christmas

CHRISTMAS FOR SALE

            Christmas is a celebration of the birth of our lord, Jesus Christ. Every Christmas, all people are excited to receive gift from their love ones. These Christmas season, most children are expecting gifts from their parents, relatives, godmother, godfather and to their friends. As adult, we always make preparation in the coming of Christmas so that every child will be glad in these season. Christmas for sale as we connect to the teacher profession, shows that teachers are always there to give and share knowledge to those child who wanted to be educate by them. It is for sale because it is open to everyone. No matter what status they have, they are all welcome to be educated and no one can stop them from learning and studying. All people can afford to have education and teachers represents as Santa Claus who give happiness and joy to the children who always excited to learn.

HAPPY THOUGHTS

1. Happy Thoughts

                  Boat- symbolizes my friends

                  Teddy bear- symbolizes my boyfriend

                  Fingernails- symbolizes myself

                  Rose- symbolizes all the person who love me

                  Cross- symbolizes my faith to God

2. Hindrances

·        My family who always strict in having a boyfriend.

·        The money that allows me to think to buy things I need and set aside the things I want

·        My friends who always told me to become aware to what decision I make.

3. What can help you maintain these Happy Thoughts?

·        I still follow what my parents want, but I still have secret relationship just to feel loved by other and enjoy my adolescence life.

·        I’m saving my money and before I buy the things I want, I always think a hundred times. And one is enough for me always, just to satisfy my personal desire.

·        I always consult my friends about what happening to me. I open up with them all my experiences in life even if it is positive or negative. I treasure my friends a lot as well as my family and myself.

eced 13

PROBLEM CHECKLIST OF AN EARLY CHILDHOOD

 

NAME OF THE CHILD:
AGE:
BIRTH DATE:

            Instruction: Put a check in the space provided in every number if the child          shows the behavior mention in the following checklist.

PHYSICAL ASPECT

            _________Aches or pains

            _________Hyperactive

            _________Gets hurt a lot, accident-prone

            _________Headaches (without medical cause)

            _________Problems with eyes without medical cause

EMOTIONAL ASPECT

            _________Cries a lot

            _________Feelings are easily hurt

            _________Angry moods

            _________Screams a lot

            _________Shows too little fear of getting hurt

SOCIAL ASPECT

            _________Avoids looking others in the eye

            _________Clings to adults or too dependent

            _________Doesn’t answer when people talk to him/her

            _________Doesn’t get along with other children

            _________Selfish or won’t share

INTELLECTUAL ASPECT

            _________Daydreams or gets lost in his/her thoughts

            _________Difficulty following directions

            _________Fails to carry out assigned tasks

            _________Afraid to try new things

            _________Can’t concentrate, can’t pay attention for long

MORAL ASPECT

            _________Cruel to animals

            _________Destroys his/her own things

            _________Destroys property belonging to others

            _________Cruelty, bullying, or meanness to others

            _________Disturbs other children

 

 

Signature of the Observer: ­­­­­­­­­­­­­­­­­­­­­­­­­­­________________________

Date: ___________

 

 

 

 

Prepared by:

            Ms. Maria Lorena R. Obinguar

            BEED 3A

eced 13 assignment

Common Preschool Problems

Appendicitis

            Appendicitis is most common in children over six year of age. Symptoms usually begin with pain that is centered on the belly button. The pain then moves to the lower right side of the abdomen and becomes worse. Vomiting usually begins a few hours after the pain. This is an important way to tell the difference between a typical stomach virus, which usually causes vomiting and then pain. Other symptoms can include a low grade fever, loss of appetite, and abdominal pain that is worse after your child moves his leg or tries to walk.

Asthma

            Asthma or reactive airway disease (RAD) is a common problem in infants and children. The most common symptoms include coughing, wheezing and difficulty breathing. Inflammation and tightness in the breathing tubes of the lungs cause these symptoms.

Bedtime Problems

            Preschool age children may have sleep problems, including trouble getting to sleep; frequent night waking in the middle of the night and having irregular sleep patterns. Remember that there are no definite rights or wrong ways to put your child to sleep and that if you and your child are happy with your current routine then you should stick to it. However, it is not good if it is a struggle to put your child to bed, if she gets overly frustrated in the process, strongly resists being put to bed or if she is waking up so much that she or other family members end up not getting adequate sleep.

Bedwetting

            While most children are potty trained by the time they are three to four years old, wetting the bed at night (nocturnal enuresis) is still a common problem for many six to eight year old children (affecting about 8% of eight year olds). It is more common in boys and in families in which one or both parents wet the bed as a child.

Bowed Legs

            Most young children's legs are bowed (genu varum) and usually straighten out by the time they are two to three years old without any treatment. You should discuss it with you doctor if the bowing is severe or only involves one of his legs.

Constipation

            Constipation is a very common and frustrating problem in children. It is usually defined as the passage of painful hard stools or going four or more days without a bowel movement. It is most commonly caused by a diet that is low in fiber, but can also be caused by drinking too much milk (more than 12-16oz/d), not drinking enough water or waiting too long to go to the bathroom.

Crossed Eyes

            It can be normal for your newborn's eyes to occasionally cross or not move in the same direction. However, by the time he is six to eight weeks old; his eyes should no longer cross and should move together.

Flat Feet

            Many toddlers appear to have flat feet (pes planus) when they are standing. If you are able to see an arch develop when you have him stand on his tip toes, then he has a condition called flexible flat feet. This is a very common and normal condition and does not require any treatment. Flexible flat feet are painless and will disappear by the time your child is six to seven years old. In older children you can try using soft arch supports for comfort. You will not need corrective shoes, bracing, or foot exercises.

Intoeing/Outtoeing

            It is common for young children's toes to turn inward, and it usually corrects itself without treatment. One cause of intoeing that does require aggressive therapy is a club foot. In this condition, the foot is rigidly turned inward and can't be easily returned to a normal position. Your doctor will be able to easily tell if your child has a club foot, so that serial casting of the feet can begin to return them to a normal position.

Knock Knees

            Children aged three to four sometimes walk with their knees held very close together, a condition called genu valgum. These children with knock knees are usually normal and their legs will straighten out by the time they are five to eight years old without any medical treatment.

Labial Adhesions

            Labial adhesions occur when the labial skin around the vagina becomes irritated and sticks together. It is most common in young girls between the ages of 3 months and six years and is usually not a cause of concern. The adhesions may be mild, in which only part of the vaginal opening is closed, or they can cover the complete vaginal opening.

Nosebleeds

            It is common for children to have occasional nose bleeds. Some may even have as many as two or three each week and while they may be frightening, they very rarely cause serious problems. Nosebleeds usually occur when your child's nasal passages are dry or irritated from allergies or an upper respiratory tract infection. Rarely, a blood clotting disorder can cause frequent nosebleeds, but your child will usually have other bleeding problems or easy bruising and other family members will have similar problems.

Rashes

• Atopic dermatitis (eczema): the childhood form of eczema usually has its onset between 4-10 years with the development of itchy red areas on the wrists and ankles and on the flexural surfaces of the arms and legs (elbows and knees). The skin may be thickened, shiny and oozing and is usually very dry. Treatment is with daily use of moisturizers and topical steroid creams during breakouts. This is usually a chronic problem that will continue to improve and get worse for many years. See the Eczema Treatment Guide for more information.
• Contact dermatitis: many agents can cause rashes in infants from direct irritation of the skin. These can include harsh soaps and detergents, saliva from excessive drooling, and bubble baths. This type of rash usually has mild redness and itchiness and improves with the use of a moisturizer or lubricant to protect the skin. Many agents can also cause an allergic contact dermatitis with a more intense reaction in the skin 7-10 days after being exposed to it. Common things that can cause allergic skin reactions include poison ivy, cosmetics, and metals. The rash usually is very red, itchy, with oozing, crusting and swelling and will improve with a mild potency hydrocortisone cream.
• Impetigo: a skin infection caused by bacteria that begins as a tiny red bump and quickly turns into a honey colored crusted plaque. It is most commonly found around the nose, but can occur on any area of skin that has been damaged. Impetigo is treated with antibiotics. For minor infections a topical antibiotic cream can be used, but more extensive cases will require an oral antibiotic.
• infections: rashes are commonly associated with many different types of viral infections, including roseola (causes high fever for 3-5 days and then once the fever goes away, small red bumps appear on the trunk that spread all over the body), fifth disease (causes red cheeks and then a fine lace-like red or pink rash on the arms), and chickenpox (causes small red bumps that turn into vesicles that crust over). See the Guide to Common Infections for more information on infections that can cause skin rashes.
• keratosis pilaris: causes small pinpoint size red bumps and rough and dry skin on the cheeks and the back of the upper arms and legs. It is a chronic condition that is difficult to treat, but may improve with lubricants or topical keratolytic creams, such as Eucerin Plus or LacHydrin.
• molluscum contagiosum: this is a type of wart caused by a virus. The rash consists of small flesh colored, dome shaped bumps with a crater in the center. They can be grouped on any skin surface, but are usually located on the head, neck and diaper area. Treatment is not required and this type of wart will go away on its own over several months to years. Treatment for more extensive or persistent warts can be treated with cryotherapy. An antiviral cream called Aldara is currently being tested in children to help with this common problem.
• Ringworm (tinea corporis): a fungal infection that causes circular or annular shaped, red scaly patches with clear centers. It is usually found on non-hairy areas of the face, trunk, arms and legs and is easily treated with an OTC antifungal cream applied twice a day for two to four weeks.
• Scabies: caused by a tiny mite that infects only humans. The mites burrow under the skin and lay their eggs, which hatch in 10-14 days. Scabies usually appear as itchy red bumps on the hands (especially in the finger webs), wrists, and elbows, in the genital and underarm area and on the trunk. You may also see small S-shaped burrows on the skin where the mites are traveling and crusted nodules. Scabies are very contagious and usually affect everyone in the household. This condition can be treated with a single application of a prescription cream for 8-12 hours, although your child may continue to itch for one to two weeks as the skin heals.
• seborrheic dermatitis: causes yellow or salmon colored greasy scales and patchy redness on the scalp (cradle cap), face, behind the ears and in skin folds. Most children clear up without treatment in three to four weeks, but more severe or persistent forms can be treated with and anti-seborrheic shampoo with selenium sulfide or a low potency topical steroid cream.
• Warts: appear as irregular and rough bumps, most commonly on the arms and legs, but can occur on any skin surface. Warts are caused by an infection with the human papillomavirus, and usually do not cause any symptoms unless they are on the bottom of the feet or around the nails. Warts will go away on their own, but it may take one to two years for the process to be complete. Warts can be treated with cryotherapy, which uses liquid nitrogen to freeze the wart and surrounding skin to kill the virus, or by use of topical medicines that contain salicylic acid.

Sibling Rivalry

            Your preschool age child may have a hard time sharing your attention with other siblings, especially a new baby. Children at this age are normally self-centered and may not understand why they have to share your attention. They may feel neglected or jealous and may regress in many of their behaviors.

Sleep Problems

            Like adults, children have dreams when they are in REM sleep. This occurs 4-5 times each night, and while most dreams aren't remembered, some are frightening enough to wake the child and make them summon their parents. Nightmares usually begin when a child is about three years old, they are most common between the ages of three and eight (when their fantasy life is more active) and they are most likely to occur later in the night. Unlike night terrors, your child will be wide awake and responsive after the nightmare and she may be able to recall the details of the nightmare the next morning.

Stuffy Nose/Sneezing

            Having a stuffy nose or occasionally sneezing is very common in preschool children and is usually caused by irritation from dry air, smoke, or dust. Try to eliminate common irritants. You can also try using a humidifier.

Stuttering

            Many preschool children stutter as they are learning to talk, but most of them will grow out of it. As children learn to talk, they may repeat certain sounds, stumble on or mispronounce words, hesitate between words; substitute sounds for each other, and is unable to say some sounds.

Toilet Training Resistance

            While most children show signs of physical readiness to begin using the toilet as toddlers, usually between 18 months and 3 years of age, not all children have the intellectual and/or psychological readiness to be potty trained at this age.

Upper Respiratory Infections

            The common cold is a type of upper respiratory tract infection that is probably the most frequent type of infection in children. It is caused by a few hundred different strains of different viruses, including strains of rhinovirus, parainfluenza virus, coronavirus, respiratory syncytial virus, adenovirus, and influenza virus. It is because there are so many different strains of these different viruses that you do not develop immunity to the common cold and why it is difficult to develop a vaccine against it. Most children have three to eight colds each year, and children in daycare can have even more, so it may seem like your child is always sick.

sample guidance program for elementary

The Guidance Program

The purpose of the Counseling Department at Nido de Aguilas is to provide solution-focused counseling services that will maximize student’s academic, social, and emotional potential. The guidance team offers services to students, teachers and parents through four primary interventions .
Counseling
is a confidential relationship, which the school counselors conduct with students individually and in small groups to help them resolve or cope constructively with their problems and developmental concerns.Students are referred to counseling services through self-referral, the request of parents or guardians, teachers, principals, the Student Study Team or through the direct request of the counselor. Counseling may be conducted for the following purposes:

Immediate, responsive services - Students coping with a recent death, divorce or other family crisis receive individual and/or small group support to help them cope with major life changes and loss.

Students in transition - new and departing students receive support from the counselor, either individually or in a large group, to help them cope with identity development, transition and stress.

Student Behavior - The counselor is responsible for counseling students with discipline behaviors on anger management skills, conflict resolution training and decision-making skills. However, the counselor is NOT a disciplinarian.

Individual, brief solution-focused counseling sessions. Students may receive no more than 8 individual counseling sessions for support with self-esteem, family changes, emotion management and social skills. Students receiving individual counseling must have a teacher and parent referral. Counselors do not conduct therapy at school. They use a brief, solution-focused approach that fosters trust building and strategies for change.

Small Support groups - these are available to students with teacher and parent permission. They include:

• Changing Families (divorce, separation, new sibling.)
• Friendship Focus (problem solving, making friends)
• Stop and Think Empowerment (self confidence)
• Focus on Feelings (anger, anxiety, depression)
• Global Nomads (Internationally Mobile Children)
• Growing from Loss (Grief and Loss)

Consultation
is a collaborative partnership in which the guidance team consults with parents, teachers, administrators, learning support staff, tutors and other community health professionals. Parents and teachers are welcome to make appointments with the school psychologist and counselors to discuss any academic, social or emotional concerns. Consultation is delivered through the following activities:

Teacher consultation on child development, primary needs, student behavior and motivation in the classroom.

Parent consultation on child development, discipline, motivation and behavior, family/life changes and self-esteem.

New Student Admissions testing and recommendations in collaboration with Administration and the admissions director.

Consultation with members of the Student Study team (learning support, ESL, reading support), designed to plan and implement strategies to help students feel competent and be successful at school.

Referrals for additional support outside the classroom as well as consultation with learning specialists and other mental health professionals.

Student observations and follow-up meetings with teachers and parents regarding students’ motivation, behavior, affect and how students are meeting their primary needs for attention, power and competency.

Resources and information on the following areas and more are available in the guidance office:

• Early childhood and Child Development
• Discipline and Classroom Management Strategies
• Bullying and Violence Prevention
• Motivation and Performance Anxiety
• Self-esteem
• Anxiety, Anger and Depression
• Social Skills
• International Transitions and Global Nomads
• Divorce, Grief and Loss etc.

* The guidance team is available to advise teachers and parents about POSSIBLE signs of learning disabilities. However, they are not qualified to give an official diagnosis and will instead refer for outside professional support.

Large Group Guidance
is a planned, developmental program of guidance activities designed to foster academic and social development.

Monthly Classroom Lessons - The school counselors develop and implement social and emotional activities in the classroom regarding conflict resolution, problem solving, emotion management, empathy, sex education, healthy decision making skills and classroom community building.

Parenting Workshops - The guidance team is responsible for the development and implementation of the ECC, Elementary and Teen S.T.E.P Parenting Courses and other workshops regarding child development. Other workshop topics may include, cultural transitions for new international families, bullying, attention deficit disorder and sex education.

Teacher In-service Trainings - Staff development is offered on child development, the social lives of children, positive discipline/classroom management and classroom meetings.
Coordination
is a leadership process in which the guidance team works to organize, manage and evaluate the guidance program. Coordination is conducted with the:

Nido K-12 Guidance Team - The school psychologist and counselors collaborate with the entire K2-12th grade Nido Guidance Team to develop, implement and evaluate the guidance program vision.

Administration and Team Leaders - The guidance team collaborates with administration and team leaders on the social and emotional goals for our students. These goals include the development of the upcoming social and emotional benchmarks and the new Nido 3 Be's Behavior Goals.

Student Study Team - Members of the guidance team work closely with the elementary principal, learning support teachers & ESL teachers to coordinate Study Team meetings where the progress of all students referred for additional academic, social or emotional services are reviewed.

“You’re Under Arrest”

1. “You’re Under Arrest”

2. Mr. Froilan is a businessman in a company. He wants to become a high earner businessman that’s why he engages himself doing a “monkey business”. He starts collecting money to his co-worker and then he promises them that the money they invest in him will be double. People trusted him so much and Mr. Froilan received big cash every week. When the time comes, his co-worker asked him to return their money because they didn’t receive any amount since they invested to him, but he starts to cover himself and try to disappear to them. Those people hunt him and try to bring him in jail. After two months, Mr. Froilan was arrested by the police officers in his hometown. His co-worker successfully sends him in jail after a long wait. Mr. Froilan was not happy in that miserable moment happens in his life. Full of regret and hopelessness can only see in his face when he is under arrest.

3. WEAK POINT
He engages himself in doing “monkey business”.

POSITIVE POINT
He felt regret and hopelessness on the bad things he done to other people.

4. Like Mr. Froilan, I also want to be a high income earner person. Sometimes, I am thinking that if I work, I can only earn a little but if I want to earn a lot in a short period of time, one thing is running to my mind and that is to victim/use people around me. I will use them and they will be the one to give money to me. But, now I realized the negative impact on that to my life. I’m afraid that in the end I will also be arrested. So now, I prefer to work hard for my own earnings.

5. I’ve realized that if you want something to have, you must give a hundred percent hard work to achieve that without hurting or fooling other people. You must do it on your own so that if you achieved your success, you will be very proud to tell it to the whole world.

eced 13 syllabus

University of Caloocan City

Gen. San Miguel St., Sangandaan, Caloocan City

Guidance and Counseling in Preschool Education - ECED 13

Course Syllabus

Course Description:

This course exposes the significance of Guidance and Counseling in Preschool Education. A review of its history, and its various highlight concepts, principles, theories, and techniques related to guidance and counseling young children will be presented in this course. Most importantly, it hopes to provide student-teachers a training venue to acquire handy helping skills and to appreciate their roles better, as a tool for self-improvement and professional responsibility.

At the end of 18 weeks (54) Hours, the students are expected to:

• Become well-versed with the highlight features of Guidance and Counseling and its major developmental benefits for young children in preschool education;
• Equip themselves with various guidance and counseling strategies and techniques helpful to young children.
• Immerse themselves fully in their chosen field to become better learners and responsible practitioners of Early Childhood Education;
• Effect positive change to others by contributing their commitment to personal and social responsibility.

Requirements:

Individual Outputs:

* Gabay Development Program

* Evaluative Reports on their Assigned Tasks

* Progressive Participation in all Guidance Conferences and Counseling Simulations.

Group Outputs:

* Collaborative Presentations

* Online IVLE - Interactive Virtual Learning Experience

* Online Portal: GABAYBATA.blogspot.com - The Unofficial Website of ECED 13 students of UCC

Topic Outline:

1. Introduction

2. Guidance and Counseling in ECED

- Implications and Complications

- The SELF Structure

3. Major GC Concepts, Principles and Theories:

a. Psychoanalytic

b. Adlerian

c. Existential

d. Person-Centered

e. Gestalt

f. Transactional Analysis

g. Behavioral

h. RET and other Cognitives

i. Reality

j. Your Personal Theory

4. Guidance and Counseling Therapies

a. Helping Children with Special Needs
b. Play Therapies

c. Levels of Help - Who Needs Help?

d. Voice Therapy

5. Becoming an Effective Teacher

- Maximizing My GC Knowledge, Skills and Attitudes

References:

Brinich, Paul and Shelly, Christopher. The Self and Personality Structure (2002), Open University Press, Buckingham, Philadelphia, USA.

Parrott, Les III. PhD. Counseling and Psychotherapy (1997) , McGraw-Hill Companies, Inc., New York Singapore

Velasco, Gundelina A. PhD. Children at Risk: Intervention Strategies (2005), Giraffe Books, London, England.

Wills, Frank, Skills in Cognitive Behavior, Counseling and Psychotherapy (2008), SAGE Publications Ltd., London.

TimeLine:

Nov. 12 19 26
Dec. 3 10 18

Jan. 7 14 21(28)

Feb. 4 11 18 25

Mar. 4 11 18 25

Apr. 8 15

Online: Jan. 28

MidTerms: Feb. 4

FinalExams: Apr. 8 or 15

ECED 11 syllabus

Assessing Behavior of Young Children

Introduction

Basic Concepts and Principles

What is Assessment

The Need to Assess
Different Approaches in Assessment and Therapy for Young Children

Collaborative Approaches

Cognitive-Behavioral Approaches

Assessment of Racial and Cultural Factors

Intergenerational Relational Factors

Transitions and Development

Family Structure

Individual Difference
Knowledge and Concepts About Change p. 69-75

Naturalistic Change

Therapeutic Change

Perceptual, Behavioral and Relational Change

Perceptions and Attitudes p.79

    Perception of Client Competence p. 81

Behaviors p. 83 - 85

Questions p. 85

Tracking Interactional Sequences p. 86, 88

Reframing p. 87 - 91

Directives p. 91 - 95

How Behavior of Young Children Can be Assessed

Preparing to Practice p. 96 - 122

Referral Process

Joining Process

Therapeutic Process

Data Gathering

Hypothesizing

Specific Interventions

Evaluation

Table 4.2 Summary p. 120 - 121

The Intake p. 139

     Joining p. 140

          Methods p. 141

Idendifying Family Strengths p. 141 - 143

Exploring the Referral Process p. 143

Deciding Whom to Involve p. 145

Defining the Problem p. 147

     Assessing Clients' Definition of the Problem p. 147 -       149

Tracking International Sequences p. 149 - 153

Enacting the Interactional Sequences p. 149 - 153

Setting Goals p. 154

Developing Therapeutic Contracts p. 156 -160

     Describe the Process

     Finalizing the Contract

Summary p. 161

Assessment p. 167

Exploring Client Experience
Assessment Tools

Developmental Interviews p. 50 - 53

Genograms p. 168

     Questionnaire Guidelines p. 172

     Approaches in Constructing Genograms p. 173

     Problem Solving

     Solution Oriented

     Cultural or Family of Origin

Circular Questioning p. 174

     Connections among Action, Beliefs and Relationships of Individuals within the System p. 174 - 177

Tracking Interactional Sequence

     Facts versus Assumptions p. 177

Tracking Longitudinal Sequence

     Narratives About Changes Over Time p. 179

TimeLine p. 180 - 201

     Developing a Rationale for a Timeline p. 182

     Creating a Sense of Movement p. 183

     Summarizing Details p. 184

Facilitating Relational Change p. 205

Exploring New Behaviors p. 222

Coaching Communication p. 226

     Modeling p. 226

     Feedback p. 230

     Assessing Tasks p. 231

     Developing Rituals p. 233

Addressing Client Resistance p. 235

Developing a Shared Direction p. 238
     Developing a Collaborative Team p. 252 - 256

Choosing Interventions p. 256 - 258

Measuring Behavioral Change p. 269 - 273

Goal Attainment Scales p. 273

Self-Reports p. 277

Evaluation for Termination and Follow-up p. 277 - 279

Conducting Follow-up Evaluations p. 279 - 280

Case Reviews p. 284

References:

The Practice of Family Therapy: Key Elements Across Models, Second Edition, by Hanna, Suzanne Midori and Brown, Joseph H. - Wadsworth Publishing Company, 1999, Belmont, USA.

Ethics of Assessment

     Research Ethics p. 49

Reference:

Child and Adolescent Development for Educators by Meece, Judith L., McGrawHill Company, 1997, USA.

Prepared by:

Hector Teodoro Miranda