PAMANTASAN NG LUNGSOD NG MARIKINA Brazil St., Greenheights Vill.

Concepcion Uno, Marikina City

PARENTING A PRE SCHOOLER

Submitted to: Jemelita Dulla RN

Submitted by: Rondina, Jocelyn B. Saison, Criszel Santiago, Maureen P. Tacsagon, Ma. Sara Jane T.

July 2011

I. Preparing the Child for School

These are the ways on how to prepare the child for school

Talk to your child in advance and tell them where they will be going, what they will be doing. Talk openly about school and tell them stories about your most enjoyable moments at school Take your child to visit the school on a few occasions. Show your child where they will be going and find out where the important places are in the school. (classroom, toilets, canteen, office) Answer any questions they may have openly and honestly reassuring them that everything is OK

Attend orientation, buddy and transition programs at the school if they have these available Let them know they will be making new friends and that there will be rules to follow - like getting to school on time Find out the names of other children who will also be starting and invite them to play with your child before hand.

Get the right information and the right stuff

Find out the obvious things:

o o o

What time does school start and finish? What is the teachers name? Is there before and after school care and vacation care? If so, how do I enrol for these programs?

Where do I take my child on arrival and where do I collect my child at the end of the day? What will your child need? For example uniforms, hats, sunscreen, lunch, books and pencils What is the standard uniform? Where can I purchase uniforms from? Does the school have a uniform clothing pool? How does the school involve parents and how can I participate? What happens if my child gets sick at school? How can parents contact staff - thru the school office, by phone or in person? What do I do if bullying is suspected? What special rules and routines are there - like where can children go and not go? What special programs does the school offer?

Helping in the transition - what your pre-school or child care centre can do
The child has already learned a lot from pre-school or child care. Here are a few more things that should be requested if they aren't already being practiced at the centre or pre-school.

Get the pre-school or centre to pack sandwiches in lunch boxes and get the children used to this routine. You'd be surprised at how often lunch isn't eaten because your child can't open the lunch box or undo the drink bottle

Get them to wear the school uniform If your child still has a sleep during the day encourage a change over the December/January period If they attend a long day care centre, start to organise a pick up and drop off time similar to school See if the centre or pre-school can arrange for older childrento visit and talk about how they found the transition to school.

Helping in the transition - what you can do at home

The skills that typically help children transition easily into a school setting include:

The ability to pay attention for extended periods and focus on tasks The ability to adapt to a new environment and new rules The ability to work independently. Reading is a great way of increasing your child's attention span. Take cues from your child as to how long they can pay attention to one thing. As a guide, teachers may expect in the beginning that children will attend a group activity for about 20 minutes. Towards the end of the 1st year, the expectation maybe up to 30 to 40 minutes

Here are some tips on how you can support your child in developing these skills:

Introduce your child to new experiences - attend a children's play, visit your local museum, give guidelines on the rules - when it is appropriate to talk, when you have to wait your turn Give your child responsibilities at home. Start assigning chores for your child to complete independently such as setting the table, helping with the laundry, unloading safe items from the dishwasher

Practice Writing - invite your child to write new words, copy letters and numbers and draw pictures Make sure your child is comfortable introducing themselves and reciting their name, address and phone number Help by reinforcing skills and participate in counting and measuring activities; practice using computers Build your child's co-operation skills, play games that involve taking turns Play act being at school Encourage your child to talk about experiences with you

As much as possible, offer your child natural opportunities to build skills that enhance his or her readiness for school and at the same time keep it fun.

Practice
Get bedtimes set so that your child wakes up in plenty of time before school. Rehearse packing lunches in the morning so you know how much time this will take. Do a 'dry run' of the morning routine, breakfast, getting dressed, walking to school or driving - whatever the mode of transport, see how much time it will take. Remember it always takes longer than you think. To get the day off to a good start, develop a special fun routine to make the mornings happy. Start off with a cuddle and independent play and follow with a nutritious breakfast and then maybe a special CD in the car on the way. When children can predict what's coming next, they feel confident and are more likely to co-operate. Establish a routine after school. If possible, take them straight homeas they will be tired. Get them to wind down by changing into some comfortable clothes, have a healthy snack and relax with some simple play activities that are familiar. http://www.careforkids.com.au/articlesv2/article.asp?ID=48

II. Sex Education for Preschoolers

You as a parent are your child's primary sex educator. You may find it helpful to look through materials and think through your answers ahead of time. In addition, books that you and your child can read together are invaluable for opening up discussion. Avoid overloading your child with too much information, but do answer all of your child's questions honestly. If you do not know the answer to a particular question, tell your child that you will look it up together. A.Sex Education By age 4, most children develop a healthy sexual curiosity. They usually ask a variety of questions and need honest, brief answers. If your child doesn't ask sexual questions by age 5, bring up the subject of sex yourself (for example, ask your child where he thinks babies come from or leave a children's sex ed book lying around). Otherwise your child may acquire misinformation from schoolmates. Teach the differences in anatomy and proper names for body parts. This is easy to do when your child is taking a bath with siblings or friends. Teach your child about pregnancy. Ask a pregnant friend if she will let your child feel the movements of her baby. Explain the birth process. Tell your child that the baby comes out through a special passage called the vagina. Help your child understand the process by seeing the birth of puppies or kittens. Explain sexual intercourse. Many parents who discuss everything else postpone this topic. Get past this hurdle by reading children's picture books about sex to your child. A child who learns about these basic topics by age 5 will find it easy to ask you more about sex as he or she grows older. Let your child see and experience physical affection. Warm hugs and friendly kisses between mom and dad and other family members convey feelings of love and caring. Your youngster learns that physical affection can be expressed in many ways. B. Normal Sexual Play In normal sexual development between ages 3 and 5, children commonly undress together and look at each other's genitals. This is their attempt to learn about sexual differences. You can help make this discovery a positive experience for your child. After your child's friends have gone home, read your child a book about sex education. Help your child talk about how a boy's body is different from a girl's body.

Tell your child that genitals are private and that's why we wear clothes. Clarify basic rules: It's OK to see other people's genitals but not to touch them or stare at them. It's not acceptable to show someone your genitals deliberately. In the future supervise your child's play more closely. If your child and friends occasionally expose their bodies to each other, ignore it. But if such exposure becomes frequent, tell the children it's not polite and they need to stop. If they continue this behavior despite your talking to them, give them a 5-minute time-out in separate rooms or send them home for the day. Don't give any major punishment or act horrified. It's up to parents to put the brakes on undressing games. If you don't, they usually escalate into touching and poking. But keep your response low key. C.Nudity and Your Child Feelings about nudity vary from family to family. Exposure to nudity with siblings or the parent of the same sex is fine and continues indefinitely (for example, in locker rooms). Nudity with the parent or sibling of the opposite sex probably should be phased out when a child is between ages 4 and 5 for these reasons:

Your child will soon be entering school and nudity is not accepted at school. Most families in our society practice modesty, so a child who is interested in looking at other people's bodies can get into trouble. It is more comfortable for children to learn genital anatomy from siblings and friends of the same age than from seeing their parents nude.

If you agree with these reasons, try the following recommendations to begin to teach your child respect for privacy when he or she is 4 to 5 years old:

Stop showering and bathing with your child (especially if the child is of the opposite sex). Close the bathroom door when you use the toilet. Close the bedroom door when you get dressed and suggest that your child do the same.

D.Sexual Molestation Emphasize that no one is allowed to touch your child's genitals or where his or her bathing suit covers. If anyone, even someone they know, touches them or makes them uncomfortable for any reason, they should tell you immediately regardless of what the person might have done or said to them. Inform your child about sexual molestation sensitively but realistically. Stress that most people are kind and good, but some do not like children and will try to trick them. Warn your youngster never to

go anywhere with a stranger-- man or woman--even if the stranger says that you (or another familiar person) told him or her to come and get your child. Go through "What if . . ?" situations: "What if you were home and a stranger came to the door or called on the phone?" "What if a stranger called to you from a car or truck?" E. Call Your Child's Physician During Office Hours If:

Your child won't stop touching other children's genitals. Your child won't stop exposing his genitals. Your child has an excessive interest in sex or nudity. You have other questions or concerns. http://www.sopeds.com/pedsadvisor/hhg/sexed.htm

III. Common Behavioral Problems

sibling rivalry middle-child complex 1. Sibling rivalry Is a type of competition or animosity among children, blood-related or not. Siblings generally spend more time together during childhood than they do with parents. The sibling bond is often complicated and is influenced by factors such as parental treatment, birth order, personality, and people and experiences outside the family. The term sibling refers to children who are related and living in the same family. Sibling rivalry has existed as long as families. Think back to Biblical times and Joseph's problems with his brothers or of the dreadful time Cinderella had with her stepsisters! It seems strange that whenever the word sibling comes up, the word rivalry seems sure to follow despite the fact that there are many solid sibling relationships in families (brothers and sisters who like and enjoy one another). However, it is the rivalry that gets attention the proverbial squeaky wheel.

What causes sibling rivalry? Think about it. Siblings don't choose the family they are born into, don't choose each other. They may be of different sex, are probably of different age and temperament, and. worst of all, they have to share the one person or the two people they most want for themselves: their parents. Other factors include:

Position in the family, for example, the oldest child may be burdened with responsibilities for the younger children or the younger child spends his life trying to catch up with an older sibling; Sex, for instance, a son may hate his sister because his father seems more gentle with her. On the other hand, a daughter may wish she could go on the hunting trip with her father and brother;

Age, a five and an eight year old can play some games together but when they become ten and thirteen, they will probably be poles apart.

The most important factor, however, is parental attitude. Parents have been taught that they

must be impartial but this can be extremely difficult. It's inevitable that parents will feel differently about children who have different personalities with differing needs, dispositions. and place in the family. Picture the age-old conflict of the young child whining. "It's not fair. Why can't I stay up until nine-thirty like Johnny?" Fairness has nothing to do with it. Susie is younger and needs more sleep. It's as simple as that, and parents are advised never to give in to the old "it's not fair" strategy. Besides, when Susie is finally allowed to stay up until ninethirty, it will seem a real privilege to her. Many parents feel that in order to be fair they must try to treat their children equally. It's simply not possible, and it can be dehumanizing If a mother feels that when she hugs one child. she must stop and hug all of her children, hugs soon become somewhat meaningless in that family. When Susie has a birthday or is ill, she is the one who merits the special attention and presents. You can be sure that the other youngsters in the family no matter what they may say, recognize the inherent "fairness" of the situation. Ever since we decided that sibling rivalry is normal, we've had a terrible time figuring out what to do about it. However, here are some do's and don'ts that may be helpful in dampening down sibling rivalry within a family: Don't make comparisons. ("I don't understand it. When Johnny was her age, he could already tie his shoes.") Each child feels he is unique and rightly so-he is unique, and he resents being evaluated only in relation to someone else. Instead of comparison, each child in the family should be given his own goals and levels of expectation that relate only to him. Don't dismiss or suppress your children's resentment or angry feelings. Contrary to what many people think, anger is not something we should try to avoid at all costs. It's an entirely normal part of being human, and it's certainly normal for siblings to get furious with one another. They need the adults in their lives to assure them that mothers and fathers get angry, too, but have learned control and that angry feelings do not give license to behave in cruel and dangerous ways. This is the time to sit down, acknowledge the anger ("I know you hate David right now but you cannot hit him with a stick"). and talk it through. Try to avoid situations that promote guilt in siblings. First we must teach children that feelings and actions are not synonymous. It may be normal to want to hit the baby on the head, but parents must stop a child from doing it. The guilt that follows doing something mean is a lot worse than the guilt of merely feeling mean. So parental intervention must be quick and decisive. When possible, let brothers and sisters settle their own differences. Sounds good but it can be

terribly unfair in practice. Parents have to judge when it is time to step in and mediate, especially in a contest of unequals in terms of strength and eloquence (no fair hitting below the belt literally or figuratively). Some long-lasting grudges among grown siblings have resulted when their minority rights were not protected.

2. Some Useful Behavior Management Strategies A. Common Mistakes Parents Make in Managing Sibling Rivalry Taking sides such as attempting to punish the child who is at fault, usually the one seen pounding on the other child. (How long has this child put up with the taunting of the other child before taking drastic measures?) Ignoring appropriate behavior. Parents often ignore their children when they are playing nicely. They only pay attention when a problem arises. (Behavior Mod 101 teaches that behaviors that are ignored (go unrewarded) decrease while behaviors which receive attention (are rewarded) increase. B. Simple Parenting Techniques That Work 1. When the rivalry progresses to excessive physical or verbal violence OR when the number incidents of rivalry seem excessive, take action. (Action does speak louder than words). Talk with your children about what is going on. Provide suggestions on how they can handle the situation when it occurs such as: Ignoring the teasing. Simply agreeing (in a kidding way) that whatever the teaser is saying is true. Telling the teaser that enough is enough. When these measures aren't working ask the person in charge (parent, baby sitter) for help. 2. When the above does not work, introduce a family plan to help with the situation that provides negative and positive consequences for all concerned such as: When there is any fighting or shouting, all involved will have a consequence such as a time out or writing sentences ("I will play nicely with my brother). However, when we can go the whole day or afternoon or evening (whatever makes sense for

your situation), then everyone will earn a privilege such as (1) you can have a snack, (2) I will read you a story, (3) we will all play a game together, (4) I will play outside with you (catch, etc) or (5) you can stay up later. (Note that several of these provide parental attention for appropriate behavior). 3. Develop a system for evenly distributing coveted privileges. In other words, a system for taking turns for such things as: Who gets to ride "shot gun" in the car. (It's amazing how many teenagers and young adult siblings still make this an important issue). Who gets to push the button in the elevator; Who gets to chose where to go to eat lunch or dinner, Who gets to chose the television show, Who does the dishes or takes out the trash (rotate on a weekly or monthly basis

3. Middle Child Syndrome Middle child syndrome, from the name it is quite obvious that it is a syndrome that generally affects the middle child

4. Middle Child Syndrome Characteristics What is middle child syndrome? Let's understand the basic concept of middle child syndrome. What does the term entail? What are the middle child syndrome symptoms? The first being that this child will neither be the oldest out of the siblings, nor the youngest. He will be in between. The child will not be a leader of sorts. He will prefer to follow the trends. The child will lack a specific focus, or drive. He will have very very few friends. Mingling with people won't come very easily to him. Relationships won't really be his forte. In fact he will try to shy away from it as far as possible. If he does get into one, it will not last long due to his lack of interest. He will be fairly shy. He will try to go unnoticed and stay out of the radar. Nonetheless, he will do enough to keep the ball rolling. He will be quite artistic and creative. If given direction, and a little egging, he can achieve well in the field of art and literature.

 He will hate doing monotonous work. Things should have a certain degree of novelty to catch his interest. He will not be able to perform under pressure, at all!! Yes, not all is bad about the middle child syndrome. However, it is very important to make sure that it is avoided as far as possible.

5. How to Prevent Middle Child Syndrome Middle child syndrome can have a lot of negative impacts on the mindset and the lifestyle, as well as the relationships of the child. Treating can get a little tough once it goes to an extreme stage, as always, prevention is better than cure. Here are ways you can prevent middle child syndrome. The first step is to be aware of the syndrome. Denying it will only make things worse. Another thing you need to admit is that your child may have it. However, having MDC does not make the child mentally unstable, so, do not put the child down about that. Do not keep the behavior same for all the children. Children always need something unique from their parents. Something that they give no one else. So always have something unique in the way you let each child know you love them. If your child is showing an unusual need to be held and loved, give in to that need. Children don't always let the parents know of things that are bothering them. But, one loving hug and kiss on the head from you may help them out after all. Don't compare your children. It is important that parents realize that not all children are the same. They will have their differences, different strengths and different weaknesses. Acknowledge the differences and love the children for what they are individually. If you compare them, they may start developing an inferiority complex. Never take sides and don't play favorites. The one you shower with the favoritism may benefit, but the others will feel less loved by you. If the children are in a fight, step in and stop the fight, but don't take sides. Tell them both that it is wrong to fight and that no justification matters. Encourage the children to do what they want to do. Do not let them give in to peer pressure, or sibling pressure. It is important that you cheer them on when they feel low about being different about something and support them for all their choices. Use endearing words for children at all times. Even in your anger, do not vent it out on any of the children. If they are wrong, correct them with as much endearment as possible. Be patient. Children are still learning the ropes of life that you have mastered. They may take

longer. So be patient and help them as much as possible. Nonetheless, let them also fall, bruise and learn their lessons on their own, to an extent.

IV. ESSENTIAL FUNCTIONS/TYPICAL TASKS of a preschool nurse

Maintains and respects confidentiality of student and school personnel information, while maintaining the safety and welfare for all students and staff members; Follows federal, state, and local laws, regulations, and policies regarding childrens educational welfare; Reports any pertinent information to the proper authorities in cases of child endangerment, neglect, or abuse; Reviews and monitors at-risk preschool student health and immunization records at the school; Reviews assessment data of individual needs of preschool families to identify need for health services from community agencies; Identifies services offered by community agencies, including health and nutrition education services; Provides direct health services to at-risk preschool students in; assesses students' health needs as they arise and/or as requested by building administrator(s); Makes contacts with at-risk preschool families (home visits/parent conferences) to follow up with family needs assessment related to preschool student health services and nutrition education.

Reviews all emergency care forms in assigned schools and attendance area in the fall and when students transfer during the school year; Confers with teachers of at-risk preschool on student health matters in assigned schools; Performs health screenings of at-risk preschool students, including pediculosis checks of assigned schools; Serves as a resource person to at-risk preschool teachers by preparing and guiding classroom activities with students to promote good health and safety issues; Maintains accurate records of all services provided; Maintains licensure/certification; assumes responsibility for professional growth and keeps materials, supplies, and skills up-to-date; Serves as a liaison with parents, primary health care providers, and any other health officials/agencies that may be participating in the case management process;

Attends staff meetings, workshops/seminars/professional meetings to stay informed of new developments and literature in nursing; Cooperates with staff members and parents in maintaining a positive climate; Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities; Complies with and supports school and division regulations and policies; Models non-discriminatory practices in all activities; Performs other duties as assigned by the Director of Federal Grants and Programs and/or building administrator(s) in accordance with school/division policies and practices. Quality child care for preschool age children. A NCAC factsheet for family