
Therefore, introduce the child early to good nutrition habit.
Eg: Habit to eat all vegetables, fruits, cereals, etc.
♦
Child needs to eat three full meals a day, with snacks in
between (fresh fruits and cooked snacks are better than can
dies, soft drinks or ice creams)
♦
Child needs to be taught at home proper conduct, manner of
eating and table manners.
♦
Good nutrition helps to keep the child healthy, happy and
physically fit as well as mentally alert.
CHAPTER 2: CHILD DEVELOPMENT - PHYSICAL
FOODS FOR 1-6 YEAR OLD CHILDREN
4-6 Years
1-3 Years
• 21/2 cups cooked rice and
• 31/2 cups cooked rice and
other cereals
• 6 level tsp. sugar for milk/
• 7-8 level tsp sugar for milk and
other fruit juices
• 5 tsp fats and oils
• 6 teaspoon fats and oils
• 2 cups of milk
• 3 cups of milk
• 1 whole egg
• 1 whole egg
• 1 /4 cup nuts/beans cooked
• 1/2 cup nuts/beans cooked
• 1/2 cup cooked green leafy
and yellow vegetables
• 1 cup green leafy and yellow
vegetables
• 1 banana/1/2 of other fruits
like mango (Vitamin C rich
fruits)
• 1 Banana/one whole fruit like
mango (Vitamin C rich fruits)
• Fish: 1 pc.,
meat/poultry: 4 - 6 pcs.
• Fish/meat/poultry (Fish: 2 pcs.
meat/poultry: 8-10 pcs.
Note:
Boiled and cooled water should be given to drink.
Seasonal fruits should be given.
These foods could be spread over through the Day:
Bre kfast - Snack - Lunch - Snack - Supper
Source: Food & Nutrition, FNRI Publication No.23
21
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
For your Information
1. BODY BUILDING FOODS:
a) Milk
b) Fish, meat, poultry, eggs, dried beans
For good growth
T
For
strong
bones
and teeth
For
increased
resistance
to infection
Give the child at least 2-3 cups of milk daily
Make the child grow
faster and healthier
Give heat & energy
for work and play
Build muscles
firm & strong
Keep blood
healthy
Fish, meat, poultry, eggs, dried beans
♦
♦
♦
♦
22
Start with mashed meat, flaked fish, boiled egg and gradually
to sliced/chopped and then to bite-sized pieces.
Serve these with rice
Soups, patties, balls could be prepared
Use fresh ones and cook well
CHAPTER 2: CHILD DEVELOPMENT - PHYSICAL
2. ENERGY FOODS
a) Rice, cereals, other starchy food
b) Fats and oils
Energy foods like
rice, cereals, starchy
foods keep the
child active.
✓
Fats help to
keep the skin
smooth and
help the body
make use of
vitamins.
Fats and Oils
Rice and other
starchy foods
♦
♦
Fats, oils give the child
heat and energy.
Use sufficient rice, cereals starchy food like potatoes
Use fats/oils in snacks. Eg: oil, butter, ghee, these make food tastier.
3. REGULATING FOODS
a) Vegetables
b) Fruits
------
For Good
Growth
For good
eye sight
For keeping away
cold & infections
For keeping
the body fit
♦
♦
♦
Vegetables
For clean skin
& glossy hair
Use plenty of green leafy and yellow vegetables
Make meals attractive with different colours, size and shapes
of vegetables
Serve with pleasure and watch the child eat. Smile, talk, laugh
while he eats.
23
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Fruits give a variety of
nutrients for good health
To help the body fight
against infection
I
For preventing
easy bruising
♦
♦
♦
♦
♦
Fruits
For keeping
gums healthy
Child needs fruits for good health
Give the, child citrus fruits (Vitamin C) like Papaya, Mango,
Orange, Lime and other seasonal fruits
Fresh fruits are good for snacks or desserts
Give fruits juice, fruit shaped into cubes, balls, rings and
whole fruits
Serve fruits that are fresh, ripe, free from cuts and injuries
r
I
I
I
I
I
I
"1
Tips on Good Nutrition
• Make body-building foods like fish, meat, eggs, dried beans, regulat
ing food like fruits, green leafy and yellow vegetables in the right
consistency.
• Attend to the food needs of children first before serving the other
members of the family.
• Weigh the child every month to follow up growth and to check his
health.
• Wash hands with soap and water before preparing and serving food
to the child.
• A sick child needs special nourishment to fight infection. Attend to
him specially and give him safe and nutritious food. Consult a
doctor immediately.
• Protect family's food from rats, flies, cockroaches and other insects by
covering them always.
Good Nutrition leads to a happy, healthy and useful family.
I
I
I
I
I
I
I
I
I
I
I
I
I
I
J
24
CHAPTER 2: CHILD DEVELOPMENT - PHYSICAL
Immunization
Immunization is Vaccines in
jected or drops given by mouth
to the child to protect him
against six major killer diseases:
1) Tuberculosis
2) Diphtheria
3) Whooping cough (Pertussis)
4) Tetanus
5) Polio
6) Measles
IMMUNIZATION SCHEDULE
Dosages
vaccine
When to give
Diseases to
be immunized
against
At Birth
Tuberculosis
BCG
Skin
6th week
1 Oth week
14th week
Diphtheria +
whooping
Cough, Tetanus
& Polio
1 DPT + 1 Polio
1 DPT + 1 Polio
1 DPT + I Polio
DPT-lntramuscular.
Polio oral
9 Months
Measles
Anti measles
Subcutaneous
16-24 Months
DPT & P
Booster Dose
Intramuscular,
Oral
5 Years
Diphtheria
D T Dose
Intramuscular
How to give
25
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Points to be remembered
under Immunization
• It protects the child
against six killer
diseases
• Un-immunized child
will become ill and
may die; if it sur
vives, it will weaken
the child
• All immunizations
should be com
pleted in the first
year of child's life
• It is important to
give full course of
immunization in
time. Otherwise
vaccines may not
work
• Child should be
taken for immuniza
tion 5 times in one
year
- at birth T.B.
- at 6 weeks DPT,
Polio
- at 10 weeks ""
- at 14 weeks " "
- after 9 months measles
• It is safe to immu
nize a sick child
who had fever
cough, cold or
diarrhoea.
26
• Child may cry,
develop fever, a
rash or a sore. Don't
worry. If it continues
for more than 3
days, refer to doctor
^77
• Polio affected child
will be affected for
life
• Tetanus germs grow
in dirty cuts and the
infected person dies
if not immunized.
• Measles are danger
ous after the child is
9 months because
natural protection
inherited from
mother ceases by
then.
• Mother's milk (co
lostrum) is a natural
immunization
against common
diseases
• Every woman
between the ages of
15 and 44 should
be immunized
against Tetanus
• A woman should be
immunized before,
during and after
pregnancy occurs.
19
18
17
16
15
14
13
12
11
10
9
8
I
I
I
I
I
I
I
I
I
I
f NORMAL 1
I
GROWTH MONITORING CHART - BOYS
MILD MALNUTRITION I
| MODERATE MALNUTRfTION |
SEVERE MALNUTRITION ]
7’
n
6
o 5
3
5
77
E
5
NJ
n
2 4-
i—
Age in Yrs
2
1_
0
0
I
Name;
fX 3-
NJ
I
i
AGE (Years)
2
o
o
m
Months
Father's Name;
S
o
Mother's Name;
m
Z
I
!
I 1
3
i
4
5
6
9
5
NJ
73
CO
19
n
NORMAL |
18
i
r~
□
o
o
□
GROWTH MONITORING CHART - GIRLS
17
I
16
15
2
MILD MALNUTRITION
73
m
14
0
m
13
m
'a a 6^.
9eJ
12
O
2m
11
Z
o
10
9
5
8
SEVERE MALNUTRITION
7
E 6
E
S’ s
2 4
Name:
X 3
Age in Yrs
2
m z2
Months
Father's Name:
1
Mother's Name:
0
0
1
AGE (Years)
2
3
4
5
6
CHAPTER 2; CHILD DEVELOPMENT - PHYSICAL
IMMUNIZATION AND PROPHYLACTIC DOSES
I.
Anti Tuberculosis (BCG):
First Dose:
At birth or few days after birth
Date:
II. Triple Antigen
First Dose: Between 3 to 6 months
Date:
Second Dose: 2 months after 2nd dose.
Date:
Booster 1: Between 18 to 24 months
Date:
1. If the child's body weight falls within the
'Severe Malnutrition' band, the child should
be referred to the nearest Primary Health
Centre.
2. If the child's body weight falls within the
'Moderate Malnutrition' band, it indicates
that the child is moderately malnourished.
The mother should be motivated through
education to give more food to the child.
3. If the child's weight falls within the 'Mild
Malnutrition' band it indicates growth
retardation. The child should be given food
supplement.
4. If the child's weight falls with the
'Normal" band it indicates that the child is
normal.
Note: The growth charts are prepared
based on well-to-do. Indian children.
Booster 2: Between 5 to 6 years
CHILD HEALTH CARD
Date:
Household No.:
III. Poliomyelitis
Date
Child's Name:
First dose
Date of Birth:
Second dose
Date of first contact:
Third dose
Father's occupation:
IV. Vitamin-A Massive
Every six months between 1 to 5 years
of age
I
5
2
6
3
7
4
8
V. Others
Name
Date
Mother's occupation:
Siblings:
S.No.
Name
Age
Sex
Remarks
1
2
3
4
5
6
7
8
9
10
Remarks
Source: National Institute of Nutrition, Hyderabad
29
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Nutritional Assessment of Children
WEIGHT FOR AGE (BOYS & GIRLS)
ICMR STANDARD
BOYS
Normal Wt
(kgs)
65%
75%
GIRLS
Normal Wt.
(kgs)
65%
75%
Less than
3 months
6.2
4.0
4.7
5.2
3.4
3.9
3 months +
6.7
4.4
5.0
6.5
4.2
4.9
6 months +
7.2
4.7
5.4
7.2
'4.7
5.4
9 months +
7.4
4.8
5.6
7.3
4.7
5.5
1 year +
8.4
5.5
6.3
7.9
5.1
5.9
2 years +
10.1
6.6
7.6
9.5
6.2
7.1
3 years +
12.0
7.8
9.0
11.1
7.2
8.3
4 years +
13.5
8.8
10.1
12.8
8.3
9.6
5 years +
14.9
9.7
11.1
14.1
9.4
10.8
6 years +
16.1
10.5
12.0
16.1
10.5
12.0
AGE
30
CHAPTER 2: CHILD DEVELOPMENT - PHYSICAL
Key Messages
in Breast-feeding and Nutrition
1.
Breast milk alone is the best possible food and drink for
a baby in the first six months of life
2.
Babies should start to breast feed as soon as possible
after birth
3.
Frequent sucking is needed to produce enough milk for
the baby's needs
4.
Breast-feeding helps to protect the baby against diar
rhoea, cold, cough and other common illnesses.
5.
Bottle-feeding can lead to serious illness and death
6.
Breast feeding should continue well into the second year
of a child's life and for longer if possible.
7.
By the age of 6 months the child needs other foods in
addition to breast milk.
8.
9.
Introduce one new food at a time to babies.
Give water between feeds to provide enough liquids to
remove waste from his body.
10. Give finely chopped mashed food.
11. Offer bland food, avoid highly salted food and sugary
food.
12. Feed the child only fresh food, vegetables and fruits.
13. Introduce the child early to good nutrition habit
14. Child needs to eat three full meals a day with snacks in
between.
15. Give body building foods and energy foods for healthy
growth and energy.
16. Good Nutrition helps to keep the child healthy, happy
and physically fit and mentally alert.
31
x> * c'■
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Key Messages in Immunization
i
Immunization protects against several dangerous diseases.
A child who is not immunized is exposed to various
diseases and runs the risk of becoming disabled for life.
2
Immunization is urgent. All the Immunization should be
completed in the first year of life.
3
Child may develop fever or rashes after Immunization. Re
fer to doctor if it continues for more than three days.
4
5
It is safe to immunize a sick child
6
Every woman between the ages of 15 and 44 should be
fully immunized against tetanus.
It is important to give full course of Immunization in time,
otherwise vaccines may not work.
Key Messages
in Child Growth
32
1
The most accurate and sensitive measure of growth is
weight gain.
2
From birth to age three, a child should be weighed every
month. If there is no weight gain for two months,
something is wrong. Refer him to a doctor.
3
A growing child is a healthy child.
4
A sick child should be under the supervision of a doctor.
CHAPTER 2; CHILD DEVELOPMENT - PHYSICAL
Understanding of the Chapter
NUTRITION
3 months - 6 years
Identify the types of food/vegetables/fruits/cereals under the following
group:
Body Building Foods
Energy Foods
Regulating Foods
Cereals
Common Seasonal Fruits
Green Leafy Vegetables
Yellow fruits / Vegetables
Other Vegetables
Note: This could be done on a chart using pictures.
BREAST-FEEDING / IMMUNIZATION /GROWTH
1. The best possible food and drink of a baby in the first six months of life
is
2. The baby needs other foods in addition to breast milk only after the age
of
3. A growing child needs food
times a day.
4. A sick child should be under the supervision of a
5. All the immunizations must be completed before the age of
6. The most accurate and sensitive measure of growth is
7. From birth to the age of 3 years the baby must be weighed
33
Chapter 3
SOCIAL DEVELOPMENT
Page
Personal & Social Developmental Rhythm & Parents Role
a) 0-6 Months
b) 6-12 Months
c) 1-2 Years
d) 2 - 3 Years
e) 3-4 Years
f) 4-5 Years
g) 5-6 Years
Family Relationships in Early Childhood
Tips to develop Social skills
36
36
37
38
39
40
41
42
43
47
Key Messages
Understanding of the Chapter
48
48
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
SOCIAL DEVELOPMENT
Development in Socialization be
gins from the womb. Early social ex
periences play a dominant role in
determining the baby's future social
relationships and patterns of
behaviour toward others. It is "the
Home" that lays foundation to
baby's life for later social behaviour
and attitudes.
It is important to note that it
makes a big difference to babies as
to who attends to their needs from
the moment of birth although
around the age of six weeks, babies
begin to respond to persons socially.
Eg: Smile, look, turn the head, etc.
Personal & Social Developmental Rhythm
0 - 6 MONTHS
PARENTS' ROLE
• Cries in hunger or discomfort &
gurgles when contented.
• Gets distressed by sudden loud
noises but is quietened when
picked up and talked to. Chuckles
when happy, and screams when
annoyed.
• Recognises mother and mem
bers of the family.
• Attend to the child when he
cries, wet, soiled. Hold the child
close or on lap, give love and
affection and a sense of warmth
through physical contact.
• Rock the child to and fro when
upset, sing lullaby.
• While breast-feeding, stroke,
sing and talk to the child.
• Ask the family members to hold
the child and play with him
• Respond to smiles and cooings
• Take the child out, let him look
around.
N.B. If there is an older child, he/she may resent the baby. Parents need to
give attention to this fact, and prevent sibling jealousy. Preparation for new
baby should start when the mother is pregnant.
36
CHAPTER 3: SOCIAL DEVELOPMENT (0 - 6 YEARS)
6-12 MONTHS
PARENTS' ROLE
• Recognises known people
• Turns when called by name
• Understands simple commands.
Cries when other child gets atten
tion.
• Turns away from strangers
• Gets troubled when mother
leaves him alone.
• Hug the child, hold him close,
show that he is loved
• Attend to the child when he is
hungry, sleepy, wet. Talk to the
child while feeding, make-up stories
on food and tell them.
• Play with the child
• Introduce family members and
objects by name “grandma" "aunty",
"uncle", "door", "table", "spoon", etc.
• Take the child out so that he
gets used to different people and
surroundings.
37
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
1 - 2 YEARS
PARENTS' ROLE
• Uses name to refer to self
• Participates in songs and rhymes
by uttering a few words accompa
nied with action.
• Obeys simple commands and
follows simple instructions.
• Responds to other children by
smiling.
• Does not share toys with any
one, is very possessive.
• Expresses need to use toilet by
self.
• Encourage the child to interact
with all the family members and
recognise by names.
• Encourage him to greet visitors
(namasthe), to talk and play with
them.
• Encourage him to eat by himself
and drink water by himself even if
he spreads it around.
• Encourage him to play by
himself with toys. Only watch that
he does not get hurt or puts things
in the mouth.
• Encourage him to play with
other children (of the same age) at
home and outside.
• Take him out shopping and
show him things around and
calling by their names.
• Praise and appreciate the child
when he makes effort - walking,
talking, climbing, etc.
• Give toilet training. Ask him to
tell you when he wants to use the
toilet. Wash him after he uses the
toilet.
38
CHAPTER 3: SOCIAL DEVELOPMENT (0 - 6 YEARS)
2 - 3 YEARS
PARENTS' ROLE
• Helps in dressing and
undressing
• Feeds self and handles plate,
glass and spoon.
• Washes hands, face and feet by
himself
• Expresses wishes/needs.
• Greets people by himself.
• Plays with other children and
interacts with them.
• Encourage the child to use toilet
or specialised area to defecate.
• Teach him to wash hands and
feet after using toilet.
• Encourage him to dress and
undress by himself.
• Encourage him to eat by himself
• Encourage him to help in the
household chores. Eg: Getting a
glass of water, bringing a plate,
folding clothes, etc.
• Praise and appreciate the child
whenever he does any work
• Take the child to relatives/
friend's houses and talk about
'uncle', 'aunt', 'grandparents'.
• Never force him to sing or do
something before others
• Take him to park, river, zoo,
etc., and talk about them
• Encourage him to play with
other children/neighbours and
share toys and things.
• Do not put too many demands
and expect instant obedience when
he is busy. Wait patiently.
• Have some simple rules and
abide by them. Eg: If he asks for a
knife, refuse to give and explain
why.
• When he throws temper tan
trums, wait for sometime, calm the
child, talk to him and attend to the
demand. Carry him immediately if
he is hurting himself or others.
39
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
3 - 4 YEARS
PARENTS' ROLE
• Likes to play with other children
by accepting, responding and
sharing toys.
• Interacts with all family members
and neighbours.
• Calls known people by name
and relation.
• Dresses and undresses indepen
dently.
• Takes up small responsibilities.
• Call the child by name, and talk
by using proper gender
• Encourage him to play and
share toys/food with others
• Encourage him to mix up with
others - neighbours, relatives and
friends
• Encourage him to help in the
household chores and run errands
in the house
• Set a routine for the child's toilet
activities - defecating, brushing the
teeth, etc.
• Encourage him to bathe by
himself. Teach by scrubbing the
body and pouring water.
• Encourage to dress by himself.
Wait patiently even if he takes time.
• Encourage him to actively
participate in festivals and celebra
tions.
• Entrust responsibilities and praise
him when he does it. Eg: Looking
after a sibling, helping to fetch
water.
• Prepare him if a new child is
expected and do not ignore him
after the child arrives.
• Praise him if he does well.
Correct him gently when he does
wrong.
• Avoid beating, scolding, shout
ing or criticizing in front of others.
• Prepare the child to go to Preschool/Balwady/Nursery by talking
about it.
40
CHAPTER 3: SOCIAL DEVELOPMENT (0 - 6 YEARS)
4 - 5 YEARS
PARENTS' ROLE
• Helps in simple household
chores
• Follows simple rules regarding
cleanliness
• Buttons up clothes correctly and
puts on shoes/slippers correctly
• Uses toilet and washes by
himself and brushes teeth indepen
dently.
• Pay attention when the child
eats. Teach the use of utensils.
Correct him gently when he spills
food. Praise when he eats properly.
• Teach him to wash hands
before and after meals.
• Teach him the names of per
sons, things, places and ask him to
repeat after you.
• Give him a small space (a
corner, under a tree or a cot) and
scrap material (boxes, cans, sticks,
clothes, etc.) to play 'house' game.
• Sing songs, rhymes, tell stories.
• Give opportunities to play plenty
of games and do not interfere
when there is a fight among chil
dren. Calm them down slowly.
• Teach him to treat the guests
with good manners.
• Answer all the queries about
relatives, friends and people.
• Encourage him to assist in
house work.
• Accept negative behaviour, find
the cause and deal gently but
firmly.
41
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
5 - 6 YEARS
PARENTS' ROLE
• Performs all self-tasks like wash
ing, bathing, dressing, combing, us
ing toilet.
• Helps in household activities.
• Participates actively in all gather
ings, ceremonies, festivals.
• Follows rules of co-operative
games.
• Encourage the child to perform
self-help tasks like washing, eating,
dressing, using toilet.
• Encourage the child to help in
house work - sweeping, watering
plants, etc.
• Involve the child in celebrations:
to decorate the house and outside
with papers, flowers, rangoli etc.
• Encourage the child to fetch/buy
things from nearby shops.
• Encourage the child to be polite,
tolerant, considerate and kind: Eg:
in helping the elders, small kids, the
sick, pet animals.
• Encourage the child to develop
hobbies like collecting stamps, feath
ers etc.
• Encourage the child to play 'co
operative games' with others, and to
accept 'winning' or 'losing' equally
well.
• Narrate stories, talk about the
school
• Answer all his whys and hows
calmly and affectionately.
42
CHAPTER 3: SOCIAL DEVELOPMENT (0 - 6 YEARS)
Family Relationship in Early Childhood
With Mother & Father
With sisters & brothers
With Peer group (same age)
I
With relatives: aunt, uncle, cousins and with grandparents.
Family has the most important socializing influence on every
child. This includes mother, father, siblings, grandparents and
relatives.
43
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Father & Mother
in good terms
Parents spend time
with children
- Relationship between mother
and father is equally important as
the relationship between parents
and child.
Parents should spend more time
with the child - feeding, eating, play
ing, talking, hugging, teaching, etc.
They should be more democratic
than autocratic/authoritarian. They
should provide loving homes than
just a child care centre.
Sisters/brothers, cousins
Sibling relationship is important in child's life. Sibling jealousy/rivalry
should be handled carefully by parents. Parents should prepare siblings to
love the child and take care of the child, play with the child. Child imitates
siblings in both appropriate and inappropriate behaviour. Therefore proper
guidance should be given: sharing, learning from quarreling, protecting,
guiding, etc.
44
CHAPTER 3. SOCIAL DEVELOPMENT (0 - 6 YEARS)
Grandparents with the child
Grandparents' love and affection affects child's socialization.
They should not be permissive nor too strict. They should
spend time with the child, tell stories, talk and sing, take the
child out and assists him to learn.
Child understands that parents and child are one unit and
belong to each other.
Child understands values parents and grandparents.
45
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Peer Group Relationship in Early Childhood
AII
OS
Learns to co-operate
and mingle with others.
Gets attached and
learns to love others.
I
I
Learns sharing (toys & eatables)
Feels free and happy
in the company.
Imitates their action,
talk, dressing.
46
Peer group
(Children of same age group)
influence child's socialization.
Learns to abide by
rules (games)
Learns values
telling truth, accept defeat, success.
CHAPTER 3: SOCIAL DEVELOPMENT (0 - 6 YEARS)
Tips to develop
Social Skills
• Social growth of a child is closely
related to the value systems of
people with whom there is
constant contact.
• Early social behaviours found in all
babies are: crying, looking at the
face and smiling, understanding
facial expressions. Imitating,
babbling and language, play
and curiosity and attachment.
• Child should know why parents
act/react and say particular
things in given situations.
• Once parents have determined
what behaviour is acceptable,
they should stick on to that rule.
It is appropriate to say "we do
not say that in this house", "we
do not do that in this house".
• Children generally react exactly as
we expect them to. Raise the
expectation level and with
coaching, explanations and
practice, children will respond
positively.
• Parents should provide a model for
the child. Child hears, sees,
observes and assimilates the
world around before he uses the
language. Be careful of what is
spoken or done before the child.
important and value based.
• SOCIAL LEARNINGS SHOULD BE
EMPHASIZED IN THE HOME
SITUATION:
Children should be caring and
kind.
- Children should be responsible
and accountable for their actions
- Children should be allowed to
express their feelings
in
appropriate ways.
- Children should be allowed to
learn from making mistakes and
from making good judgements.
• Achievement motivation increases
in a child when parents teach
values, reward achievement and
set high standards and be
exemplary.
• Achievement motivation decreases
in a child when parents are
authoritarian, domineering and
demand overly value obedience
and compliance.
• Aggression increases in a child
when parents are aggressive
themselves, harsh punishment is
used, living conditions are
crowded and when social rules
say that aggression is all right.
• Children observe the parents and
adults and imitate them. Family
members' actions therefore are
47
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Key Messages
1
2
3
4
5
6
7
8
Development of Socialization begins from the womb.
Relationship of father and mother between themselves
should be warm and healthy.
Parents should spend more time with the child.
Sibling relationship with the child is important. It should be
guided positively.
Foster grandparents' love and relationship, it helps in
security and value building.
Relationship of the same age group children should be
encouraged to learn values like sharing and cooperation.
Social learnings should be emphasised in the home situa
tion.
Achievement motivation (Increases lin a child when parents
teach vcalues, reward achievements and be ememplary
in the practice of values
Understanding of the Chapter
Match the following:
____________________ A______________________
______
Cries in hunger or discomfort and
gurgles when contented
5 - 6 years
Recognizes known people and turns
when called by name
3 - 4 years
Uses name to refer to self, does not share toys and
is very possessive
0 - 6 months
Helps in dressing and undressing, and
expresses wishes/needs
4 - 5 years
Likes to play with other children by accepting,
responding and sharing toys and calls
known people1 by name and relation
1 - 2 years
Helps in simple household chores, uses toilet
and washes by himself
2 - 3 years
Participates actively in all gatherings and follows
rules of co-operative games (Socialization)
6-12 months
48
Chapter 4
SOCIALIZATION THROUGH PLAY
Page
Babyhood Play
- Common Play patterns in Babyhood
- Importance of Play during Babyhood
Play in Early Childhood
- Play patterns in Early Childhood
50
51
Key Messages
Understanding of the chapter
55
55
52
53
53
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
SOCIALIZATION THROUGH PLAY
Babyhood Play
• PLAY during Babyhood years is greatly influenced by the
baby's physical, motor and mental development, and play itself
helps develop physical, motor and mental development.
• Babyhood play has no rules and regulations; it is free, spon
taneous, without preparation, as and when they wish.
• Babyhood play is more often solitary than social, with little
interaction with others - no gjve and take.
• Babyhood play can be carried out with any object that
stimulates curiosity and exploration; regular toys are not
needed.
• Babyhood play is characterized by repetition and little varia
tion (Again and again they play the same thing, with the same
object).
50
CHAPTER 4: SOCIALIZATION THROUGH PLAY
Common Play Patterns in Babyhood
o
Exploration Play
Babies explore their bodies by
pulling their hair, sucking fingers
and toes. They shake, throw, bang,
suck and pull the toys.
Parents should keep the baby's
body clean so that the child enjoys
the play.
Sensory Motor Play
Kicking, bouncing, wiggling,
moving fingers and toes, climbing,
babbling and rolling
Parents should allow them to en
joy these, but see that they do not
harm themselves in any way.
1
Imitative Play
During the second year, babies
imitate actions of adults - reading,
writing, sweeping, etc.
Parents/family should enjoy the
imitation and praise him for it.
is-no K/I 4
51
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Make-believe Play
During the second year, babies
treat their toys ^s if they were real:
dolls, stuffed animals, toy vehicles,
etc.
Family should play with the ba
bies and help them to enjoy the
play.
Games
Babies like to play games like
hide and seek, chasing with the par
ents, grandparents and siblings.
Family should initiate babies to
play such games.
Amusements
Babies enjoy looking at pictures
and Television. They like to be sung
to, talked to and read to.
Parents/Family should sing to
them, talk to them, read to them, tell
stories, show pictures and explain.
IMPORTANCE OF PLAY DURING BABYHOOD
• Encourages creativity and gives opportunity to do things in an
original way later on.
• Gives information about the environment: people, things and places.
• Provides enjoyment, otherwise babies become bored and spend
time in crying for attention.
• Develops self-confidence and ability to co-operate with others later
on; develops problem solving ability.
52
CHAPTER 4: SOCIALIZATION THROUGH PLAY
Play in Early Childhood
(2-6 YEARS)
• Early childhood is called "the Toy
stage" because children use toys in
one form or the other.
• This age group considers toys as
real animals, objects, people.
• Play prepares them to later
childhood and adult life. Therefore it
should not be considered as a waste
of time.
• Play
gives
rule,
system,
cooperation and social values; it
should be encouraged.
• Sex appropriateness of toys is
seen in this age. Girls choose more
of home toys (cooking), boys choose
more of outdoor toys (truck), though
both play with everything. This
depends upon the society children
live in.
• Number and type of toys
depend upon socio-economic status
of families: what the families can
provide.
• Highly intelligent children like to
play creative games - doing
something original with the toys;
this depends also on the guidance
and encouragement. Other children
play for enjoyment. This also should
be encouraged.
Play patterns in Early Childhood
Toy Play
Toys are personified in the initial
stages.
Family should provide all kinds of
toys and let the children build,
break, create....
Dramatization/Make-believe
Games
Toys are played with imitating life
reality. Later, children play make be
lieve games - acting as a teacher,
robber, hero, etc., as heard/seen on
T.V. or stories.
Adults should encourage them
and enjoy these games.
53
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
CHAPTER 5: SOCIALIZATION THROUGH PLAY
Constructions
Blocks, sand, mud, clay, beads,
paints, paste, scissors, crayons, etc.,
are used to make/imitate/construct
what they see.
Family should provide scrap ma
terial to children and appreciate and
praise when things are made.
Games
During the fourth year, child likes
to play with peers (same age group).
Such games could have simple rules
of co-operation/social adjustment.
Reading
Children like to be read to, to listen
to stories, to look at pictures - these
have special appeal to them.
Parents should tell stories, read
fairy tales/stories on animals and
things.
Movie, Radio, Television
Children like to listen to radio,
watch movies and television.
Parents should allow them to lis
ten to radio, provide cartoon shows
and movies meant for small children
on T.V. programs related to chil
dren. Parents should ensure that vio
lence and sex related movies/programs are not viewed by children.
Parents should ensure that play time
of children is not sacrificed for TV
viewing.
54
CHAPTER 4: SOCIALIZATION THROUGH PLAY
Key Messages
1
Play occupies an important role in babyhood/childhood
years - 'The Toy Stage".
2
Play enhances the personality of the child during early years
towards his total development.
3
Play develops social adjustments in the child and prepares
him for independent and co-operative life in future.
4
Parents should encourage children to play, provide them
toys, tell stories and appreciate their creativity.
5
Family should play with the children, encourage them to
play with the siblings and other children.
Understanding of the Chapter
Say if the following sentences are right or wrong. Correct them if they are
wrong:
1. When the child plays, adults should see that he does not harm
himself ( )
2. Parents should not keep the child's body clean so that he enjoys the
play (
)
3. Babies do not like to imitate the action of the adults (
)
4. Families should not play with the babies (
)
5. Babies like to play games like 'hide & seek', 'chasing' (
)
6. Babies do not enjoy watching Television or listening to music (
)
7. Play gives information to the child about people, things and places.
8. Play does not develop self-confidence to co-operate with others.
Play in Early Childhood
9. Families should provide all kinds of toys to children (
10. Adults should not encourage or enjoy make-believe games of chil
dren (
)
1 1. Children like to play constructive games with sand, beads, paint,
clay, etc. ( )
12. Parents/Family should avoid telling stories or read fairy tales (
)
13. Children during the fourth year can play games with the same age
group, with rules of co-operation (
)
14. Parents should allow children to watch TV without restrictionf
15. Children at play is a waste of time (
55
Chapter 5
INTELLECTUAL & COGNITIVE
DEVELOPMENT
Page
Introduction
Language skills
- Child communicates without words
- Language development
- Important points to remember
Thinking skills
- Cognitive Development
- Important points to remember
58
59
59
Key messages
Understanding of the Chapter
68
69
M’ibt o.?
60
61
63
64
66
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
INTELLECTUAL & COGNITIVE
DEVELOPMENT
Introduction
Intellectual development includes
the development of language skills
and thinking skills.
Cognitive development includes
thinking, perceiving, remembering.
forming concepts, generalizing and
abstracting as well as general
Intellectual activity.
It is the ability to adapt to
environment.
THINKING
TALKING
are two sides of Intellectual &
Cognitive development
CHILD
learns to think
learns to talk
58
CHAPTER 5: INTELLECTUAL & COGNITIVE DEVELOPMENT
Language Skills
• Every normal child LEARNS TO TALK.
• LANGUAGE is the Communication System we use to
relate ideas and thoughts through the comprehension and
usage of words, phrases and sentences.
(1)
CRYING
j
begins as soon as a child is born. Baby
cries differently when hungry, in pain or
sick. Parents should attend to cries for it
is very important to make the child feel
he is cared for.
(2)
BABBLING
Increases till the eighth month after
which there is beginning of word
sound. Parents should enjoy the
sounds, respond and keep talking to the
child.
(3)
GESTURING
Child gestures and gives signals for
everything. Parents should observe and
respond accordingly. Eg. outstretching
arms to be picked up, moving arms,
legs when it is tired and yawning and
closing eyes when sleepy.
(4)
PHYSICAL
CONTACT
Child communicates to the mother
whether he is tensed or relaxed or in
pain or uncomfortable or happy while
breast-fed, being carried or asleep or
restless. Parents should observe and
read the signs and communicate with
the child accordingly.
BEFORE A CHILD CAN TALK,
HE COMMUNICATES
WITHOUT WORDS
(5)
EYE CONTACT
Child looks straight into the eye when
faces are before him. Sadness, happi
ness, pain, fear are expressed in the
eyes. Parents should maintain eye-to-eye
contact and talk to him lovingly.
(6)
EMOTIONAL
EXPRESSION
Parents should be attentive to child's
expression and respond, relaxed when
happy, tensed when in fear or wet or
uncomfortable.
59
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
EARLY CHILDHOOD
EDUCATION
(for the use of Parents and Teachers)
Why is Early Childhood Education needed?
(Pre-School/Balwadi/Anganwadi)
• Provides opportunity
for the overall develop
ment of the child.
• Child's growth
3-6 years is rapid;
it needs special
attention.
• Prepares the child
for school education
Pre-reading & writ
ing skills.
^>A
PRE-SCHOOL
• Provides play ground
for the child to develop
through play.
72
• Helps the
mothers to keep
their children in
a safe place.
• Provides oppor
tunity for social/
cognitive/language develop
ment of the child.
CHAPTER 6: EARLY CHILDHOOD EDUCATION
Objectives of Pre-School Education
• STIMULATING
INTELLECTUAL
CURIOSITY to
understand the
world child lives in
by exploring,
investigating and
experimenting.
• AESTHETIC
APPRECIATION - of
self, others, things,
environment
• GOOD PHYSIQUE,
muscular, co-ordina
tion, basic motor skills
TO DEVELOP
IN THE CHILD
• EMOTIONAL
MATURITY by guiding
to express, under
stand, accept and
control feelings and
emotions.
• GOOD
HEALTH HABITS
AND SKILLS for
personal adjust
ment, toilet
training, dressing,
eating, cleaning,
etc.
• SOCIAL ATTITUDE,
group manners and
participation, coopera
tion: sharing and
caring things of self &
others.
73
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Object based activity in Pre-Schools ★
♦ Intellectual activities include
expressing
creativity
and
constructivity - learning concepts
and learning fundamentals of
reading, writing and arithmetic.
Eg: Curiosity of the child can be
satisfied by allowing him to ask
questions and explaining the
seasons and weathers that we
have in our country, use of
water, colour of rainbow,
collection of natural things such
as plants, stones, flowers, insects,
etc. For pre-school children
understanding,
explaining
season should be done at a very
elementary level as their logical
thinking is not mature.
Another example could be in
situations where child can
actually see the change and
process: drawing attention to the
immediate
environment,
allowing
exploration
and
experimentation. The teacher
participates with the child and
gives such information that is
comprehensible by the child.
♦ To encourage in the child
independence and creativity by
providing them with sufficient
opportunities for self-expression and
facility for hands-on manipulation
and construction. Clay is a good
example.
♦ To develop in the child the ability
to express his thoughts and feelings
in fluent, correct and clear speech.
♦ To develop in the child social
adjustment through co-operation,
sharing, relating with others in the
group.
*This section could be for the use of teachers in Pre-schools.
74
CHAPTER 6: EARLY CHILDHOOD EDUCATION
The Child learns in Pre-School
♦ Matching and discrimination of
shades of colour, sounds textures,
weights. Involves much handling
and interaction with actual objects.
♦ Arrangements of objects in
order of increasing size and differ
ent shapes
♦ Care of plants and animals
♦ Ability to take care of one-self
(washing, dressing, toilet training)
♦ Counting
♦ Development of motor skills for
writing
♦ Learning the sounds of letters
♦ Development of attention/
concentration.
*The first thing a child learns by looking at objects / pictures is 'how familiar it is to me' i.e.,
identifying common things - then looking for details and questions what is new.
75
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Material and Equipment for Pre-Schools
Painting: Powder/paints of various
colours
Paper: Large sheets of different
shapes/colours/sizes
Brushes of various sizes
Crayons of bright colours/different
sizes.
Clay mixed with different flours/
colours
Dough: Flour and salt (cooked)
mixed with water, coloured with
vegetable dyes
Plasticine (modelling clay) of
different colours.
Water for water play. Plastic
containers/jars/bottles/jugs of
various sizes and shapes
Bricks Large/Small blocks, pieces of
flat wood for building blocks.
Domestic Play Dolls of various
sizes. House, House material, doll
clothes/wraps.
76
CHAPTER 6: EARLY CHILDHOOD EDUCATION
Park Corner: A corner to arrange
park and materials for park - plants,
benches, etc., (plastic, natural
wherever available)
Hospital Corner: Bed with blanket,
sheets, stethoscope, bandages to
play doctors, nurses, etc.
Doll washing: Rubber dolls,
wooden dolls with bowls of water
towels to dry the dolls
Farm sets: Toys of cattle, plough,
etc.
Traffic sets; Material, Signal lights.
Police
Furniture, puzzle, hammer toys,
beads, picture matching.
Collage; Collection of various
materials of ribbon, paper, gum,
scissors, paper with sticky nature.
Waste material/Scrap: Cotton
rolls, cloth pieces, cartons,
cardboard, boxes, wheels. Caps etc.
Book Corner: Various picture
books.
77
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Music Corner: A corner with
instruments made by locally
available material, toy instruments,
paper, picture instruments,
wherever possible musical
instruments could be brought for
demonstration occasionally.
Outdoor Activity: Walking,
watching, observing, touching and
feeling, experiencing: Water, plants,
tree trunk, flowers, stones, nets,
walls, walking on steps, pipes,
ladder etc.
Note:
a) Adult child caretaker/trainer should know that there are diverse
reactions to the same situation due to differences in age / home
background.
b) Stimulating the child to think, to act, to respond is important
since it enhances child's cognitive development.
78
CHAPTER 6: EARLY CHILDHOOD EDUCATION
Role of Parents in
Pre-School Activity
• Follow the developmental
rhythm at appropriate time, provid
ing support to the child to grow.
Teacher and Children
• Teacher should have complete
knowledge of Child Development
and use this knowledge to guide
children's behaviour.
• Keep growth monitoring chart
and discuss with the teacher about
it.
• Teacher should provide an
environment/arrangement of room
that encourages children's self
discipline.
• Parent-Teacher meetings should
be arranged for discussing about:
- Make sure there are no safety
hazards
- Developmental characteristics of
children
- Store toys/equipment on low
shelves
Behavioural problems/referrals if
any problems
Suitable play material/assisting to
prepare them from locally
available material.
- Proper food habits of children/
how to prepare nutritious food
out of locally available food stuff
- Healthy environment/how to
provide safe environment to
children.
- Give children chance to make up
rules
- Prepare children for changes in
advance
- Arrange materials and furniture to
encourage appropriate
behaviour
- Plan child-initiated activities for
most of the day.
• Teacher should use positive
methods to guide individual
children.
• Contact local agencies and avail
services for children and Pre
School: Hospitals, Child Welfare
Agencies, etc.
- Allow children to learn from their
experiences
• Obtain collaboration of the
community to participate in pro
grams and to provide facilities to
assist child growth: parks, commu
nity centres, sports, etc.
- Securely hold a child who is
screaming or thrashing
- Redirect children to acceptable
activities
- Use simple, positive reminders to
restate rules
- Know when to ignore
inappropriate behaviour.
79
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
• Teacher should help children
understand and express their
feelings in acceptable ways.
- Make it easier to wait for a turn
- Redirect an angry child to a
soothing activity
- Tell a child that you accept his/her
feelings
- Use firm words and tones to help
children understand how
someone else feels
- Model acceptable ways to express
negative feelings
• Teacher's words are important
to provide positive guidance. (Eg:
When a child screams/pushes
another child harshly/is upset or
throws things, etc)
• Teacher should set clear and
simple rules and limits and
communicate clearly to children and
enforce them consistently (Eg:
"Blocks are for building and not
throwing, wash hands before
eating snacks, or lunch, go down
the slide one at a time", etc.)
• Teacher should respond to
challenging behaviours - look for
the reasons for such behaviour and
Role of the Teacher with
the Family / Community
• Teacher should communicate
with the family members often to
exchange information about their
child at home and at the centre.
- Encourage parents to drop in at
the centre
- Share some good news about the
child and routine activities.
- Use information about child's
interest provided by parents.
- Suggest ways that parents can
extend 'learning' at home
- Learn each parent's name and
something about them as a way
to build trust.
• Teacher should provide a variety
of ways for family members to
participate in their child's life at the
center.
- Give parents opportunities to make
decisions about child's activities.
- Ask them to help you include their
culture in school activities.
- Set up workshops on topics of
their interest.
respond appropriately, accept their
feelings and help them.
- Find innovative ways to help
working parents who are unable
to come during working hours.
• Teacher is a friend, guide,
model, counsellor and school is
children's' second home. Therefore,
teacher should love the children
and help them lovingly.
• Teacher should provide support
to families.
80
- Support families under stress.
CHAPTER 6: EARLY CHILDHOOD EDUCATION
- Use familiar terms while talking to
them.
- Listen to their problem and refer
them to appropriate assistance.
- Interpret child's behaviour, find out
reasons if there are problems
and refer to counsellors.
- Help them understand that child's
development is a process and
cannot happen overnight.
• Teacher should maintain good
relationship with community
members and involve them in
activities and collaborate with other
child welfare agencies - health,
education, nutrition, etc.
• Teacher should maintain
appropriate records for each child,
programs for follow-up.
81
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Key Messages
1. Early childhood education provides opportunity for social,
language and overall development of the child.
2. It helps the child to develop good physique, motor skills,
personal adjustment, appreciation of self and others,
understanding of the environment and expression of
self.
3. The child learns the above through play, group games,
songs, stories, actions, dramas, outings, using materials/
equipment, etc.
4. Parents should follow the child's growth, developmental
rhythm regularly in collaboration with the Teacher.
5. Parents, Teacher and the Community should come together
and work for the development of children through
programs, collaboration with agencies, etc.
Understanding of the Chapter
a) Write the names of materials, equipment and articles that could
be utilized for Pre-School children in the School and at Home.
b) Give reasons why Early Childhood Education is important for your
child.
c) Visit a nearby Balwadi/Pre-school and spend time understanding
how it operates.
82
Chapter 7
EMOTIONAL / PSYCHOLOGICAL
DEVELOPMENT
Page
84
85
86
87
88
89
Tasks/lssues in Several Age Periods ..
Attitudes that affect growth
Personality
Stages of Development proposed by Erikson
Child's emerging sense of self
Self Esteem
- 15 Ways to help Children like themselves
- Developing Decision-making Ability
Development of sex role behaviour..
Common Emotional Patterns in children
A Few Common Emotions in Babyhood
A Few Common Emotions in Childhood
91
92
93
94
Key Messages
Understanding the Chapter
95
96
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
EMOTIONAL / PSYCHOLOGICAL
DEVELOPMENT
Tasks or Issues
in Each of Several Age Periods
Age in years
Issues or Tasks
0 - 1
Biological regulation, harmonious dynamic interac
tion; formation of an effective attachment relation
ship.
1 - 3
Exploration, Experimentation, and mastery of the ob
ject world (caregiver as secure base); Individualization
and Autonomy; responding to external control of im
pulses.
3 -5
Flexible self-control; self-reliance; initiative; identifica
tion and gender concept; establishing effective peer
contacts - empathy.
6 - 12
Social understanding - equity, fairness; gender con
stancy; same sex friendships; sense of 'industry' com
petence; school adjustment.
13 +
Formal operations - flexible perspective taking, "as if'
thinking; same-sex friendships; beginning hetero
sexual friendships; emancipation; identity.
Source: Sroufe & Rutter, 1984
84
CHAPTER 7: EMOTIONAL / PSYCHOLOGICAL DEVELOPMENT
Attitudes
that affect growth
PRE-NATAL
Attitudes of parents, siblings,
grandparents are important. This
affects the development of the child.
Unfavourable attitudes towards the
birth of the child either by the
mother or father and other family
members affects mother's attitudes
which in turn has an effect on the
unborn baby in the womb.
Favourable attitudes will favour
normal development during the
prenatal period.
Eg: Mother becomes upset, nervous
at the thought of the birth of a girl
child and not a son as expected by
the family.
The child grows physically,
mentally and emotionally within the
womb. Everything that happens in
the outside world affects the baby
within the womb.
Psychological Hazards
1) Traditional beliefs
that the
mother controls the sex of the
unborn baby.
2) Maternal stress - fear of getting a
handicapped child.
3) Unfavourable
attitude
of
significant people (mother,
father,
siblings
and
grandparents)
Eg: not wanting a child
- Preference for a child of a
particular sex
INFANCY
Psychological Hazards
a) Traditional beliefs about birth
Eg: Time/season of
(auspicious / inauspicious)
birth
b) Helplessness
Parents becoming nervous to
take care of the baby especially in
the case of the first born, affects the
child.
Parents should learn to take care
of the child
Be confident in responding to
the child
c) Individuality of the Infant
Child reacts differently to
different situations.
Eg: crying at night, feeding time.
Parents should accept child's
reactions as they are and adjust
to it and help the child to adjust
to situations.
d) Developmental lag
Some children develop slower
than others.
Eg: Weight does not increase,
may not be active, may be delicate.
Parents instead of becoming
anxious in handling the child,
should talk to child, rock it, hold
it and stimulate the child instead
of keeping the child quiet.
e) New Parent Adjustment
85
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Physical change and fear and
tension in the mother, arrival of a
new child, father's anxiety may add
to child's adjustment problem.
a) Each individual is born with
characteristic patterns of
responding to the environment
and to other people.
Eg: Adaptability to new
experiences.
Parents should be aware of it
and learn to handle the new
feelings and situation.
Eg: Feeding the child, dressing,
cleaning, etc.
f) Unfavourable attitude of the
family people like grandparents,
aunts, uncles, siblings too affects the
child.
g) Names given to children are
important. Names too common, too
unusual, names used by both sexes
that are difficult to pronounce, too
identical with an ethnic race,
embarrassing nicknames, etc. may
affect the child's development.
PERSONALITY
Personality describes a broader
range of individual characteristics,
mostly having to do with the typical
ways each of us interact with the
people and the world around us,
whether we are gregarious or shy,
whether we plunge into new things
or hold back, whether we are
independent
or
dependent,
whether we are confident or
uncertain - all these characteristics
(and many more) are usually
thought of as elements of
personality.
86
b) Temperamental characteristics
persist through childhood and
into adulthood. Temperament
affects the way one responds to
people and things, and
conversely/in turn, affects the
way others respond to him. An
understanding environment can
help modify difficult
temperamental characteristics.
c)
Behaviour is strengthened by
reinforcement.
Eg: Mother's response to the
behaviour of the child either
through reward or punishment
affects child's behaviour.
d) Children learn not only
behaviour but also ideas,
expectations, internal standards
and self concepts.
Eg: Telling children to be
generous may have very little
response from children but
showing them to be generous
by helping others will lead them
to be generous.
CHAPTER 7: EMOTIONAL / PSYCHOLOGICAL DEVELOPMENT
Stages of Development proposed by Erikson
(0-12 YEARS)
Age
in years
Quality to be
developed
Some tasks and activities of the
stage
0 - I
Basic trust
(versus basic mistrust)
Trust in mother or Central
caregiver and in one's own ability
to make things happen. A key
element in early secure attach
ment.
2 -3
Autonomy
(versus shame, doubt)
Walking, grasping, and other
physical skills lead to free choice;
toilet training occurs; child learns
control but may develop shame if
not handled properly.
4-5
Initiative
(versus guilt)
Organise activities around some
goal; becomes more aggressive
and assertive; likes the parent of
opposite sex and conflict with the
parent of the same sex may lead
to guilt.
6 - 12
Industry
(versus inferiority)
Absorb the basic culture, skills and
norms, including school skills and
tool use.
87
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Child's Emerging Sense of 'Self'
5 - 9 months
Interested in mirror image
9-12 months
Understands the relationship between his own move
ment and the movement in the mirror.
Eg: He may wave at the mirror. Child sees himself as
being able to cause things to happen by his move
ment.
12-15 months
Can use a mirror to locate people or objects in space.
Grasps that other people cause their movements just
as he causes his own.
15-18 months
If shown pictures, can distinguish between self and
others, can point to himself, can reach a spot on the
nose.
18-24 months
Child can state his own name, can distinguish be
tween a picture of himself and another boy of his age.
Exercise
a) MIRROR and practical explanation of the above
facts.
b) Explain the implication.
c) Ask the parents to explain.
One of the signs that a child has understood his own
separateness is that he recognises himself in a mirror.
2 - 4 years
Child focuses particularly on age, size, and gender,
noting ways in which people differ - old/young, big/
small, boy/girl, and places himself somewhere along
each dimension or in one category. The child thinks of
himself as either big or small, old or young.
4 - 5 years
Pays attention to the outside appearance of objects
rather than to their enduring, inner qualities, so he
also describes himself with reference to his visible
characteristics - what he looks like, what he plays with,
where he lives, what he is good at or bad at doing.
5 - 7 years
Child can give quite a full description of himself includ
ing size, age and gender.
88
CHAPTER 7: EMOTIONAL / PSYCHOLOGICAL DEVELOPMENT
Seif Esteem
Good self-image development
leads to high self-esteem. High selfesteem leads to high achievement.
Adults are responsible for this - to
give good self-image and self-esteem
to the child.
• Child should be given positive
strokes continuously, i.e., appreciate
him for his efforts, good word,
smile, tell him that he is loved and
wanted.
• Teach the child to discover his
talents, abilities and appreciate
them. Adults should tell these to him
and praise him before others.
• Motivate
the
child
to
'achievement' from young age. Eg:
Walking, running, talking, habits,
etc., also need motivation. Later on
allow him to learn and achieve
independently although supervision
is necessary at every stage.
• Only self-esteem will help the
child to esteem others for what they
are and what they do.
3. Define limits and rules clearly,
and enforce them. But do allow
leeway for your children within
these limits.
4. Be a good role model. Let your
children know that you feel
good about yourself. Also let
them see that you too can make
mistakes and can learn from
them.
5. Teach your children how to deal
with time and money. Help
them spend time wisely and
budget their money carefully.
6. Have reasonable expectations
for your children. Help them to
set reachable goals so they can
achieve success.
7 . Help your children develop
tolerance toward those with
different values, backgrounds
and norms. Point out other
people's strengths.
8. Give your children responsibility.
They will feel useful, and valued.
9. Be available. Give support when
children need it.
1 5 WAYS TO HELP
CHILDREN LIKE THEMSELVES
1. Reward children. Give praise,
recognition, a special privilege
or increased responsibility for a
job well done. Emphasize the
good things they do, not the
bad.
2. Take their ideas, emotions and
feelings seriously. Do not be
indifferent to them.
10. Show them that what they do is
important to you. Talk with
them about their activities and
interests. Go to their games,
parents' day at school, drama
presentations, awards
ceremonies.
1 1. Express your values, but go
beyond "do this" or "I want you
to do that". Describe the
experiences that determined
89
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
your values, the decisions you
made to accept certain beliefs,
the reasons behind your
feelings.
12. Spend time together. Share
favourite activities.
13. Discuss problems without
placing blame or commenting
on a child's character. If children
know that there is a problem
don't feel attacked, they are
more likely to help look for a
solution.
14. Use phrases that build selfesteem, such as 'Thank you for
helping" or 'That was an
excellent idea !" Avoid phrases
that hurt self-esteem: "Why are
you so stupid?"; "How many
times have I told you?"
15. Show how much you care
about them. Hug them. Tell
them they are terrific and that
you love them.
DEVELOPING THE
DECISION-MAKING ABILITY
• Give your children opportunities
to practice making decisions, such
as choosing the site of a family
outing or dividing the chores fairly.
• Show your children how to
weigh their options, gather
necessary information, consider
alternatives and potential outcomes
of the decisions they make.
90
• Help children understand that
decisions have consequences both
for themselves and others.
• Show children that putting off
dealing with problems and not
making a decision when one is
needed can be as bad as making
the 'wrong' decision.
• Even if you are not sure what
kinds of decisions your children will
make, believe that they are mature
enough to handle them; give them
the chance to try making some
decisions. This will help both you
and your children know that they
are ready to decide for themselves.
• Accept your children's decisions
as long as these aren't dangerous.
Remember, no decision is perfect.
Support your children's ability to
make them. Understand that many
of these decisions will be based on
their personal tastes and needs and
may, therefore, not match the
decision you would have made for
them.
• Lay ground rules or limits for
decision making. If children want to
do something that is clearly harmful
or unacceptable, explain why you
cannot allow them to act on their
decision.
• Keep in mind: Children who
exercise some control over their
lives have higher self-esteem. The
ability to make decisions prepares
them to become responsible and
happy adults.
CHAPTER 7: EMOTIONAL / PSYCHOLOGICAL DEVELOPMENT
Development of
Sex-Role Behaviour
1. Children as young as 2 or 3
show sex stereotyping in their
toy choices. Eg: little girls play
with dolls or games like stringing
beads or cooking. Boys play with
guns, trucks, carpentry tools etc.
2. Children begin to choose
playmates of the same sex from
the early age of 3. About 60% of
the spontaneous play groups
consists of same sex groupings.
Eg: Girls choose girls' group/
Boys choose boys' group to play.
3. By the age of 5-6, children begin
to pay more attention to the
behaviour of same sex than
opposite sex playmates and this
influences their behaviour and
attitudes.
Eg: Girls notice and try to imitate
the dress the other girls wear.
how they behave, talk, etc. Boys
do the same from other boys.
4. Traditional and specific family
sex-role concepts, sex-typing
influences and determines the
self-esteem of children as boys
and girls.
Eg: Male Job specificity. Female
job specificity.
5. Division of labour within the
family, i.e., of father and mother
affects child's sex-role behaviour.
Eg: Working mothers who spend
less time with children and work
outside and at home give
different
picture
of role
expectation to the child.
6. Environment has a major role
to play in sex stereotyping. It
is the society/family that
gives this role to boy and
girl, i.e, boy should behave
this way and girl should
behave that way
91
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Common Emotional
Patterns in Children
Emotions are brief in duration
and intense when they last
EMOTIONS
Emotions are
accompanied by
behaviour
responses.
Eg: fear, anger
Pleasant and
unpleasant
emotions are
dominant.
Eg: smiling child
may be well fed,
crying child may
be sickly.
Children respond quickly and easily to stimulii
that have given rise to response in the past.
Eg: fear to enter doctor's room because he
was given an injection.
92
CHAPTER 7: EMOTIONAL / PSYCHOLOGICAL DEVELOPMENT
A few Common Emotions in Babyhood
Common
Emotions
Causes/Stimulii
Expression
Anger
• Not letting them to do
what they want.
Screaming, kicking the leg,
waving the arms, biting
anything within reach,
holding breath and throwing themselves on the
floor, etc.
• Interference with attempted movements
Fear
• Loud noises, strange persons/objects/Situations/
dark rooms, animals
Crying, holding breath,
clinging to those nearby,
withdrawing from the
situation.
Curiosity
• Anything new or unusual
Facial expression tensing
the facial muscles, open
ing the mouth, protruding
tongue. May grasp the
object, shake, bang, suck
them.
Joy
• Joy is stimulated
physical well being.
by
Smiling, laughing, moving
hands and legs, gurgling,
shouting.
Affection
• Parents, caretakers and
those who play with
them become objects of
affection.
Hugging, patting, kissing,
responding with smile,
gurgling.
93
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
A few common Emotions in Childhood
Common
Emotions
Causes/Stimuli
Expressions
Anger
• Conflicts over play things
• Thwarting of wishes
• Attacks from another child
Temper tantrums by crying,
screaming, stamping, kick
ing, jumping up and down,
striking.
Fear
• Unpleasant memories / expe
riences
• Stories, Pictures, Radio TV.,
• Movies that are frightening
Panic, running away, hiding,
crying, avoiding situations
Jealousy
• Arises when child thinks that
parental interest and atten
tion are shifted towards a
new sibling or any other
member.
Seek for attention thru bed
wetting, pretending to be ill,
being naughty.
Curiosity
• Arises at anything new that
they see and also about their
own bodies and bodies of
others.
Sensory motor exploration
(seeing, feeling, touching,
etc.) asking questions, ex
pressing what they feel in
words.
Envy
• Become envious of the
abilities of other children or
the material possessions of
another child
Complaining about what
they themselves have.
Verbalise wishes to have
what others have.
Joy
• Derive joy at such things as
sense of physical well being,
sudden unexpected noises,
playing pranks on others, ac
complishing what seemed
difficult to them.
Smiling, laughing, clapping
hands, jumping up and
down, hugging the person
or object that made them
happy.
Grief
• Loss of any one or anything
they love or that is important
to them: person, pet, toy etc.
Crying/weeping, disinterest
in normal activities, loss of
appetite (no interest to eat)
Affection
• Children learn to love
people, pets, objects that
give them pleasure/joy.
Hugging, patting, kissing.
Later on expressing love in
words.
94
CHAPTER 7: EMOTIONAL / PSYCHOLOGICAL DEVELOPMENT
Note:
a) Parents should be aware and recognise these expressions as
normal emotions in children. Only when they are extreme/beyond
control, they should be considered with seriousness.
b) Parents should talk/discuss about emotional issues with children
in a simple manner.
Eg: Sibling envy, death of a pet dog, death of a dear one etc., could be
discussed with children with simple explanation.
Key Messages
1. Attitudes of Parents and the family towards the child during
Pre-natal period and Infancy stages affect the growth of the
child.
2. Each child is born with individual characteristics and
responds differently to different situations/environment.
3. Child's sense of self' starts at birth. Good self-image
development is necessary for good self-esteem and high
achievement.
4. Parents should be aware of sex-role behaviour of girls and
boys which begins even by the age of three.
5. Some of the common emotions in children are fear, anger,
curiosity, joy, affection, grief, envy, jealousy. Parents should
recognise these as normal emotions. Only when their
expressions reach the extreme, they should be considered
with seriousness.
95
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Understanding of the Chapter
Match the following:
A
(Emotions)
B
(Expressions)
Anger
Smiling, laughing, jumping
Fear
Seeking attention through bed-wetting,
pretending to be ill, naughty.
Curiosity
Hugging, patting, kissing
Joy
Asking questions why', 'how'
Jealousy
Crying, loss of appetite
Grief
Panic, running away
Say if the sentence is correct. Give reason why if it isn't.
1. Emotional/Psychological Development of the child is not as important
as physical development (
)
2. Attitudes of parents, especially of the mother affects the baby in the
womb (
)
3. Attitudes of the family - Parents, siblings, grandparents towards the
child does not affect the growth of the child (
)
4. Name given to the child is very important since that gives him identity
(
)
5. Every child is not different from the other child in thinking, behaving
and responding.
6. Every child is a unique being with his own characteristics, traits and
behaviour (
)
7. Adults are not responsible to give good self-image and self-esteem to
the child (
)
8. Common emotions in Babyhood/Childhood such as fear, joy, anger,
curiosity, affection should be responded to by parents to assist the
child (
)
9. Parents should not be models to the child in love, affection, good
behaviour (
)
10. Whatever the child becomes in future already begins at home. Parents
should form good values in the child from birth. (
96
)
Chapter 8
FAMILY LIFE EDUCATION
Page
Family
Social functions of the Family
Why Family Life Education?
What is Family Life Education?
Aims of Family Life Education
Relationships
Discipline
Principles of Good Discipline
Types of Discipline & Effects of Discipline
Parental Role in Family Life Education/Sex Education..
Key Messages
Understanding of the Chapter
98
99
100
101
101
102
103
105
106
108
1 11
112
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
FAMILY LIFE EDUCATION
Family
A Family life is an
experience of
unity & sharing:
respect, giving &
receiving,
acceptance,
availability,
generosity,
service, dialogue
and solidarity
A Family is a
group of related
people living
together loving,
caring sharing
and understand
ing one another.
A Family is a
Home which
provides
relationships
and experiences
to the child and
parents to
develop
individually and
as a group
/////'
-8*
A Family is the
custodian &
transmitter of
Values: social,
moral spiritual
values, apprecia
tion, adjustment,
encouragement,
tolerance,
persistence,
teamwork,
service, discipline.
98
A Family is a unit
A Family is the
natural environ
ment for every
child to grow.
of society which
trains the
members/
citizens, in social
values &
nourishes them
constantly
towards the
development of
society.
CHAPTER 8; FAMILY LIFE EDUCATION
Social Functions of the Family
Opportunity
to evolve
personal
identity,
affiliated to
family identify
Cultivation &
training of
learning,
creativity
initiative, &
adaptability
Provision of
social togeth
erness, loving
bond of family
relationships,
integration of
social roles &
responsibilities
Preparation
for sexual
development
& fulfillment
through
family
patterning of
sexual roles
Provision of
food, clothing,
shelter and
other basic
needs for
sustenance of
life.
&
9
i
i
Moral Values are learnt and experienced
for social use later.
99
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Why Family Life
Education?
Family is confronted with too
many challenges and changes such
as transition from rural to urban
society, increased industrialization
leading to urban insecurity, too
much wealth to a few and poverty
to many, over growth of population,
working mothers having no time for
the family. Great importance is given
to materialism with exposure to
media - radio, TV., Cinema, Press,
etc. - which bring conflicting ideas
and confusion about modernization.
Education system does not prepare
a person to live a harmonious life,
and above all, value systems are
deteriorating. More specifically, the
effects of these changes are :
• Nuclear families have risen in place
of Joint families: influence of
grandparents, aunts/uncles to
transmit traditional values have
decreased.
• Relationships
within the
family
husband
and
wife.
100
v"
.Tn'UH'
parents and children, among
children, pose conflicts due to
various reasons: no time for each
other, pressure of work, etc.
• Families have to cope with various
problems that upset the family:
new opportunities, greater
demands from society, etc.
FAMILY
LIFE
EDUCATION
becomes a NECESSITY for the family
to learn to adjust and meet the
changing needs to take up the
responsibility of each other's growth
in the family.
CHAPTER 8: FAMILY LIFE EDUCATION
• It inculcates sound system of
values with correct priorities.
• It helps the youth to acquire skills
necessary to develop and
maintain satisfying and stable
relationships.
• It prepares young people to live a
'full and harmonious life'.
shirk their responsibility in
preparing the youth for the
future.
• To provide education on
personality, .sexuality, normal
growth and development to
young people.
• To prepare the youth for
marriage* and responsible
parenthood.
• To attempt parent education
through counselling.
• To give the individual the skills in
forming
relationships
for
socialization.
Aims of Family Life
Education
Audio-visual aids, exercises,
group games, counselling could be
used to achieve the above aims.
What is Family Life
Education?
FAMILY LIFE EDUCATION is an
EDUCATION IN VALUES AND
RELATIONSHIPS
• To supplement the
education given by
the family
• To develop good
character/
personality in the
adolescent
• To provide a good
and
moral
spiritual code,
conducive
to
healthy living.
• To fill the gap (in
school/college/
workspot)
wherever parents
* Refer Chapter on
Responsible Parenthood
VSTTO
101
1- (IP
* r x'-
A ,'i i • <i uf e /
’'TtTT'.Sr ■»
ZZ
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Relationships
Good relationships in the family
is very essential for the child's
growth and development
Husband/Wife with each other
Child and the Peer group
Neighbours/Community
Child and grandparents/relatives
A
Mother & Father with child
Mother and child
Father and child
Child and Siblings
All these relationships play a major
role in child's life as he grows.
Eg: Time spent by the father with
the child is as important as mother
with the child.
• Siblings should be taught to love
the child and vice versa.
• Grandparents should be allowed
to transmit values in traditional
mode or form. Eg: Fairy tales,
folk songs, etc.
• Peer group should be encouraged
to react with the child and the
child to co-operate with the
group.
• Parents should treat both sons and
daughters equally in all aspects.
102
CHAPTER 8: FAMILY LIFE EDUCATION
Discipline
Discipline is Society's way of teaching children the moral behaviour
approved by the social group.
Its goal is to let children know what behaviour is approved
and what is disapproved
and to motivate them to behave in accordance with these standards.
'X
1
Rule and laws
which serve as
guideline for
socially approved
behaviour.
Parents should
emphasize
educational aspects
of discipline during
early childhood.
2
Reward
is given when the
child behaves in a
socially approved
manner. Eg. Toys,
candy, outing,
special treat, etc.
Parents should
reward the child to
motivate him
towards discipline.
3
Consistent
behaviour and
justice
from parents is
essential when the
child does not follow
social rules.
y
V.
ESSENTIAL ELEMENTS
OF
DISCIPLINE
103
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
104
CHAPTER 8; FAMILY LIFE EDUCATION
PRINCIPLES OF GOOD DISCIPLINE
• Be just and consistent to all and to each child
• Make sure the child knows what behaviour is expected of him.
• Get the child's attention before giving him directions
• Give only directions which you are willing to enforce immediately (If
you don't mean it, don't say it)
• Intervene early, before the behaviour gets out of hand
• Follow disobedience with immediate action
• Give second chance. Always warn the child of consequences.
In case of bad behaviour express disapproval. Never reject
the child, or withdraw love.
- Nancy Colletta, Ph D.
REMEMBER
Discipline should be warmth and love oriented!
I
105
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Types of Discipline &
Effects of Discipline on Young Children "
TYPES OF DISCIPLINE
Authoritarian Discipline
This is UNHEALTHY discipline
Permissive discipline
• Parents impose rules
• Child is not told why those rules
are imposed
• Child is punished harshly when he
disobeys or breaks the rules.
• If the child obeys as his 'duty', he is
rewarded. This leads to child ex
pecting reward for doing any
duty later on.
• Parents let the child do what he
wants.
• Rules are not taught.
• Willful breaking of rules is not
corrected.
This is UNHEALTHY discipline
Using Dialogue
This is HEALTHY Discipline
106
• If the child does well, it is not
noticed much.
• Parents form rules and guidelines
of social approval/disapproval
• Child is told why the rules are
made
• If child feels unfair, he is allowed to
express, he is listened to
• Blind obedience is not expected
• When the child breaks the rules
willfully, he is punished related to
the action, not with threat but
with love and firmness
• Praise and social recognition is
given as a reward for attempts to
conform to social obligation.
CHAPTER 8: FAMILY LIFE EDUCATION
EFFECTS OF DISCIPLINE ON YOUNG CHILDREN
EFFECTS ON
BEHAVIOUR
EFFECTS ON
ATTITUDES
EFFECTS ON
PERSONALITY
Child feels he has
been treated unfairly
by adults.
Due to punishment,
child becomes sullen.
Child's personal and
social adjustment is
poor.
Permissive
Discipline
Child becomes selfish.
Disregards others'
rights and privileges.
Becomes aggressive /
isolated / unfriendly.
Child resists authority
in school/outside.
Feels that the parents
should have corrected
him/warned him that
not all adults accept
indisciplined
behaviour.
Due to absence of
correction when child
breaks rules or non
acknowledgement
when he follows a
rule, child becomes
stubborn, negative
and sullen. He is poor
in personal and social
adjustments.
Using Dialogue
Child learns to follow
social norms and
restrains from what is
wrong (as taught by
parents.)
Child is considerate
towards other children
and respects their
rights.
Child may resist the
authority when
corrected, but it is
temporary.
He accepts and does
not resent.
Child respects all
adults in authority and
develops good
attitude.
Child knows why he is
punished and accepts
it as a lesson for future
(to follow social rules).
Child's personal and
social adjustments are
good.
Child realises that
discipline is 'helping'
rather than 'hindering'
his personality.
Authoritarian
Discipline
Child is overly obedi
ent in the presence of
adults but aggressive
in peer relationships.
Eg: Beating, destroy
ing, non-cooperative
behaviour.
107
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Parental Role in
Family Life Education /
Sex Education
• Person-to-Person relationship filled
with respect should matter in
day-to-day living and not indif
ferent or business-like relation
ship.
PARENTS AMONG THEMSELVES
• Parents should know that they are
providing a future Model for
their children.
• Parents should realise that their
sex relationship as husband and
wife is sacred, precious and very
important.
• They should have enough and
proper knowledge on sex/sexual
relationship, bodily changes,
adjustment, etc.
• Parents should realise that healthy
relationship between them is
very important in family life friendship, love, trust, under
standing and forgiveness.
• Each one should respect and
promote the role of members to
grow healthily: Woman as wife,
mother and working lady; man
as husband, father and working
man.
• Both husband and wife should
participate in household work
(includes daily chores).
• Parents should encourage healthy
friendships and be fully aware of
child's companions.
• They should become aware of
sexually transmitted diseases/
AIDS and be faithful to each
other.
• Parents should take up whole
heartedly the responsibility of
bringing up children and assist
children in their total develop
ment.
• Home is the first and best school
for Sex Education.
i
PARENTS WITH CHILDREN
Parents should
1
108
• Teach the children to respect their
body
• Develop healthy attitude towards
the members of the opposite
sex.
CHAPTER 8: FAMILY LIFE EDUCATION
Parents
should
involve
children both boys and girls in
domestic work and give them
dignity of human labour.
• They should treat the sons and
daughters equally and provide
opportunity to grow Vocational/career guidance and
training, choosing friends,
forming good habits, etc.
• They should assist children to form
good self-image and self
acceptance.
• They should neither overprotect
children nor let them do
whatever they want but guide
them to utilize freedom
appropriately, i.e., to choose
what is good and right.
• Allow them to ask questions freely
and answer them directly and in
a simple manner without telling
a lie.
• Be children's friends rather than
masters or only providers.
• They should encourage sharing
and dialogue where children
express their feeling, attitude
and thought. Only then could
they be guided.
• Love and acceptance by Parents
• Guide the children at right age
gradually to become indepen
dent, responsible and mature.
• Be models in behaviour, respect,
love, understanding and other
values.
• Emphasise that chastity in speech
and behaviour enhances sexual
development,
• Emphasise that pornography is
destructive.
• Emphasise that sexuality is person
ality - masculinity or femininity
and that it is a gift from God.
109
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
T
are what matters most in
children's lives - these should be
given abundantly.
• It should be realised that child's
relationship with mother and
father depends upon the
relationship of parents with the
child and with each other.
• This demands that effective
communication is necessary for
healthy relationship within the
family - words, gestures,
attitudes, smiles, looks, touch,
appreciation, encouragement,
challenge, etc.
• Use of Radio, TV., Tape Recorder,
Newspapers, Magazines, etc.,
should be checked and guided;
otherwise children will be misled
and resort to information from
outside.
1 10
• Cultural patterns. Religious
attitudes differ from place to
place. Parents should be aware
of these and teach children and
help them to adjust.
• Parents should encourage thrift
and simplicity in day to day
living.
• Parents should actively discourage
smoking and drinking by
educating their children about
unhealthy habits.
• Family outings are very necessary
to encourage "togetherness."
Parents could attend courses
on Sex Education/Family Life
Education organised by the
Projects, Agencies and assist
themselves and children.
CHAPTER 8: FAMILY LIFE EDUCATION
Key Messages
i.
Family is a Home where related people live together,
transmit values, provide basic needs, experience unity,
love and sharing and assist each other/child to grow.
2.
Family gives identity to child in society, social bond and
togetherness, trains the child for future in all areas.
3.
Family Life Education is a need in this rapidly changing
world/family.
4.
It is an education in values and relationships.
5.
Parents are the Educators of Values.
6.
Good relationships in the family is essential for child's
growth.
7.
Discipline is necessary for the healthy growth of a child in
society.
8.
Rules and laws, reward and punishment are a part of
Discipline - They should be handled appropriately.
9.
Types of Discipline and Effects of Discipline on children:
Authoritarian Discipline & Permissive Discipline are
unhealthy. "Using Dialogue" is Healthy Discipline.
10. Sex Education is like Vaccination. It protects the child
from exploitation and gives value to their sexuality.
11. Parents should involve children - both boys and girls - in
domestic work and teach them the dignity of human
labour.
1 1 1
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Understanding of the Chapter
1. Narrate one of the happy experiences, one of the sad experiences of
your family. What was your response to them?
2. List some of the common experiences of families, both joyful and sad.
Discuss who are responsible for such occasions within the family.
3. "Parents/families are Educators of Values" Do you agree?
Discuss and share your views. Do you use and discuss news events and
thus encourage opinions and views expressed?
4. Give examples of
- Authoritarian Discipline
Permissive Discipline &
- Democratic Discipline / "Using Dialogue"
Which one is the healthy discipline - Discuss.
As a parent, which discipline are you practising/following?
Which discipline would you like to follow?
5. Give a situation and ask parents to deal with it (in the group)
I 12
Chapter 9
DEVELOPMENT OF VALUES
IN THE CHILD
Page
Values
Age of Value Formation
Family is the Custodian and Transmitter of Values
A - Z Values
Child is the Teacher of Values to Humanity ..
114
114
115
119
122
Key Messages
Understanding of the Chapter (Climbing Values)
125
126
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
DEVELOPMENT OF VALUES
IN THE CHILD
(Physical, Moral, Spiritual)
Values
"VALUE is defined as a belief upon which man acts by
preference".
"We shape ourselves through our choices and bring
form and line to our being, to our Person"
- Naipaul
• Value is an attitude, a word that expresses intense human meaning
such as life, love, respect, work, etc.
• Values guide our behaviour and put meaning into our existence.
• Values transcend facts, they are inherent in the structure of reality.
Eg: Holding a stone is a fact, but throwing at someone for good or bad
becomes a Value.
• Values determine the manner in which we respond to the environ
ment.
Age of Value Formation
NO CHILD IS BORN
WITH A BLANK MIND
• Values begin in the womb
• Value Education of the child
starts in the womb
1 14
CHAPTER 9: DEVELOPMENT OF VALUES IN THE CHILD
FAMILY
is
the Custodian and Transmitter of Values
Child learns Values from the Parents/family.
Child learns Values through the Parents/family
• Parents are the first teachers for
children. Children learn how to
act from the Family
• Children need Values. If they do
not get them from parents, they
get them from outside
1 15
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
• The concept of 'right' and
wrong' should be clearly given
to children from the beginning.
• Positive attitudes should be
instilled during the first six years
of life.
Eg: Respect, Sharing, Respect for
body.
• Children should be encouraged
towards worthwhile goals.
Eg: work, achievement
• Below 6 years, children should be
helped to make choices.
Eg: Choice of friends, games, TV
programs etc.
• Parents should be models of
Values; they should practice what
they say.
Eg: Kindness, telling the truth.
1 16
CHAPTER 9: DEVELOPMENT OF VALUES IN THE CHILD
• Parents should have healthy and
positive attitude towards children
and understand them and their
feelings.
• Communication is the tool for
understanding.
Eg: Tell the child clearly and listen
to the child attentively.
• Parents should answer all the
curious questions of the child,
that's how he learns and con
forms to values.
• Parents should be thoughtful to
the child, polite to the child and
respect the child while teaching
him.
Eg: need not shout while saying
'do this', parents should comfort
him when he is hurt.
• Parents should appreciate the
child whenever he follows/
understands Values
Eg: Pat him when he respects/
greets others.
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
• Parents should reprimand and
correct the child gently when he
makes mistakes and does not
follow a Value.
Eg: When he beats other children
or is impolite to them.
• Parents are responsible to give
the child individual Values such
as honesty, truthfulness, etc., and
social Values such as co-opera
tion, sharing etc.
• Parents should teach good habits
and good vocabulary to the
child.
Eg: Giving, sharing; saying
'please', 'thank you', 'sorry' etc.
1 18
CHAPTER 9: DEVELOPMENT OF VALUES IN THE CHILD
A - Z Values
It is not easy to name and identify all the Values. Here is an Alphabetical
List of Values' (you could add many more to the list), which should be
inculcated in children, keeping in view their capacity to grasp.
Affection
Agreeing
Achievement
Ability
Awareness
Appreciation
Adjustment
Attitude
Belonging
Beautiful
Being liked
Care
Cleanliness
Compassion
Competence
Competition
Companionship
Courage
Creativity
Confidence
Curiosity
Co-operation
Courtesy
Choice
D
rl
N
Duty
Daring
Discipline
Decision
Happiness
Health
Honour
Humility
Hygiene
Humour
Neatness
Nobility
Niceness
Nicety
I
Manners
Maturity
Morality
Money
Empathy
Efficiency
Equality
Education
Effort
Encouragement
Faith
Flexibility
Freedom
Friendship
Faithfulness
Independence
Integrity
Initiative
Insight
Intimacy
Imagination
J
Justice
Joy
Jovial
K
God loving
Godliness
Gratitude
Generosity
Greatness
Genuineness
Goodness
Knowledge
Kindness
I
Love
Loyalty
Laughter
M
Openness
Obedience
Orderliness
Obligation
r
4
Patience
Peace
Patriotism
Pleasure
Perseverance
Prayer
Productivity
Purity
Participation
Punctuality
1 19
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Q
Quietness
R
Respect
Relaxation
Reward
Religion
Risk taking
Reconciliation
Self worth
Self confidence
Self discipline
Service
Security
Sanctity
Spontaneity
Success
Solidarity
Salvation
Solitude
Survival
Status
Sincerity
Strength
Simplicity
Trust
Tradition
Thankfulness
Thoughtfulness
Tolerance
Team work
V
Value
Vigour
Valour
Vitality
u
Unselfishness
Unity
Understanding
Utility
Usefulness
w
Worship
Watchfulness
Wisdom
Work
Workmanship
Wonder
XY
Yearning
Youthfulness
Zeal
Zest
Parents are the Educators of Values
Child below 2 years need a lot of personal contacts with
pa ren ts/ca reta kers.
♦
Child 2-6 need teaching, guidance and models at home:
they need not only love and affection, but also stories with
values, pictures/models of good values.
♦
Songs, dance, music, gardening, reading, outing leave an
impact on the child.
♦
Values have two faces: individual and social. Therefore, val
ues we teach the child and what he sees should not be
totally different.
♦
Teach children to love everyone at home - values are best
taught by family members.
♦
Family should teach cultural, personal, socjal, spiritual and
religious values for healthy and happy growth of the child.
120
CHAPTER 9: DEVELOPMENT OF VALUES IN THE CHILD
Parents/family should start teaching good values to the child
from birth gradually starting from his own body.
HEAD
Learn to respect
Help him to think
EYES
Appreciate nature. See no evil.
MOUTH
Speak good words/truth. Utter no
bad words.
EAR
Do not listen to bad words.
HANDS
Do good. Do not steal.
LEGS
Play games co-operatively.
Do not kick others.
121
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Child is the Teacher of
Values to Humanity
• Child brings God to humanity.
He brings God's presence to us in a
simp. attractive and astonishing
way. By his birth, parents become
co-creators of life and the source of
life continues. Parents should respect
this life and acknowledge the divine
presence in the child.
• Child speaks the language from
life, love, truth that springs from the
heart. It is the parents' duty to utter
good words with the child, with
one another and give a good
vocabulary.
• Child reveals God's presence in
the family through love, peace, joy,
trust, spiritual attitude. Parents
should encourage, uphold and
practise these values.
• Child teaches adults to be a
friend without guile or duplicity.
There is no generation gap in
friendship. Parents/teachers should
be friends always; only then child
could be guided to accept and
follow worthy values.
hr
• Child's joyful sense of wonder
and spirit of learning in every thing
he sees (Eg: nature, things, people)
should motivate family to learn the
newness of life, provide opportunity
to the child for new experiences and
never let the child deviate through
negativism.
• Child loves serenity, silence,
peace, privacy. Family should sense
this and spend time in prayer,
reflection, quietude, speak of God's
goodness.
® Child teaches to be harmonious,
understanding, impartial, accept
able. Adults should learn these and
122
CHAPTER 9; DEVELOPMENT OF VALUES IN THE CHILD
avoid violence, fighting, hatred and
teach the child to adjust well in later
life in peace and forgiveness.
• Child by nature is sober, he is a
clean slate on which adults write.
Adults should learn straight
forwardness and never spoil child's
mind by wrong ideas or mistrust etc.
• Child brings family together Unity, brotherhood and sharing.
Family should spend time together:
Eating, speaking, working, praying,
family outings, fellowships that
influence child's life.
• Children are sensitive, they
observe a lot, learn and imitate
adults. Adults should live what they
teach the child - respect, love,
honesty, hard work, kindness,
generosity, etc.
1
Sr *
/
■■
11
c
I
123
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Key Messages
1.
Value begins in the womb. Value Education of the child
starts in the womb.
?
Family is the custodian and transmitter of Values
3.
Positive attitudes should be initiated during the first six
years of life.
4.
Children should be encouraged towards worthwhile goals
5.
Children should be prepared for making choice of values.
6.
Parents should be models of Values, they should practice
what they say.
7.
Communication to children should be clear enough and
they should be listened to attentively.
8.
Parents should appreciate the child whenever he follows/
understands Values.
9.
Parents should correct the child gently when he makes
mistakes and does not follow a Value.
10. Parents are responsible to give the child individual Values
such as honesty, truthfulness and social Values such as
Co-operation and Sharing.
11. Parents should teach good habits and good vocabulary to
the child.
Understanding of the chapter
The simple game of Snakes & Ladders can be adapted to introduce
children to positive Values and teach them that these values promote a
healthy life and that negative attitudes are unhealthy. Alongside is an ex
ample of such a game, named Climbing Values.
HOW TO PlVVf
Two or more children can play this game. Eachplayer throws the dice in
turn. Starting from Square- 1 he moves his counter or pebble forward the
number of squares shown on the dice. If the counter lands at the bottom of
a ladder it goes straight up to the top of it; if it lands at the head of a snake it
goes down to the snake's tail. The first player to reach Square 100 wins the
game.
124
Climbing Values (Snakes and Ladders game)
100
98
99
LIE
VALUE
100
96
97
8!
82
86
87
BEAUTY
PATIENCE
62
'
64
JEALOUSY
61
58
NNERS
ISTICE
38
36
39
40
46
45
OBEDIENCE
<
90
CONFIJ
73
72
71
VIGOUR
£8,
54
55
57
44
91
70
WORK
SERVICE
TOLERANCE
42
8!
67
6(
SINCERI'
41
CHOICE
88
PRAYER
COUI
RESPECT
5$
SILENCE
74
’5
HONESTY
60
92
PARTICIPATION
77
79
93
ANGER
GOODNE!
[ORSNIP
CHEATING
94
ADJUS*
FRIENDSHIP
81
95 HATRED
53
51
52
IEATNESS
ZEAL
48
49 LAZINESS 50
47
STEALING
UNI'
34
32
HAPPINESS
KINDNESS
27
29
31
DISHONESTY
PEACE
FAITH
23
21
19
2
NJ
15
18
3
LOVE
13
14
iCTION
GODLINE!
CARE
JOY
in
.
30
DECISION
GRATITUDE
liNCOURAGEI
EQU
20
25
5
9
6
i APPRECIATION
GENEROSITY
O-OPEI
10
ION
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
126
Chapter 10
COMMON CHILDHOOD
PHYSICAL ILLNESSES
Page
Symptoms and Coping Methods
Cold & Cough
Diarrhoea
Fever
Skin Infection
Fits
Eye discharge
Cuts/lnj uries
Ear discharge
The Right use of Water
Prevention of illnesses through Hygiene
128
Key Messages
Understanding the Chapter
131
132
130
131
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
COMMON CHILDHOOD
PHYSICAL ILLNESSES
Symptoms and Coping Methods
128
ILLNESS
SYMPTOMS
HOME REMEDIES
Cold & Cough
Running nose cough & sore
throat
Boiled water to drink,
breathe hot water vapour
Diarrhoea
Frequent watery motion
Oral rehydration
Continue feeding
Continue breast-feeding
Fever
Rising of temperature
Uncover the child.
Give him lots of water.
Skin infections
Itching and lesions
Apply neem and turmeric
paste and wash later.
Fits
High fever & convulsion
Refer Fits / Convulsion under
Developmental Disorders.
Eye discharge
Collection of dirt in either of
eyelids.
Wash eyes with clean water
Cuts and injuries
Bleeding out of the
injured surface
Wash wound and clean with
dettol and apply tincture.
Ear Infection
Pain/discharge
While feeding the baby keep
him in tilted position.
Care for the child as soon as
he gets cough & cold.
CHAPTER 10: COMMON CHILDHOOD PHYSICAL ILLNESSES
REFERRALS
SOME DO'S AND
DONTS
Pneumonia: Seek the advice
of doctor
Give plenty of liquids; clear
the blocked nose.
Continue breast feeding.
Keep the child warm.
Immunisation and Vitamin A
should be given to save child
from Pneumonia.
Avoid overcrowding while
sleeping.
Diarrhoea: Dehydration to be
reported to clinic
Continue to breast-feed the
baby.
Continue to give ORS*.
Avoid solid and/or spicy
food during diarrhoea.
High fever: To be taken to
clinic.
Wash the body with cool
water/sponge bath.
Avoid wrappii ig the child
in tight clothes or blanket.
Severe skin infection to be
taken to hospital
Bathe daily.
Wash clothes of the infected
persons in hot water.
Isolate the infected persons
from healthy ones.
Fits: Take the child immedi
ately to hospital/Child
Guidance Centre
Stop the child from hurting
himself. (Refer 'Fits' under
Developmental disorders)
Don't stop the child from
moving about.
Eye: Seek the advice of
doctor.
Use clean linen to wipe the
eyes.
Avoid rubbing of the eye.
In case of serious wound
take the child to doctor.
Wash the wound in running
water.
Avoid applying any cream.
Ear: Take the child to a
doctor & follow his advice.
Teach children to wipe and
not blow their noses when
they have cold.
Do not feed the baby lying
on his back, as milk can go
up to his nose and can
cause ear infection.
*Oral Rehydration Solution
129
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Right use of Water
will do more good than Medicines
1.
Diarrhoea, Dehydration
- Drink plenty of water
2.
Illness with fever
- Drink plenty of fluids
3.
High fever
- Sponge the body with cool water
4.
Minor urinary infection
/common in women)
- Drink plenty of water
5.
Cough, Asthma, Bronchitis, Pneumonia,
Whooping Cough
- Drink lots of water and breathe hot water vapours
/to loosen mucus)
6.
Sores, impetigo, ring worm of skin or scalp, cradle cap, pimples
- Scrub with soap and water
7.
Infected wounds, abscesses, boils
- Hot soaks of compresses
8.
Stiff, sore muscles and joints
- Hot compresses
9.
Itching, burning or weeping irritations of the skin
- Cold compresses.
10.
Minor burns
- Hold in cold water
1 1.
Sore throat or tonsillitis
- Gargle warm salt water
12.
Acid, dirt or irritating substance in eye
- Flood eye with cool water at once
13.
Stuffed up nose /blocked nose)
- Sniff salt water
14.
Constipation, hard stools
- Drink lots of water [also enemas are safer than laxatives but do
not over use)
15.
Cold sores or fever blisters
- Hold ice on blisters at first sign.
130
WATER
. CHAPTER 10. COMMON CHILDHOOD PHYSICAL ILLNESSES
Prevention of illnesses through Hygiene
♦
Do not throw dirty water near
the well.
♦
Wash your babies face at least
once a day.
♦
Keep animals away from drink
ing water source.
♦
Cover food items to keep away
flies.
♦
Cover the wells.
♦
Meat preparations should be
cooked well.
♦
Store drinking water in a clean
and covered container
♦
Wash hands after defecating,
after washing the bottom of the
child and before handling food
♦
Household refuse/dirt should be
buried or collected in a dust bin
for disposal later.
♦
Always use latrines. In their
absence, adults and children
should defecate away from the
house, common paths and
water supply outlets.
♦
Always drink boiled water
♦
Keep clean the vessels used to
collect water.
♦
Use a clean cup to take water
from container
♦
Avoid stale food.
♦
Keep animals out of the house.
Key Messages
1. Right use of water will do more good than medicines.
2. Illness can be prevented by keeping the house and the
surroundings clean and in hygienic conditions.
131
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Understand of the Chapter
A. Match the following:
Symptoms (B)
Illness (A)
1 Cold & Cough
Diarrhoea
3. Fever
4. Skin infection
5. Fits
6. Eye discharge
7. Cut and injuries
8. Ear discharge
B. Tick right (
- Rising of body temperature
- Itching and lesions
- Collection of dirt in sides of eyelids
- High fever and convulsion
- Bleeding out of injured surface
- Running nose. Sore throat
- Frequent watery motions
- Secretion from the ear
) or wrong ( * )
1. Do not give plenty of water when the child has diarrhoea (
.)
2. Sponge the body with cool water when the child has high fever
(
)
3. Hold in hot water when child has minor burns (
)
4. Do not make the child sniff salt water when nose is blocked (
)
5. For sore throat in bigger children, make them gargle with warm
salt water ( )
6. Do not scrub the child with soap and water when the child has
scabies, ring worm, sores (
)
7. Take the child to a doctor when the child has pneumonia (
)
8. Give cold soaks of compresses to a child infected with wounds,
abscesses, boils (
)
9. Do not cover the wells (
)
10. Keep animals out of the house (
)
1 1. Store drinking water in an uncovered and dirty container (
12. Consume stale food and uncooked meat j
)
)
13. Wash hands before eating, after defecating, after washing the
bottom of the child (
)
14. Keep the household refuse in a corner of the house (
)
15. In the absence of toilets, defecate away from the house, paths
and water supply outlets (
)
132
Chapter 1 1
COMMON CHILDHOOD
MENTAL ILLNESSES
Mental Health Problems In Children
Page
Why do problems arise in children..
What are the causes of problems ..
What are the mental health problems in children
Mental Disorders
Disorders of Emotion
Disorders of Conduct
Developmental Disorders
Mental Illnesses
134
134
136
137
137
139
141
142
Key Messages
Understanding of the Chapter
144
144
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
COMMON CHILDHOOD
MENTAL ILLNESSES
Mental Health Problems In Children
Why do problems arise
in Children?
What are the causes of
Problems?
All children experience some
problems at one time or the other,
in one form or the other.
n CHILD HIMSELF
WHAT SHOULD WE DO
ABOUT THE PROBLEMS?
• We should know about them.
• We should learn about them.
• We should find out the cause of
the Problem
2) ENVIRONMENT
1. Problems in the Child
Developmental disorders (includ
ing poor intelligence), acquired
disorders due to serious illness and
injuries.
• Sensory defects like deafness,
blindness.
• We should refer the child if need
be to appropriate Agency for
assistance
• Inherited a vulnerability which
may cause problems; Eg: tempera
mentally less able to cope, timid,
anxious.
• We should assist the child to get
over the Problem/cope with the
Problem
2. Problems in the Environment
• We should ensure that 'follow-up'
is done wherever required to
assist the child to adjust to life
normally
134
FAMILY
NEIGHBOURHOOD
SCHOOL
CHAPTER 1 I: COMMON CHILDHOOD MENTAL ILLNESSES
Causes of Mental Health Problems
Over anxious, over
ambitious, over expect
ant parents
Quarrelsome Parents
Financial Problems at
Home
FAMILY
Alcoholism/Mental
illness in parents.
Difficulties with brothers
& sisters - Jealousy
Parents' indifference
to the child
No proper companions
to play with
Parents who punish
excessively
Neighbours not
liked by family
NEIGHBOURHOOD
Wide disparity in
economic standard
of neighbours. Eg:
Too rich, too poor
Indifferent and irritable
behaviour of
neighbours.
Inappropriate
behavioural example
of neighbours.
135
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Inability of child to cope
with school/academic
work
Teachers who punish
excessively
Children with handicaps
being ridiculed
SCHOOL
Teachers expect
ing too much
from the child
Fighting among
children
Teachers making
fun or comparing
with others
Bullying / teasing by
children in the class
What are the mental health Problems in children?
Developmental disorders
Eg: Mental Retardation, Specific
speech delay
Mental health prob
lems in children can be
broadly divided into.
Disorders of Emotion like being
very anxious, fearful, etc.
Disorder of conduct like lying,
stealing, etc.
Miscellaneous problems like
thumb sucking, nail biting, etc.
Note: A given child may have more than one disorder.
136
CHAPTER I I: COMMON CHILDHOOD MENTAL ILLNESSES
Mental Disorders
Note:
Remember many children can be anxious, fearful, depressed in
different situations and then get over them easily. Here we are
concerned with those who repeatedly and/or to an excessive
degree suffer these emotional states.
DISORDERS
COMPLAINTS
OF THE PARENTS
AND/OR CHILD
LOOK AND ASK FOR
PARENTS' ROLE
DISORDERS OF EMOTION
ANXIETY
Appears uncomfort- Palpitation, sweating of
able, frightened/
palms and feet, slight
anxious nervous
trembling, dry mouth,
stammering look of
fright and worry. Eg:
May seem this way
most of the time or
might be at specific
events like meeting a
new person.
EXCESSIVE
FEARS
Excessively fearful
about objects and
which normally do
not produce fear.
Panic, hiding, running
away, screaming,
crying. Eg: Refusing to
go to a room when it
is dark.
Basically fearful but
hides fears by
withdrawal and
timid behaviour
Nervous, lowers the
eyes, avoids eye
contact, twitches
fingers, hides, does not
become friendly. Eg:
Does not answer even
when he knows the
answer. Does not join
a group.
PHOBIA
SHYNESS/
TIMIDITY/
SOCIAL
Withdrawal
Do not lose your temper,
Make it a point to spend
more time with child, talk
and find out what makes
the child anxious. He may
not be able to tell you.
Seek help.
Once you recogn’ze the
beginnings of the fear, in a
graded, gradual fashion,
expose him or show him
that the object/situation is
not really so bad. Eg: If
Same as in Excessive
afraid of going into a dark
Fear reaches such
room, go with him for a
an extent that the fears together with
difficultly in carrying on few times into the room,
child tries to avoid
then for a few times stand
that object/situation daily activity.
and restricts normal Eg:. Child refuses to go a little away from him.
activity.
to school because of a then let him go in and you
dog on the street. Dog stand out for a couple of
is the object of phobia, times and so on. Do not
be angry or beat. Seek
help if it gets no better.
Find out by talking what
worries him and in a
graded fashion; get him to
mix/interact with people,
Teach him what to say;
make it like a drama and
show him.
137
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
DISORDERS
COMPLAINTS
OF THE PARENTS
AND/OR CHILD
LOOK AND ASK FOR
PARENTS' ROLE
MOODY
For trivial or no
apparent reason
the mood of the
child changes to
sad/happy/irritable.
Very sad - may cry,
look sad; Happy - may
laugh hilariously;
Irritable - cranky
behaviour. Eg; Very
little reason or no
reason is enough to
upset such children.
Make the child talk about
events that have bothered
him and seek help if
trouble is serious.
DEPRESSED
Moody and
persistently weepy
and depressed
Weeps frequently and
avoids others.
Not interested in usual
activities.
Eg; Might be a
consequence of real
event like separation or
death of a parent; can
be seen rarely for no
particular reason.
Very little reason is enough
to upset such children.
Make the child talk about
events. Seek help if trouble
is serious.
JEALOUSY
& SIBLING
RIVALRY
Arises when child
thinks/feels that
parents attention is
towards some one
else.
Seeks attention of
others through
noticeable actions,
when parents and
siblings are around.
Eg; It is noticed in the
first child when the
second child is born.
First child may start bed
wetting or wants to be
carried more often or
becomes very naughty.
Take care to prepare the
first child before the arrival
of the second child. Even
when attention to the
other child has to be
given. Parents, especially
mother can keep aside a
specific time to play, pet or
be with the first child.
SCHOOL
REFUSAL
Refuses to go to
school
Fears to leave the
security of his home
and separation from
parents.
Fearful, weeping, may
complain of stomach
ache, headache or
vomiting just before he
has to leave for school.
Will cry and come back
from school with
parents.
Do not punish or appear
very anxious. Be kind but
firm. Find out why he is
fearful or anxious. Speak to
the teacher and ask her to
help the child. Accompany
child to the school for
sometime and keep him
there for short periods of
time. Gradually increase
the time he spends in
school without you. Severe
cases need professional
help.
138
CHAPTER I I: COMMON CHILDHOOD MENTAL ILLNESSES
DISORDERS
COMPLAINTS
OF THE PARENTS
AND/OR CHILD
LOOK AND ASK FOR
PARENTS ROLE
DISORDERS OF CONDUCT
TEMPER/
TANTRUMS
Extreme or uncon
trollable behaviour
when a child does
not get what he
wants
Cries, shouts, beats
others, throws and
breaks articles, rolls on
the floor, stamps his
feet on the ground
and screams. Parents
usually end up by
giving in to the child.
Distract the child before the
onset of a TT. If TT starts
and he is not destructive,
let the child weep/cry.
Ignore the TT. The moment
he stops crying, give him
attention, not the object he
wanted. Tell him that you
are happy he stopped
crying and behave with
him as if nothing had
happened. If he is destruc
tive or harming himself and
others, hold the child on
your lap, sitting with face
looking forwards, his legs
held down by wrapping
your legs around him, one
of your hands holding both
his hands in front and your
other hand on his head.
This will prevent him
kicking, pushing with
hands and banging his
head against your chest.
AGGRESSION
Hits, bites, beats,
breaks when angry
Resorts to violence and
harms himself, harms
others and destroys
things around him
If it is part of TT deal as
above. If these are clearly
directed against a person,
remember that the rule is
no child is allowed to
physically abuse another
person. If he does so,
punishment in the form of
withdrawal of a reward is
warranted.
LYING
STEALING
Self explanatory
Becomes a problem if
done repeatedly.
Do not punish the child
because he will want to
cover up the mistake.
Explain to the child that
such things should not be
done. Be persistent and
show the child that you do
not like it by saying so.
139
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
DISORDERS
COMPLAINTS
OF THE PARENTS
AND/OR CHILD
LOOK AND ASK FOR
PARENTS' ROLE
WETTING AND
SOILING
Passes urine and/or
motion in under
garments or while
sleeping at an age
when most children
do not do it.
Soils himself anytime,
anywhere, wets the
bed while sleeping.
Even a toilet trained
child may start to soil
or wet himself. This
may happen to a child
who is upset, tensed,
anxious. Wetting the
bed at night can
happen for no
particular reason, that
is, the child may never
have gained control
over bladder in sleep.
If not toilet trained
properly, give him toilet
training. Find out why the
child is afraid and tackle
that. Do not punish or
ridicule or make fun. Get
him to be seen by a
doctor. If there is a cause
for it, he can be helped. If
there is no cause, he can
be trained.
NAIL BITING/
THUMB
SUCKING
Could indicate
nervousness and
tension in the child
These are manifested
when the child feels
very insecure and
lonely.
F ind out if child is recently
upset about something. If
sucks only when sleeping,
just let it be. During day,
distract child and if older,
get him to agree to self
monitor.
FEEDING
PROBLEMS
Mother complains
that child does not
eat enough.
Serious mother-child
problems at feeding
times. Check child's
height and weight for
age and for nutritional
deficiencies.
If height and weight are
not adequate, child needs
to see a paediatrician. If all
right, review with the
mother/feeding schedule,
type of feeds, quantity and
advise healthy eating
practices like encouraging
self-feeding, no in-between
snacks.
SLEEPING
PROBLEMS
Sleep talking, sleep
walking, nightmares
(bad dreams which
make the child
awaken with fear)
Any recent long
standing trouble,
worry, difficulty in the
child's life that could
have upset him.
If it occurs in a child who
does not have any
emotional reason and the
problem (Eg: sleep
walking) is not life threat
ening, just reassure the
child and put him back to
sleep. If parent cannot
reassure, seek doctor's
help.
140
CHAPTER 1 I: COMMON CHILDHOOD MENTAL ILLNESSES
DISORDERS
COMPLAINTS
OF THE PARENTS
AND/OR CHILD
LOOK AND ASK FOR
PARENTS' ROLE
DEVELOPMENTAL DISORDERS
MENTAL
RETARDATION
Is a defect where
child's intellectual
and adaptive
development is
below that of other
children of same
age.
Difficulties in pregnancy/at birth/after
birth. Slow develop
ment of milestones.
Slow or no speech,
Slow social skills or
adjustments, slow or
no self-help skills.
Difference in severe
cases is visible in
physical appearance.
- Refer to Child Guidance
Clinic.
- Refer to Special Schools
for the retarded
- Learn how to give basic
training to such children to
manage themselves and
adjust to society.
- Treat the child normally
and lovingly.
- Do not go searching for
a complete cure, he will
improve but not be cured
100%.
SPECIFIC
SPEECH DELAY
Some children may
start talking before
two years and
some only when
they are five years.
Growth of lan
guage varies from
child to child.
Reasons could be:
too many lan
guages spoken at
home, emotional
problem, partial
deafness, etc.
Slow to talk, difficulty to
pronounce some
words, child may lisp. If
he is deaf, he does not
respond to soft talking
or may talk too loudly.
Seek professional help to
rule out deafness and
watch patiently. Talk to the
child slowly and with
proper lip movement. Talk
to the child a lot and
encourage him to talk. Be
kind to him and don't
shout.
STUTTERING
AND
STAMMERING
Speech
characterised by
repetitions, exces
sive hesitation,
inability to answer
immediately.
Seen in children who
are anxious, more
often in young children
who are just learning
to talk in sentences.
Talk to the child and give
him a few seconds to
answer back if it is a
question. Look at the child
lovingly and talk. Don't let
others make fun of him.
Hug him and appreciate
and don't make much of
the defect. Ignore the
defect; don't make the
child self-conscious by
angry corrections. Refer to
a speech therapist if the
problem persists.
141
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
DISORDERS
COMPLAINTS
OF THE PARENTS
AND/OR CHILD
LOOK AND ASK FOR
PARENTS' ROLE
Child needs formal
education over 6 years of
age. But pre-reading and
pre-writing skills should be
undertaken. Try it by
'playway' method. Seek
help if it does not get
better.
SPECIFIC
LEARNING
DISABILITY
Inability of a young
child to read or
write or get a
concept of numbers
which others of his
age are doing.
Has normal intelli
gence, is being taught
like the other kids.
Does not like to do
these types of work
and tries to avoid.
Forgets easily what he
has learnt.
RESTLESS
CHILD OR
HYPERACTIVE
CHILD
Overactive and/or
poor concentration
and/or impulsive,
becomes distracted
by noises, cannot
sit quiet for a long
time, may make
unreasonable
demands.
Encourage the child to
When a child is bored
play/do some creative and
or in special circum
stances or visitors are at constructive work like
home or when anxious drawing, painting, paper
work, etc. Give him sense
or insecure, he
of security by allowing him
becomes restless. A
to assist you in housework
very intelligent child
(carrying things, collecting
also can become
water, cleaning the house,
restless because he
does not have enough etc.) Supervise lovingly
when he does any work. If
to do.
the problems are severe
and do not show improve
ment, seek help of a
doctor.
MENTAL ILLNESSES
EPILEPSY/F1TS/
CONVULSIONS
142
Falls down uncon
scious and gets
body jerks or may
get sudden brief
Jerks of the whole
body, or may have
brief, vacant stares
with some move
ment of eyelids,
lips, fingers; drops
things down or the
whole body drops
to the ground
suddenly and then
the child gets up
confused. Convul
sion may last for a
few minutes.
As caretaker, observe
for the way it starts, if
child injures himself,
passes urine or motion
during the attack. Look
for confusion in the
child after an attack.
Note how many times
in a day it occurs and
whether it occurs with
fever.
First Aid;
- Make him lie down
sideways so that saliva
does not choke him.
- Loosen tight garments
- Clear some space around
him and remove hard
objects so that he does not
get hurt.
- Watch the child carefully
and note the time of the
attack in order to explain
to the doctor in detail.
- Do not put anything
between his teeth, lest you
may damage his teeth or
gums.
- Do not give anything to
drink, because you could
choke him by that drink.
CHAPTER I I: COMMON CHILDHOOD MENTAL ILLNESSES
DISORDERS
COMPLAINTS
OF THE PARENTS
AND/OR CHILD
LOOK AND ASK FOR
EPILEPSY/FITS/
CONVULSIONS
(contd.)
SERIOUS
MENTAL
ILLNESS
PARENTS' ROLE
- There is no need to put
an iron object in hand. Fits
will stop by itself.
- If fits lasts for more than
15 minutes, a doctor
should see the child
immediately.
Follow-up
- Refer the child to a
Neurologist/Child Guid
ance Clinic.
- Parents must give the
medicines prescribed very
regularly.
- Meet the doctor for
check-ups and inform him
if the medicines have any
side effects on the child.
Children who were
normal may
develop some
symptoms like
losing skills in
speech, toilet
training; may
become sad,
depressed. In older
children: Muttering
to self, not caring
for personal
hygiene, hearing
voices or seeing
things where none
exist, unable to
read or write,
disturbed sleep, etc.
Any illness with or
without fever recently,
any other life events
which could have
disturbed the child.
- Refer to a Psychiatrist,
Child Guidance Clinic
- Regular check-up,
medication and follow-up.
- Help the child to readjust
at home and outside and
in school.
143
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Key Messages
1. Environment has a very important role in keeping a child
mentally healthy.
2. Mental health problems can be caused by disturbances in
the child himself or in the environment or in the way
they interact.
3. Developmental disorders (like Mental Retardation, Special
learning disability) can improve with training.
4. Parents/Caretakers can detect emotional and conduct
problems in their children.
5. Caretakers need to spend time communicating with their
children over emotional issues.
6. Certain problems like fits, serious mental health illnesses
need medicines.
7. Most of the other mental health problems need guidance,
counselling and training.
8. Disciplining a child as suggested during a temper tantrum
(read notes) does not mean you do not love him.
Understanding of the Chapter
True or False?
1. Children are themselves the cause of most mental health problems ( )
2. Marital discord among parents can give rise to problems in children ( )
3. It is good to punish children excessively ( )
4. Schools can contribute to problems in children ( )
5. When a child is anxious or fearful about a situation, he should be
scolded and forced to take part ( )
If
a
child steals a few sweets from his friend, it is a serious problem ( )
6.
7. When a child has a temper tantrum, parents should give in ( )
8. If a child repeatedly passes urine in bed after the age of 4 or 5, it is a
cause for concern ( )
A
child
who stammers must be made to speak fast ( )
9.
10. Medicines must be taken regularly if a child is getting fits ( )
1 I.. Mental retardation can be fully cured. ( )
12. A restless child must always be given medicine ( )
144
Chapter 12
ENVIRONMENTAL FACTORS
WHICH AFFECT
CHILD DEVELOPMENT
Page
Physical & Social Environmental Factors
that affect Child Development
Promoting Healthy Environmental Practices ..
Note to Trainers on Traditional Practices
146
147
148
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
ENVIRONMENTAL FACTORS
WHICH AFFECT
CHILD DEVELOPMENT
Environmental sanitation is con
sidered vital for child survival and de
velopment. Insanitary environmental
conditions may cause infections, ill
health both physical and emotional
and children in the age group of 0-6
years are the primary victims of this.
PHYSICAL AND SOCIAL
ENVIRONMENTAL FACTORS
THAT AFFECT
CHILD DEVELOPMENT
• Lack of safe drinking water.
• Lack of sanitation (lack of drain
age, lack of toilets, lack of waste
disposal facility, etc.)
• Lack of housing
• Poor housing (no ventilation,
insufficient place, improper
construction, etc.)
• Agricultural practices which do
not promote food production/
use of excess fertilizers and
pesticides/improper water
management.
• Deforestation for fuel consump
tion, paper production, etc.,
which lead to hazardous effects
on health of children/families.
• Pollution of water, air and soil
146
• Lack of development plans
• Urbanization, industrialization,
migration, unemployment.
• Poverty
• Improper food habits
• Lack of health measures: Lack of
Pre-natal/Post-natal care, lack of
immunization, prevalence of
diseases like diarrhoea, etc.
• Harmful health practices such as
not allowing the mother to
breast-feed the child soon after
the birth; water not being given
during diarrhoea, etc.
• Unfavourable environmental
living: Pregnant women/ lactat
ing mothers not being given
enough food; conditions that
affect women, mothers and
children; lack of nutritious food
and drinking water facilities;
women working long hours and
in hazardous conditions and
risky jobs. (Eg: Factories like
cracker/bulb/match manufactur
ing, chemical factories, night
shifts or late hours of work, etc.)
Lack of welfare measures at the
workspot (no creches, no toilets,
no water, etc.)
CHAPTER 12: ENVIRONMENTAL FACTORS
• Beliefs in superstition which are
harmful. Eg: Small pox, chicken
pox are due to wrath of gods
and goddesses, some diseases
are considered as the effect of
past sins; using exorcist pre
scribed charms and amulets to
ward off evil eye effect cast on
children, etc.
• Improper distribution/sharing of
resources - economic disparity
between the rich and the poor
(Eg: In the same community,
children of the rich enjoying all
the facilities and the poor
children being deprived of even
basic amenities such as proper
shelter, food and clothing)
• Alcoholism, Drug addiction
• Crime (Rape, murder, etc.)
• Atrocity against women and
children
• Prostitution
• Promoting agricultural practices to
promote food crops and encour
aging farmers for organic
cultivation (use of natural ma
nure, soil treatment etc)
• Providing proper irrigational
facilities, construction of check
dams, desilting of tanks.
• Afforestation program to improve
vegetation, fresh air, to control
pollution of air, water and land,
to decrease fuel consumption,
etc. Promoting tree plantation,
biogas plans, smokeless chulhas,
etc.
• Use of solar energy as one of the
alternative energy resources solar water heater, solar cooker,
solar lights, solar l/t irrigation.
• Promoting health measures/
services.
• Overgrowth of population
• Promoting environmental educa
tion through posters, meetings,
audio-visual displays, etc.
PROMOTING
HEALTHY ENVIRONMENTAL
PRACTICES
• Promoting health education and
on false beliefs, superstition,
alcoholism, drug addiction,
prostitution, population, child
marriages, etc.
• Child marriages
• Providing safe drinking water
facilities
• Promoting sanitation: toilets,
drainage, waste disposal prac
tices, roads, etc.
• Improving housing conditions/
providing housing facilities and
house repairs: houses with
proper planning, ventilation.
• Promoting non-formal education
with regard to civic rights and
responsibilities about effects of
crime, atrocity against women,
sense of equality to share the
resource like water, land com
munity facilities, promotion of
unity within the communities.
147
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Note to Trainers on traditional practices
Trainers should take into account traditional practices' of the
locality, study them, discuss with the people about them and
a) educate parents to continue practices which facilitate
development, eg: Breast-feeding
b) educate them to discontinue harmful practices, eg: not Breast
feeding the child soon after birth,
c) teach them the importance of healthy practices, eg:
importance of colostrum, good diet to mothers, babies.
148
Chapter 13
ROLE OF THE COMMUNITY
IN EARLY
CHILDHOOD DEVELOPMENT
Page
Community's Role in Child Development
Specific Role of the Community
Strategies to promote Community Participation
in Child Development practices ..
150
150
151
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
ROLE OF THE COMMUNITY
IN EARLY CHILDHOOD DEVELOPMENT
/ //
Community's Role in
Child Development
Community plays a major role in
Early Childhood Development prac
tices in every community irrespective
of the area or location - Rural, Ur
ban, Tribal, etc.
In India, traditionally the commu
nities functioned with mutual con
cern, self-help, participation in com
munity celebrations/social gatherings/family functions, etc., and also
took up the responsibility of assisting
in child rearing practices.
150
•J
'■
Eg:
a) Choosing a name for a newborn
child was taken as a duty of the
family and the whole commu
nity.
b) family rituals when a child begins
to talk or walk or learn to write
alphabets was a part of commu
nity celebration.
c)
Every issue regarding child devel
opment was discussed and de
cided by the family with the
community.
CHAPTER 13: ROLE OF THE COMMUNITY
In recent years, role of the com
munity in Child development issues/
practices has been gradually reduc
ing due to various reasons such as
industrialization, migration, urbaniza
tion, overgrowth of population,
break-up of joint family system into
nuclear families, etc.
This calls for re-strengthening of
community participation in provid
ing healthy environment for the up
bringing of children in every com
munity. There is a need to re-organize communities to promote devel
opmental programs to facilitate child
development.
Specific Role
of the Community in
Child Development
1. Become aware of Child devel
opment process and practices
and build awareness among
people about these in order to
increase concern for children.
2. Build awareness about popula
tion growth and promote
family planning/population
control norms.
3. Build awareness about supersti
tious and harmful social prac
tices which are harmful to
Child development and prevent
them.
Eg: Placing the hot iron rod on
the child, child marriages,
dedicating girls to goddesses,
etc. (Note: Trainers, please add
few more examples that are
relevant to local places)
4. Promote child's rights in the
community.
5. Provide basic amenities like
housing, sanitation, drinking
water, etc.
6. Provide health facilities and
supervise the services and
ensure that they are availed by
the families: Pre-natal/Post-natal
care. Immunization, Health
check-up. Referrals, Treatment
and follow-up service.
7. Ensure that every child/family
has sufficient and nutritious
food for survival and growth.
Follow-up malnourished and
weak children through refer
rals, special diet, etc.
8. Provide facilities like schools
(education), play/ recreation
(parks), gardens, etc.
9. Arrange programs for children/
parents.
10. Provide care for the orphaned/
destitutes/widows
11. Assist in creches, play homes,
pre-schools, schools.
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151
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EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Strategies to promote
Community Participation
in Child Development
practices
• Promoting Community Education
on Child Development.
• Sharing of community views,
ideas, resources and services.
• Formulating of committees/groups
to provide better child care
facilities.
• Promoting cultural programs to
strengthen unity among people.
• Promoting youth groups and
involving them in Child Develop
ment activities.
• Promoting leadership skills among
the Community for better Child
Care services. Eg: para-profes
sionals - to manage health
programs, education programs,
etc.
• Increasing the community respon
sibility in managing nutritional
program services for children.
152
• Increasing the participation of
women in community child care
programs and empowering
them in decision making capa
bilities.
• Involving as community members
in education and health pro
grams, etc.
• Increasing the community alert
ness towards social evils/practices such as drinking, gambling,
prostitution, crime, atrocities
against women, etc., which
hamper happiness and develop
ment of children and families.
• Preparing the community to face
any disaster that might occur.
Eg: floods, earthquake, riots,
etc.
• Promoting liaison with GOs and
NGOs for effective implementa
tion of program services.
• Mobilizing resources for
sustainability of programs.
• Gathering the information/data
about the community, child care
services and reviewing it regu
larly and disseminating the same
to the community.
Chapter 14
DEVELOPMENTAL RHYTHM
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
DEVELOPMENTAL RHYTHM
(0 - 6 Years)
DEVELOPMENTAL RHYTHM
PARENTS' ROLE
NEW BORN
• Sleeps most of the time
• Cries when hungry, hurt, uncom
fortable, wet, or in pain
• Provide clean, soft and loose
clothes. Crib/bed must be free
from dust, insects.
• If he is hungry, feed him on
demand, check if he is hurt, wet
or in pain, attend to it, cuddle
him, hold him, gently rock
ONE MONTH OLD
• Responds to human face and
bright colours
• Reacts with pleasure at the sight
of mother and cry when hungry
• Look at faces and eyes
• Smiles in response to pleasant
experiences when we talk, sing
or play with him.
• Move closer so that he enjoys
your face.
• Tie coloured material above his
head.
• Hug, pat, cuddle him, attend to
him regularly and consistently
• Call his name, talk to him, sing for
him, sway him and play gently.
TWO MONTH OLD
• Makes sounds to expresses
pleasure, displeasure or
satisfaction
• Responds to sound by turning the
head
• Smiles at faces
• Moves the whole body and face
lifting up head for a few
seconds.
• Listen to him when he makes
sounds, respond to him, talk to
him.
• Maintain eye to eye contact
• Tickle him, caress him gently
• Cail his name, smile at him
• Hold him close while breast
feeding.
• Make sounds like clapping hands
crumpling paper, whistling
softly.
154
CHAPTER 14: DEVELOPMENTAL RHYTHM
DEVELOPMENTAL RHYTHM
PARENTS' ROLE
THREE MONTH OLD
• Turns body to one side while
lying on his back
• Sits momentarily with support
• Makes gurgling sounds; moves
head, feet and arms.
• Touches his face with hands
• Likes colourful things
• Recognises family members and
smiles at familiar persons.
• Put him flat on his stomach.
• Make him sit on the lap and hold
him close
• Take him out and show things
• Take him before a mirror and
show parts of his body by
name.
• Let family members talk to him
and attend to him.
FOUR MONTH OLD
• Rolls over from back to stomach
and vice versa and holds head
erect.
• Grabs everything within reach
• Moves hands to express desire to
be picked up, kicks legs vigor
ously.
• Smiles in response to mother's
smile, talking or familiar persons
smile/talk
• Becomes serious when hearing
loud sounds.
• Make him lie on his back and help
him to turn on his stomach.
• Pick up and hold him
• Imitate sounds and praise him
when he gurgles
• Bring him outdoors, talk to him
and indicate objects.
• Turn on radio, let him listen to the
sound
• Provide safe, clean and attractive
objects to play with.
FIVE MONTH OLD
• Holds things in hands (hand to
hand)
• Wants to touch, hold, taste, shake
every object he sees
• Tries to make crawling movement
• Attracted to moving objects
• Laughs aloud in response to
parents' talk/smile/play and
enjoys looking at himself in the
mirror.
• Give safe and clean articles for
him to handle (clean empty
containers, different size balls,
etc.)
• Encourage/praise his movements
• Move objects and let him move
them
• Let him watch moving leaves/
branches, animals, people
outdoors.
• Laugh aloud and bring him
before mirror.
155
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
DEVELOPMENTAL RHYTHM
(
PARENTS' ROLE
6-8 MONTH OLD
• Sits with support
• Crawls/creeps on stomach
• Reaches, pulls, grabs, holds
objects
• Loves to touch toes
• Turns when he hears his name
• Enjoys playing in water
• Tries to repeat sounds
• Enjoys music/play/talk
• Hesitates to move with other
members than family
• Talk to him and help him to sit
(show an object to attract him)
• Let him crawl on clean mat, floor
free from dangers. Put attractive
things before him.
• Keep toes clean.
• Call his name often.
• Put him in bath basin and let him
play for some time.
• Repeat the sounds that he makes.
• Hold the child in arms and talk to
unfamiliar person.
9-1 1 MONTH OLD
• Sits and tries to stand and walks
with support with arms held out
• Fills up and empties containers
with objects
• Responds to music by swaying/
rocking
• Imitates sounds, produce 1 -2
syllable words like mummy,
daddy
• Plays with brothers, sisters and
familiar people
• Hesitates to relate with strangers
• Listens/follows small instructions of
parents/family
• Allow him to hold well balanced
support such as chair, hold him
to stand and hold both hands.
• Provide empty containers and
smooth things to fill in.
• Let him listen to music, sing for
him a lullaby
• Point to objects/persons and call
names like mummy, daddy
• Talk a lot to him and let him
produce sounds.
• Make siblings play with him and
before him.
• Give small instructions and let him
do them (Come, go, sit, clap)
12-14 MONTH OLD
• Sits well, stands, walks a few steps
• Has a few teeth and enjoys eating
• Plays alone and tries to discover
things
• Speaks a few more words
• Like to do few things for self by
following directions of family
members
• Stay with him, watch over him as
he walks, let it be a safe place
(give toys to pull, cart to push,
etc.)
• Give a lot of toys to sit and play
with, play with him, allow him
to shake, touch, discover things,
tell stories, showing pictures
allow him to speak a lot.
156
CHAPTER 14: DEVELOPMENTAL RHYTHM
DEVELOPMENTAL RHYTHM
PARENTS' ROLE
• Let him observe while you work
and assist in holding small
objects, clothes, etc.
• Allow him to eat by himself
• Sing small songs and let him
repeat.
• Teach him to say words, 'come'
'sit', words with action 'bye'
15-17 MONTH OLD
• Runs but may fall often
• Uses both hands but may lose
balance
• Obeys simple commands
• Knows names of the parts of the
body and can indicate when
asked
• Likes to play with others
18-20 MONTH OLD
• Walks steadily and can walk
backwards and sideways slowly
• Handles objects properly
• Calls persons by names
• Recognises objects by name
• Becomes interested in whatever
he does.
• Teach songs with action, jump,
stand, move, sway
• Watch that he does not get hurt
when he falls
• Let him kick the ball and play with
him.
• Ask him to point the part of his
body (eyes, nose, hair.)
• Request to do 'bring the ball'
'close the door'
• Teach him to say 'please' 'thank
you'
• Allow him to play along with
others (same play things for all)
• Let the child imitate your walk
(front & back)
• Teach him the-names of objects,
ask him to give you 'please give
me that spoon/take this cup,
etc.'
• Ask him to say the names of
persons,
• What is father doing now?
• What are they doing?
• Expose him to outdoor natural
surrounding
• Provide variety of safe materials
that he may handle as he likes.
157
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
DEVELOPMENTAL RHYTHM
PARENTS' ROLE
21-23 MONTH OLD
• Runs forwards easily
• Walks up, scribbles all over
• Refers to himself by name
• Likes to recognise things by name
• Displays possessiveness over toys/
things/persons
• Enjoys music/rhymes/songs.
• Play with him (kicking the ball and
going round the chair.)
• Help him to climb stairs.
• Provide materials such as sticks to
scribble on sand.
• Call by name and give him things
which are for him alone and ask
his permission to take them and
return with thanks
• Call all things by name and teach
him.
2 YEAR OLD
• Walks, runs. Jumps, climbs walks
up and down the stairs
• Begins to talk in small sentences,
holds on to rail
• Repeats melody/rhythmic words
and enjoys movements
• Likes to play 'pretend' games like
cooking etc.
• Uses word like I, you, me, etc.
• Throws temper tantrums when
wishes are not met
• Becomes very affectionate
• Likes to scribble
• Encourage all movements and
play games with him (follow
me, catch me)
• Provide crayons to scribble on
papers, chalk on floor
• Provide music to dance and sway
• Give a lot of scrap and materials
to play 'make-believe' games
• Teach him pronouns 'I, you, we.
• Tell stories
• Give instructions for toilet training
gently.
• Be loving, hug, kiss and praise.
3 YEAR OLD
• Runs well, climbs up and down;
can stop suddenly.
• Uses scissors to cut paper
• Scribbles and imitates strokes
• Gets interested in stories
• Likes to sing rhymes and moves to
the rhythm.
158
• Allow him to walk up and down
the stairs with supervision
• Provide blunt scissors and a few
papers to cut.
• Tell stories, use short lined pic
tured story books
• Ask child to repeat his story
experience.
CHAPTER 14: DEVELOPMENTAL RHYTHM
DEVELOPMENTAL RHYTHM
PARENTS' ROLE
• Plays with others and Interacts
with others during the play
• Listens, observes and asks plenty
of questions 'why', 'what' 'how',
'when', 'where'.
• Talks sentences with more than 46 words
• Expresses emotions in word and
action
• Brushes teeth, removes socks,
shoes, slippers.
• Give instructions (routine activity
like, eating, brushing, washing
which can produce sounds
rhythmically, (sticks, spoons..)
• Teach repetitive songs and ask
him to repeat, praise him.
• Let him play with his age group,
share toys
• Answer his questions immediately
in simple words
• Allow him to express his feelings
and ideas about things
• Appreciate his hugging, kissing
etc.
• Take him outdoors and observe
• Listen to sounds, and differentiate
and discuss about them.
• Let him talk plenty, talk a lot
about family, things surround
ings, etc.
• Child can be prepared for play
school
4 YEAR OLD
• Enjoys running, climbing. Jump
ing, riding, swinging
• Likes to cut things, trace on paper
paint/draw as he likes
• Recognises colours, shapes, sizes
• Can wash face, dress by self
simple dresses
• Can use adjectives for people,
places, things, 'hot', 'cold'
'good', 'dirty', etc.
• Likes to be listened to.
• Take him outdoors where he can
run climb. Jump, play.
• Give two or four 'picture puzzles'
• Give scissors to cut paper and
crayons, pencil, chalk, etc. to
draw.
• Play games and give things to
recognise colour, shapes, sizes;
listen to him and respond to his
questions.
• Allow him to dress and undress
himself, to bathe; and tell him
why he must bathe.
159
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
DEVELOPMENTAL RHYTHM
PARENTS' ROLE
5 YEAR OLD
• Skips, jumps, co-ordinates move
ments well
• Recognises colours, people, things
• Gives full name of family members
• Counts, reads, figures, writes
• Has endless desire to learn and to
do things using physical and
creative skills
• Can look after self with assistance
• Can do household chores like
sweeping, wiping dishes, etc.
• Chooses friends and plays harmo
niously and with co-operation,
confidence in self and others
with seriousness and carefulness
• Introduce play activities to increase
movements
• Provide a lot of materials for skill
development, body control and
put him in preschool for overall
development
• Encourage him to have friends
and arrange parties, give them a
good time
• Encourage group activities that
the child become social and
develop positive reaction.
• Allow him to do things for himself
and help in household chores/
sweeping, cleaning, carrying,
• Let him be curious, learn things,
answer him, talk, explain.
6 YEAR OLD
• Hums, skips with co-ordination
• Asks questions and waits for
answer
• Recites numbers, songs, rhymes,
lessons, counts
• Draws figures/objects/square,
circle, triangle
• Has increased knowledge of
people, things, places around
him.
• Begins to verbalize simple why
and what of things and relation
ships
• Tries to solve simple problems of
self and tries to help others as a
leader
• Shows independence and looks
after self.
• Encourage playing, play with him
• Engage in pleasant conversations,
ask open-ended question (why,
how)
• Tell interesting stories.
• Lead him to ask questions and
answer him directly and hon
estly.
• Singing helps in learning numbers
letters, words and sentences.
• Talk about things he knows and
let him express (Eg: family,
furniture, stories, dress, etc.)
• Let him take care of himself fully:
dressing, bathing, putting on
shoes, arranging things, clothes,
etc.
• Encourage leadership in games.
• Allow him to solve small problems.
160
Chapter 15
RIGHTS OF THE CHILD
Page
Special Rights for Children
UN Convention on the Rights of the Child ..
Rights of the Child
a) Survival
b) Protection
c) Development
d) Participation
What we can do to Help
Summary of UN Articles on the Rights of the Child
162
162
162
163
164
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
RIGHTS OF THE CHILD
Special Rights
for Children
Children are especially vulnerable
and require special rights to protect
them and to meet their unique
needs because of their physical and
mental immaturity. It is because of
this immaturity that children must
postpone the exercise of some civil
rights until they become adults,
increasing the obligation on adults
to ensure that the rights of the child
are defended. Declaration of Human
Rights affirms the need for special
rights
for
children,
stating
"motherhood and childhood are
entitled to special care and
assistance".
UN Convention on the
Rights of the Child
UN Convention on the Rights of
the child was placed before the
United Nations General Assembly for
adoption in 1989 (in the decade of
the International Year of the Child
1979- 1989). After the convention
was adopted, during the World
Summit for Children held in 1990,
several countries ratified the
Convention.
Rights of the Child
UN Convention spelt out 54
articles under the Rights of the Child.
162
These can be broadly categorized
under four main groups:
- The Rights of Survival
The Rights to Protection
- The Rights to Develop
- The Rights to Participation.
i} The Right to Survival through
the provision of adequate food/
nutrition, shelter, clean water,
primary health care - Pre-natal
and
Post-natal
care.
Immunization, Health status.
Name and Nationality.
2) The Right to Protection from
abuse, neglect and exploitation,
including the right to special
protection in times of war,
calamities and perils.
Today a large number of
children find themselves in
situations
of
neglect,
abandonment and exploitation
such as: street children, refugee
children, children who are
victims of war and natural
disasters, orphans, physically and
mentally disabled/handicapped
children, children/youth trapped
into the bondage of prostitution
and drug abuse, child labourers
who labour under fatal and
hazardous conditions, children
of
Devadasis/children
of
prostitutes who are forced to sell
their bodies and are abused by
adults.
CHAPTER 15: RIGHTS OF THE CHILD
Each one of us have the
bounden duty to protect these
children
through
various
'awareness' programs - programs
that are drawn up to awaken
adults to this reality, on the need
to adhere to social legislations
drawn up to protect children,
mass rallies and
awareness
camps to educate parents about
the dangers of faced by children
and as to how to protect them,
on disaster preparedness and as
to availing of asistance from
Agencies to meet disasters and
the calamities that normally
follow such disasters.
3) The Right to Develop in a
safe environment, through the
provision of formal education
(Pre-school, Primary, Secondary,
Career Guidance, Vocational
Training), constructive play,
advanced health care (physical
and mental), value formation
and family life education, and
4) Right to Participate. The
opportunity to participate in the
social, economic, religious and
political life of the culture free
from discrimination.
WHAT WE CAN DO TO HELP
• Write to the legislators and request the country to ratify the Conven
tion on Rights of the Child.
• Lead discussions on the rights of the child with various groups; Par
ents, Teachers, Parent/Teacher associations. Religious groups.
Unions, Associations, Clubs urging them to promote the Rights.
• Teach children about their own rights, the provisions that exist to
protect them, teach them about peace, universal brotherhood and
human rights.
• Request the schools to promote the Rights and ask the Education
Department to include the Rights of the Child in their policies.
• Keep abreast of children's issues, both locally and nationally.
• Convince the public that it is important to promote the Rights of the
Child through Mass Rallies, Posters/Charts, translation of Rights in
local languages. Workshops, Seminars, Camps/Campaigns, etc.
Let us recall to ourselves that We, adults, are responsible to
let the child live, to protect the child and develop the child and
that "Rights of the CHILD is the duty and responsibility of
ADULTS".
163
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Summary of Articles
U. N. Convention on the Rights of the Child
Article 1
Definition of Child
Every person under 18, unless
national law grants majority at an earlier
age.
Article 7
Name and Nationality
The right to a name and to acquire a
nationality; the right to know and be
cared for by parents.
Article 2
Freedom from Discrimination
Rights in the Convention to apply to
all children without exception; the State
to protect children from any form of
discrimination or punishment based on
family's status, activities or beliefs.
Article 8
Preservation of Identity
The right to preserve or re-establish
the child's identity (name, nationality and
family ties).
Article 3
Best Interests of Child
The best interests of the child to
prevail in all legal and administrative
decisions; the State to ensure the
establishment of institutional standards
for the care and protection of children.
Article 4
Implementation of Rights
The State to translate the rights in the
Convention into actuality.
Article 5
Respect of
Parental Responsibility
The State to respect the rights of
parents or guardians to provide direction
to the child in the exercise of the rights
in the Convention.
Article 6
Survival and Development
The child's right to life; the State to
ensure the survival and maximum
development of the Child-.
164
Article 9
Parental Care
and Non-Separation
The right to live with parents unless
this is deemed incompatible with the
child's best interests; the right to
maintain contact with both parents; the
State to provide information when
separation results from State action.
Article 10
Family Reunification
The right to leave or enter any
country for family reunification and to
maintain contact with both parents.
Article 1 1
Illicit Transfer and Non-Return
The State to combat the illicit transfer
and non-return of children abroad.
Article 12
Free Expression of Opinion
The child's right to express an opinion in
matter affecting the child and to have
that opinion heard.
CHAPTER 15: RIGHTS OF THE CHILD
Article 13
Freedom of Information
The right to seek, receive and impart
information through the medium of
choice.
Article 14
Freedom of Thought,
Conscience and Religion
The right to determine and practice
any belief; State to respect the rights of
parents or guardians to provide direction
in the exercise of this right.
Article 15
Freedom of Association
The right to freedom of association
and freedom of peaceful assembly.
Article 16
Protection of Privacy
The right to protection from arbitrary
or unlawful interference with privacy,
family, home or correspondence or
attacks on honor and reputation.
Article 17
Media and Information
The State to ensure access to
information and material from a diversity
of national and international sources.
by parents or others, and to undertake
preventive and treatment programs in
this regard.
Article 20
Children without Families
The right to receive special
protection and assistance from the State
when deprived of family environment
and to be provided with alternative care,
such as foster placement or Kafala of
Islamic Law, adoption or institutional
placement.
Article 21
Adoption
The State to regulate the process of
adoption (including inter-country
adoption), where it is permitted.
Article 22
Refugee Children
The State to ensure protection and
assistance to children who are refugees
or are seeking refugee status, and to
cooperate with competent organizations
providing
such
protection and
assistance.
Article 18
Parental Responsibilities
The State to recognize the principle
that both parents are responsible for the
upbringing of their children; the State to
assist parents or guardians in this
responsibility and to ensure the provision
of child care for eligible working parents.
Article 23
Disabled Children
The right of disabled children to
special care and training designed to
help achieve self-reliance and a full and
active life in society; the State to promote
international cooperation in the change
and dissemination of Information on
preventive health care, treatment of
disabled children and methods of
rehabilitation.
Article 19
Abuse and Neglect
The State to protect children from all
forms of abuse, neglect and exploitation
Article 24
Health Care
The right to the highest attainable
standard of health and access to medical
165
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
services; the State to attempt to diminish
infant and child mortality, combat
disease and malnutrition, ensure health
care to expectant mothers, provide
access to health education, develop
preventive health care; abolish harmful
traditional practices and promote
international cooperation to achieve this
right.
Article 25
Periodic Review
The right of children placed by the
State for reasons of care, protection or
treatment to have all aspects of that
placement reviewed regularly.
Article 26
Social Security
The right, where appropriate, to
benefit from social security or insurance.
the child for active life as an adult,
developing respect for the child's
parents, basic human rights, the natural
environment and the child's own cultural
and national values and those of others.
Article 30
Children of Minorities
The right of children of minority
communities
and
indigenous
populations to enjoy their own culture,
to practice their own religion and to use
their own language.
Article 31
Leisure and Recreation
The right to leisure, play and
participation in cultural and artistic
activities.
Article 27
Standard of Living
The right to an adequate standard of
living; the State to assist parents who
cannot meet this responsibility and to
recover maintenance for the child from
persons having financial responsibility,
both within the State and abroad.
Article 32
Child Labor
The right to be protected from
economic exploitation and from
engaging in work that constitutes a
threat to health, education and
development; the State to set minimum
ages for employment, regulate
conditions of employment and provide
sanctions for effective enforcement.
Article 28
Education
The right to education; the State to
provide free and compulsory primary
education, to ensure equal access to
secondary and higher education and to
ensure that school discipline reflects the
child's human dignity.
Article 33
Narcotics
The State to protect children from
illegal narcotic and psychotropic drugs
and from involvement in their
production of distribution.
Article 29
Aims of Education
The States Parties' agreement that
education be directed at developing the
child's, personality and talents; preparing
166
Article 34
Sexual Exploitation
The State to protect children from
sexual exploitation and abuse, including
prostitution and involvement in
pornography.
CHAPTER 15: RIGHTS OF THE CHILD
Article 35
Sale and Trafficking
The State to prevent the sale,
trafficking and abduction of children.
Article 36
Other Exploitation
The State to protect children from all
other forms of exploitation.
Article 37
Torture, Capital Punishment
and Deprivation of Liberty
The State to protect children from:
torture or other cruel, inhuman or
degrading treatment; capital punishment
or life imprisonment for offenses
committed by persons below the age of
18; and unlawful or arbitrary deprivation
of liberty. The right of children deprived
of liberty to be treated with humanity
and respect to be separated from adults,
to maintain contact with family members
and to have prompt access to legal
assistance.
Article 38
Armed Conflict
The State to respect international
humanitarian law, to ensure that no
child under. 15 takes a direct part in
hostilities, to refrain from recruiting any
child under 15 into the armed forces
and to ensure that all children affected
by armed conflict benefit from protection
and care.
Article 39
Rehabilitative Care
The State to ensure the physical and
psychological recovery and social
reintegration of child victims of abuse,
neglect, exploitation, torture or armed
conflicts.
Article 40
Juvenile Justice
The right of accused children to be
treated with dignity. The State to ensure
that: no child is accused by reason of
acts or omissions not prohibited bylaw at
the time committed; every accused child
is informed promptly of the charges,
presumed innocent until proven guilty in
a prompt and fair trial, receives legal
assistance and is not compelled to give
testimony or confess guilt; and
alternatives to institutional care are
available.
Article 41
Supremacy
of Higher Standards
The standards contained in this
Convention not to supersede higher
standards contained in national law or
other international instruments.
Article 42
Public Awareness
States to makf the rights contained
in this Convention widely known to both
adults and children.
Article 43
Committee
on the Rights of the Child
Election of a Committee on the
Rights of Child to examine the progress
made by States Parties in achieving their
obligations under the Convention and
establishment or rules of procedure.
Article 44
Reports by States
States to submit to the Committee
reports on measures adopted which give
effect to rights in the Convention and on
progress made in the enjoyment of
those rights, and to make the reports
167
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
widely available to the public in their
own countries.
Article 45
Implementation
The right of the specialized agencies
and
\ICEF to be represented at
Committee proceedings; the prerogative
of the Committee to invite competent
bodies to provide expert advice, to
request the Secretary-General to
undertake studies and to make
recommendations.
Article 46
Signature
The Convention to be open for
signature by all States.
Article 47
Ratification
The Convention to be subject to
ratification.
Article 48
Accession
The Convention to be open for
accession by any State.
Article 49
Entry into Force
The Convention to enter into force
on the thirtieth day after the twentieth
instrument of ratification or accession
deposited with the Secretary-General.
168
Article 50
Amendments
Provision for amending the
Convention if approved by the General
Assembly of the U. N. and accepted by a
two-thirds majority of States Parties;
binding on those States Parties which
have accepted it.
Article 51
Reservations
Provision for States to make certain
permitted reservations on specific
articles.
Article 52
Denunciation
Provision for denunciation of the
Convention by a State Party to become
effective one year after date of receipt.
Article 53
Depository
Designation of Secretary-General of
the U. N. as the depository of the
Convention.
Article 54
Authentic Text
Arabic, Chinese, English, French,
Russian and Spanish texts of the
Convention to be equally authentic.
Answers to
Understanding of the Chapter
Chapter 1
RESPONSIBLE PARENTHOOD
1)
2)
3)
4)
5)
6)
7)
Eighteen
Thirty-five
Two or three years
Not more than four
Good and Nutritious
A doctor
Tetanus Toxoid (TT)
Chapter 2
CHILD DEVELOPMENT
(0 - 6 YEARS) PHYSICAL
Breast-feeding / Immunization /
Growth
1)
2)
3)
4)
5)
6)
7)
Breast milk
Five months
Three full and snacks
Doctor
One year and five years
Weight gain
Every month
Chapter 4
SOCIALIZATION THROUGH PLAY
1)
2)
X. Parents should keep the
child's body clean so that he
enjoys the play.
3)
X. Babies like to imitate the
action of the adults
4)
X. Families should play with the
babies.
5)
✓
6)
X. Babies enjoy watching
television and listening to
music.
7)
✓
8)
X. Play develops self-confidence
to co-operation.
9)
✓
10) X. Adults should encourage
and enjoy make-believe
games of children.
11) ✓
Chapter 3
SOCIAL DEVELOPMENT
0 - 6 YEARS)
1)
2)
3)
4)
5)
6)
7)
0 - 6 months
6-12 months
1 - 2 years
2 - 3 years
3 - 4 years
4 - 5 years
5 - 6 years
12) X. Parents/family should tell
stories and read fairy tales to
. children.
13) ✓
14) X. Parents should restrict
children's television viewing.
15) X. Children at play is not a
waste of time. Play prepares
children to later childhood
and adult life.
169
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
Chapter 5
INTELLECTUAL & COGNITIVE
DEVELOPMENT
a)
Crying
Gesturing
Physical Contact
Eye Contact
Emotional Expression
b)
1) ✓.
2) X. Family members should
talk to The child much.
3) X. It should be explained /
repeated.
4) ✓.
5) ✓.
6) X. Encourage the child to
talk, sing songs, tell stories.
7) ✓.
8) X. Child should be asked
'why', 'how', 'what', 'when',
'where', 'which' questions.
9) X. Answer all the curious
questions of the child in a
simple manner and give
honest answers.
Chapter 6
EARLY CHILDHOOD
EDUCATION
a)
170
Painting/powder & paints
Paper
Brushes
Crayons Clay
Dough
Plasticize
Water
Bricks
Dolls/doll washing
b)
Park corner arrangement
Hospital corner arrangements
Farm sets
Traffic sets
Furniture
Puzzle
Beads
Pictures
Picture matching
Collage
Waste material/Scrap
Book corner
Music corner
Outdoor activities
Note: Trainer, you could keep
adding to the list.
Group discussion with parents/
caretakers could be held.
Chapter 7
EMOTIONAL / PSYCHOLOGICAL
DEVELOPMENT
a)
1) 3
2) 6
3) 4
4) 1
5) 2
6) 5
b)
1) X. It is equally important.
2) ✓.
3) X. It affects the growth of
the child
4) ✓.
5) X. Every child is different
from the other in thinking,
behaving and responding.
6) ✓.
7) X. Adults are very much
responsible in giving good
self-image and self-esteem.
ANSWERS TO UNDERSTANDING OF THE CHAPTER
8) ✓.
2)
9) X. Parents should be good
models in love, affection and
good behaviours.
10) ✓.
3)
4)
5)
6)
Chapter 8
FAMILY LIFE EDUCATION
X. Hold in cold water
X. Make the child to sniff
salt water.
✓. Scrub the child with
soap and water when the
child scabies.
7)
8)
9)
All the five questions could be
discussed - familywise /
g roupwise.
The discussed points could be
shared in the groups in the
form of charts, graphical
representation, etc.
X Cover the wells.
10) ✓.
11) X. Keep drinking water in
covered and clean con
tainers.
12) X. Consume fresh food
and well-cooked meat.
13) ✓.
14) X. Household refuse/dirt
should be buried or
deposited in a dust bin.
15) ✓.
Chapter 9
DEVELOPMENT OF VALUES IN
THE CHILD
Climbing Values (Snakes and
Ladders game).
Chapter 10
COMMON CHILDHOOD
PHYSICAL ILLNESSES
Chapter 11
COMMON CHILDHOOD
ILLNESSES - MENTAL HEALTH
PROBLEMS
a)
1)
1) 6
2) 7
3) I
4) 2
5) 4
6) 3
7) 5
2)
3)
8) 8
b)
1)
X. Give plenty of water
(boiled and cooled water)
4)
X. Child himself (developmental
disorder, sensory defects and
inherited vulnerability) and
environment (family,
neighbourhood and school)
are the causes of most
mental health problems.
✓
X. It is not good to punish
children excessively.
✓.
171
EARLY CHILDHOOD CARE & DEVELOPMENT (0 - 6 YEARS)
5)
X. He should not be scolded,
instead spend time with
child, find out why he is
anxious, why he is afraid.
9)
6)
X. It becomes a problem if it is
done repeatedly.
10) ✓.
7)
X. Temper tantrum should be
ignored. When he stops
crying, given him attention
and not the object he
wanted. If child is destructive
- harming self and others hold the child.
8)
172
✓
X. He should be made to speak
slowly; if it is a question, give
him a few seconds to an
swer back.
1 1) X. M. R. cannot be cured
100%; child can be trained
to manage himself and
adjust to society.
12) X. Encourage child to play, do
creative work; supervise
lovingly when he works and
give him a sense of security.
If it is serious, seek doctor's
help.
References and Bibliography
Achu, Thomas: Grow Free - Live Free, Kristu Jyothi Publications, Bangalore.
Anand, Dr. (Mrs.) Mukta: Mother and Child Health Care - A Guide for the young
parent. Ideal Publications, New Delhi, 1992.
Arya, Dr. Subhash C.: Infant and Child Care, 12th Edition, Vikas Publications, New
Delhi.
Bevli, Updesh K.; Paul A. S. Ghuman; Pierre R. Dasen: Cognitive Development of the
Indian Child, - National Council of Educational Research and Training, 1989.
Bee, Helen: The Developing Child, 1989. Harper & Row, New York.
Berne, Patricia H. & Louis M. Savary: Building Self-Esteem in Children, Better Yourself
Books, Bombay, 1993.
Billings, John J., M.D.: Of Life and Love, Published by St. Paul Publications, Bombay,
1989.
Castelie, Key: In the Child's Best Interest, - A Primer on the UN Convention on the
Rights of the Child. UNICEF Publication.
Chan, Betty Po-King: Early Childhood Toward the 21st Century - A Worldwide
perspective. Yew Chung Education Publish Company, Hong Kong, 1990.
Chowdhry, Dr. D. Paul: Child Welfare and Development, Atma Ram & Sons, New
Delhi, 1985.
Colletta, Dr. Nancy D„ Ph.D.: Understanding of Cross-cultural Child Development
Programs for Children, Prepared for the National Offices of Christian Children's
Fund, Richmond, Virginia 1992.
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