Learning Disabilities

Parents are often worried when their child has learning problems in school. There are many reasons for school failure, but a common one is a specific learning disability. Children with learning disabilities usually have a normal range of intelligence. They try very hard to follow instructions, concentrate, and "be good" at home and in school. Yet, despite this effort, he or she is not mastering school tasks and falls behind. Learning disabilities affect at least 1 in 10 schoolchildren.

It is believed that learning disabilities are caused by a difficulty with the nervous system that affects receiving, processing, or communicating information. They may also run in families. Some children with learning disabilities are also hyperactive; unable to sit still, easily distracted, and have a short attention span.

Child and adolescent psychiatrists point out that learning disabilities are treatable. If not detected and treated early, however, they can have a tragic "snowballing" effect. For instance, a child who does not learn addition in elementary school cannot understand algebra in high school. The child, trying very hard to learn, becomes more and more frustrated, and develops emotional problems such as low self-esteem in the face of repeated failure. Some learning disabled children misbehave in school because they would rather be seen as "bad" than "stupid".

Parents should be aware of the most frequent signals of learning disabilities, when a child:

• has difficulty understanding and following instructions.
• has trouble remembering what someone just told him or her.
• fails to master reading, spelling, writing, and/or math skills, and thus fails schoolwork.
• has difficulty distinguishing right from left; difficulty identifying words or a tendency to reverse letters, words, or numbers; (for example, confusing 25 with 52, "b" with "d," or "on" with "no").
• lacks coordination in walking, sports, or small activities such as holding a pencil or tying a shoelace.
• easily loses or misplaces homework, schoolbooks, or other items.
• cannot understand the concept of time; is confused by "yesterday," "today," "tomorrow."

Physical activities and children

Physical activity provides health benefits for children

• Physical activity throughout life provides important protection from developing coronary artery disease.
• Physically active people live longer, have better managed weight, lower blood pressure and healthier cholesterol levels.
• Physical activity is important for healthy growth and development of the cardiorespiratory system as well as bones and muscles of children.
• Physical activity has mental and social health benefits and active people are likely to feel more confident, happy, relaxed and be able to sleep better.

Physical activity provides broader community benefits

Engaging children and young people in enjoyable and positive physical activity may also make a contribution to broader social and community goals including:

• social skill development;
• improved sense of community belonging, identity and cohesion (social capital).

Early prevention is important

• Physical activity behaviour patterns are established early in life. There is some evidence that active children are more likely to become active adults.

How much physical activity is recommended?

• Children should be active every day in as many ways as they can, through play, transport and recreation.
• Additional benefits can be gained from structured moderate-to-vigorous intensity physical activity such as sport, physical education, dance or planned activity for three or more sessions of twenty minutes or more per week.

The challenge of growing sedentariness

Australian children are exposed to a growing range of sedentary alternatives to physical activities. These include:

• television
• videos
• computer games
• the internet
• homework and additional tutoring

All of these can compete with time for spontaneous or planned physical activity.

Physical activity data for Australian children are not systematically collected at a national level. However, the high prevalence of insufficient physical activity in adults (43%), coupled with high rates of overweight and obesity in children and adolescents aged 10–17 years (21% for boys and 23% for girls), gives rise to major concern.

A responsibility for everyone

Our children must be the focus of renewed efforts to increase population levels of physical activity, and in helping prevent the alarming rise in overweight and obesity evident in Australian adults. While parents and schools have a special role, this is a responsibility that can be shared by the entire community.

Toys Safety

Young children are often described as "accidents waiting to happen." Too often, accidents do occur and may result in eye injuries. Hospital emergency rooms treat an estimated 290,000 product-related eye injuries each year. Children under five years of age make up 10 percent of that number, with most product-related injuries occurring in or around the home and at play.

Toy selection guidelines

• Read all warnings and instructions.
• Consider a child's ability rather than age when purchasing toys; age warnings on toys are not guarantees of safety.
• Avoid toys with sharp or rigid points, spikes, rods and dangerous edges.
• Inspect toys for safe, sturdy construction.
• Repair or replace damaged or defective toys.
• Store toys properly after play to avoid trips and falls.
• Supervise children's craft projects; scissors and glue are among the products most dangerous to a youngster's eyesight.
• Check the lenses and frames of children's sunglasses before buying them; many (particularly the inexpensive, novelty type) can break and cause injuries.
• Stay away from flying toys and projectile-firing toys.
• BB guns are not toys and should not be given to children too young to handle them safely.
• Keep older children's toys away from younger children.
• Children should wear appropriate eye protection for sports (face shields, helmets).

Children and Lying

Honesty and dishonesty are learned in the home. Parents are often concerned when their child or adolescent lies.

Lying that is probably not a serious problem:

Young children (ages 4-5) often make up stories and tell tall tales. This is normal activity because they enjoy hearing stories and making up stories for fun. These young children may blur the distinction between reality and fantasy.

An older child or adolescent may tell a lie to be self-serving (e.g. avoid doing something or deny responsibility for their actions). Parents should respond to isolated instances of lying by talking with the youngster about the importance of truthfulness, honesty and trust.

Some adolescents discover that lying may be considered acceptable in certain situations such as not telling a boyfriend or girlfriend the real reasons for breaking up because they don't want to hurt their feelings. Other adolescents may lie to protect their privacy or to help them feel psychologically separate and independent from their parents (e.g. denying they sneaked out late at night with friends).

Lying that may indicate emotional problems:

Some children, who know the difference between truthfulness and lying, tell elaborate stories which appear believable. Children or adolescents usually relate these stories with enthusiasm because they receive a lot of attention as they tell the lie.

Other children or adolescents, who otherwise seem responsible, fall into a pattern of repetitive lying. They often feel that lying is the easiest way to deal with the demands of parents, teachers and friends. These children are usually not trying to be bad or malicious but the repetitive pattern of lying becomes a bad habit.

There are also some children and adolescents who are not bothered by lying or taking advantage of others. Other adolescents may frequently use lying to cover up another serious problem. For example, an adolescent with a serious drug or alcohol problem will lie repeatedly to hide the truth about where they have been, who they were with, what they were doing, and where the money went.

What to do if a Child or Adolescent lies:

Parents are the most important role models for their children. When a child or adolescent lies, parents should take some time to have a serious talk and discuss:

• the difference between make believe and reality, lying and telling the truth,
• the importance of honesty at home and in the community, and
• alternatives to lying.

If a child or adolescent develops a pattern of lying which is serious and repetitive, then professional help may be indicated. Evaluation by a child and adolescent psychiatrist would help the child and parents understand the lying behavior and would also provide recommendations for the future.

Childhood illnesses

Although the responsibility for a child's oral health rests with the parents, child care providers play an important role in maintaining the oral health of children in child care settings. Knowing a few basic oral health guidelines can greatly help a child care provider's ability to do so.

Although tooth decay is not as common as it used to be, it is still one of the most common diseases in children. Many children still get cavities. While fluoridated drinking water and fluoride-containing toothpaste have helped to improve the oral health of both children and adults, regular toothbrushing and a well-balanced diet are still very important to maintaining good oral health.

Primary, or baby, teeth commonly begin to come in or erupt in a baby's mouth at about 4 to 6 months of age and continue until all 20 have come in at about the age of 2-1/2 years. This eruption of primary teeth, or teething, can cause sore and tender gums that appear red and puffy. To relieve the soreness, give the baby a cold teething ring or washcloth to chew on. Teething medicine is not recommended.

Many primary teeth will not be replaced by permanent teeth for 10 to 12 years. Until that time, they need to be kept healthy to enable a child to chew food, speak, and have an attractive smile. Primary teeth are at risk for decay soon after they erupt. Tooth decay is caused by germs (bacteria) and sugars from food or liquids building up on a tooth. Over time, these bacteria dissolve the enamel, or outer layer, of the tooth. This damaged area is called a cavity. Regular brushing prevents the build-up of bacteria and sugars and the damage they cause.

Baby bottle tooth decay (or nursing bottle mouth) is a leading dental problem for children under 3 years of age. Baby bottle tooth decay occurs when a child's teeth are exposed to sugary liquids, such as formula, fruit juices, and other sweetened liquids for a continuous, extended period of time. The practice of putting a baby to bed with a bottle, which the baby can suck on for hours, is the major cause of this dental condition. The sugary liquid flows over the baby's upper front teeth and dissolves the enamel, causing decay that can lead to infection. The longer the practice continues, the greater the damage to the baby's teeth and mouth. Treatment is very expensive.

The American Academy of Pediatric Dentistry has developed the following guidelines for preventing baby bottle tooth decay:

• Don't allow a child to fall asleep with a bottle containing milk, formula, fruit juices, or other sweet liquids. Never let a child walk with a bottle in her mouth.
• Comfort a child who wants a bottle between regular feedings or during naps with a bottle filled with cool water.
• Always make sure a child's pacifier is clean and never dip a pacifier in a sweet liquid.
• Introduce children to a cup as they approach 1 year of age. Children should stop drinking from a bottle soon after their first birthday.
• Notify the parent of any unusual red or swollen areas in a child's mouth or any dark spot on a child's tooth so that the parent can consult the child's dentist.

To prevent infections from spreading through germs found in saliva and blood on toothbrushes, see “Using and Handling Toothbrushes” in the chapter, “Following

Languages: Communication and representationThis area of ​​knowledge and experience also aims to improve relations between the child and the environment. The different forms of communication and representation serve as a link between external and internal world as instruments that enable the representation of reality, the expression of thoughts, feelings and experiences and interactions with others. It includes the following sections:

    * Verbal language.
    * Language audiovisual and information technologies and communication.
    * Language arts.
    * Body language.

Knowledge of the environment

This area of ​​knowledge and experience is to foster in children the process of discovering and representing the contexts that make children's environment and facilitate their entry into them, so reflective and participatory. The contents of this area make sense from the complementarity with other areas, and should be interpreted in the didactic proposals from the totality of the action and learning. For example, the environment can not be understood without the use of different languages, in the same way, the performance of movements must be oriented from the body awareness and spatial location. It includes the following sections:

    * Physical environment: elements, relationships and actions.
    * Closer to nature.
    * Cultural and social life.

Knowledge of self and personal autonomyThis area of ​​knowledge and experience referred to, collectively, the gradual construction of identity and emotional maturity, to establish close relationships with others and personal autonomy as necessarily inseparable processescomplementary. The content in this area are grouped together, make sense from the complementarity with other areas, and should be interpreted in the didactic proposals from the entirety of the action and learning. It includes the following sections:

    * The body and self image.
    * Game and movement.
    * The activity and daily life.
    * Personal care and health.

Children's stories

The Three Little Pigs

Along with his parents, three little pigs had grown happily in a forest cottage. And how were grown, her parents decided it was time to do, each, his own home. The three piglets were fired from their parents, and went to see what the world was.
The first little pig, sloth family, decided to make a straw house. In a minute the cabin was made. And then he went to sleep.
The second pig, a glutton, he chose to make a wooden hut. It was not long built. And then she began to eat apples.
The third pig, a hard worker, decided to build a house of bricks and cement. Take longer to build but would feel more protected. After a busy day, the house was beautiful. But already beginning to hear the howls of the wolf in the forest.
It did not take long before the wolf came to the houses of the Three Little Pigs. Hungry, the wolf went to the first house and said:- Open the door! Open the door or I'll blow your house and shoot!.How the pig did not open, the wolf blew hard, and brought down the house of straw. The pig, trembling with fear, she ran and went into the wooden house of his brother.
The wolf followed him. And before the second house, knocked on the door and said:- Open the door! Open the door or I'll blow your house and shoot!But the second little pig did not open and the wolf blew and blew, and the cabin was in the air. Frightened, the two pigs ran and entered the brick house of his brother.
But as the wolf was determined to eat them, knocked on the door and shouted:- Open the door! Open the door or I'll blow your house and shoot!And the pig worker said:- Blow you want, but not open!
So the wolf blew and blew. He blew with all his might, but the house did not budge. The house was very strong and resilient. The wolf was almost no air.But while the wolf was very tired, did not desist.He brought a ladder, climbed onto the roof of the house and slid down the chimney passage. He was determined to enter the house and eat the three little pigs and out. But he did not know is that the pigs placed at the bottom of the chimney, a cauldron of boiling water. And the wolf, when he fell down the chimney finished burning with hot water. He gave a huge cry and ran out never to return.
And so the pigs could live in peace. And both the lazy and the greedy learned only to get things work.

the casting with clay

THE CASTING WITH CLAY: (For First, Second and Third Level).

With this technique, fine motor coordination is developed through this activity the child has tactile sensations is an important exercise in educating the tactile sensitivity and allows the child to acquire a muscular strength in the fingers. To shape the child needs to clay, clay or paper pulp.

Activity No. 1:

Make a drawing with clay depending on the level.

Paper pulp:

Materials:

     * Wheat Flour.
     * A toilet paper cup finely chopped.
     * White glue.
     * Three tablespoons of vinegar.

Preparation:

Mix in a saucepan the flour and paste, stir well, add the bits of toilet paper and then the vinegar, it can be liquefied, but must be quite thick.

The finge paint

The finger paint:

The child wants to express and one of the means used by him is the painting, this activity the child gives free rein to their creativity. To carry out the finger paint is recommended that the child use the whole hand and performing various movements using finger painting are achieved many shapes and lines.

Activity # 1: (For the First Level)

Stamp across the child's hand dipped in tempera on paper sheets.

Fingerprint stamping, stamping his little finger, thumb rolling stamping, stamping his fist, stamping hand side.

Make a fingerprint pattern on a white sheet, like trees, animals, painting the rainbow.

Activity No. 2: (For Second and Third Level.)

Make a fingerprint composition.

CONCEPTS OF COLORS: (For Second and Third Level)

Recognize the primary colors in geometric shapes, mix colors to make. Example: To produce the orange, yellow and red mixed. Produce the purple color, mixing blue with red. Produce green, yellow and blue mix. Produce brown, red mixed with black.

Recognize white, black to produce the colors you add the dark color.

THE CUTTING:

This technique has to be initiated when the child has reached a certain level of maturity and have established motor visual-motor coordination.

Activity No. 1: (For Second and Third Level)

Cut strips of straight and wavy, forming shapes with them.

Whole shapes cut from magazines, cutting out print, cut natural forms taken from magazines, composing and decomposing a figure, make a composition combining natural forms taken from magazines. These activities can be completed with wax crayons or markers.

Art techniques for preschool

THE TORN:

Paper tearing in addition to producing skills enables a child to get a sense of the ways and knowledge of thematerial, which allows you to later work with other materials.

When the child practices tearing, should start in free form, after identified as suggestive shapes, as mastered thetearing may be expressed by creating geometric forms.

The different forms can rip the magazines and newspapers, and forms in nature, trees, clouds, etc..

Activity No. 1: (For the first level)

Tear strips of paper straight, undulated, fringed, organize and paste them on a stand.

Activity No. 2: (For Second and Third Level)

Geometric form with strips of torn paper, torn from magazines printed figures, rip entire shapes of magazines ornewspapers, tear forms that represent familiar objects or fruit, make symmetrical shapes torn, torn to make acomposition. The composition can be filled with wax crayons or markers.

Classroom Arrangement

How the computer area is set up has a great impact on children’s successful learning experiences. Consider these questions when arranging the space and including computers and other technology. Where can the equipment be placed out of the line of traffic? What other activity areas would be good to have close by—or far away? Where can children concentrate and work together without distracting others? Where are electrical outlets to support the equipment? Allow Space for Students to Work Together Almost without exception, students should work at the computer with others. One advantage of using computers and other technology is that it encourages communication and provides language opportunities. Support this interaction by allowing space for two or three chairs at each computer. Such an arrangement encourages interaction and social skills. Children can easily share ideas, discuss what is going on, and help each other. Another way to arrange the classroom is to place a computer within a learning center where its use can be coupled with the learning objectives of the center. This setup also provides for social and language opportunities. As with all learning centers, you’ll want to support children's use of the computer without requiring adult assistance. This means that children need to be able to get to the computers, printer, and other equipment on their own. Placement in the Room Locate computers: Out of the flow of traffic Away from art activities, sand and water, or cooking activities—food, water, and paint can be harmful to the equipment In a spot with sufficient light, but away from windows or other sources of glare In an easily accessible place, where they will not distract students in other areas of the room Against a wall or partition, if possible, to prevent children from tripping over wires or fiddling with electrical outlets

Selecting Software for Young Children

For young children to use computers successfully, it is critical to select software that is developmentally appropriate, that is, consistent with how children develop and learn. Researchers agree that software for young children should:

• Encourage exploration, imagination, and problem solving
• Reflect and build on what children already know
• Involve many senses and include sound, music, and voice
• Be open-ended, with the child in control of the pace and the path

These characteristics fit the way that young children learn, and their need to interact with their environment.

Adult participation and guidance are important. Involve children in selecting software that matches their interests. Monitor the amount of time they spend at the computer, and talk with them about their activities. Try not to overwhelm young children with too many choices

Learning andTechnology

A great deal of the learning in using a computer at an early age comes from the interaction between the child and the adult, not from the interaction with the computer. By the age of three, a child can begin to use a computer and discovery-based software meaningfully, with the help of an adult or older child. Remember to plan for the important tasks of the early years before allowing children to be distracted by too much electronic stimulation.

Social Development

Conversations with children increase their social and language skills. Nurturing and attention provided by an adult increase the child's feelings of worth and self-esteem. For social development, plan for plenty of interactions.

• Place 2 or 3 chairs at each computer and plan activities that require the help of peers
• Ask open-ended questions about children's work and offer suggestions and comments about what you see them doing
• Display children's work
• Encourage parents to use computer time to talk with their children – asking questions, exploring programs together, and sharing experiences with one another

Approaches toward Learning

Children can be successful in school in many ways. Curiosity, creativity, independence, cooperativeness, and persistence are some of the approaches that enhance early learning and development.

• Plan for using all the senses when working on the computer. For example, if you use musical software, make sure children can experience a variety of instruments in the "real world" along with their experiences in the "electronic world." Let them hear music from a real instrument, smell and feel the wood, strings and keys, and feel the shape and weight of different instruments.
• Provide plenty of interactions with things in their environment.
• Balance time on the computer with greater time with physical objects, such as building blocks, modeling clay, paints, dolls, or toy cars.
• Increase attention and build memory and visualization skills. Children need time to develop memory and imagery before the images are provided for them.
• Limit screen time (television, computer or VCR) and temper it with activities requiring sustained attention. Flashing images or constantly moving graphics on television and computer screens make it harder for children to pay attention for sustained periods. Young children's attention naturally jumps from thing to thing, but some forms of electronic media may prolong this immaturity.

Language Development

At this age language development is best supported through

• conversations with adults and other children
• reading books to children
• sharing stories
• dramatic play
• singing and poetry.

Experiences with three-dimensional manipulatives provide the connection between letter and number symbols and concepts in the real world. Most alphabet or number software programs do not build this connection needed for language development. These programs should be used sparingly. See Software Selection for more information.

Cognition and General Knowledge

During the preschool years, children’s intellectual knowledge can be developed with the use of some software programs. Mathematics programs can help provide practice with patterning, classification, seriation, and numerical relationships. Other programs can give them practice with time (clocks) and dates (calendars).

• Provide information to help young children understand the "if-then" sequences of computer programs
• Talk with children while they are at the computer and explain what is happening; "If you move the mouse, the arrow on the screen will move like this."
• Pay attention to social interactions and to social situations in software programs in order to help teach social-causal reasoning
• Ask questions such as, "When you took the mouse away from Jimmy, how do you think that made him feel?"