sensory impairments such as hearing and vision

autism spectrum disorders

physical and health impairments

children that are in the hostipal longer

children deprived of adequate environmental stimulation

infants and children with intellectual disabilities

denetic or environmental causes or both

premature infants

but only for short periods and are very easily distracted

symptoms include

some chilresn may not behave very impulsivity but show severe deficts of attention

when thier developmental skills are evaluated or observed they are likely to demonstrate inconsistencies in preformance over time

show deficitsin following rules and directions

degree of severitu can vary from one child to the next

some display very disruptive behaviorwhi9le others don't but may daydream excessively

symptoms include inattentiveness, impulsivity behavior,distractibility, and excessive physical activity

children with adhd are not smart

each of these primary characteristics

there is a cure for most children

ADHD Attentive deficts hyperactivity disorder

social phobia develop fear and avoidance of daycare preschool or other social settings

posttraumatic stress disorder include extreme nightmares, crying, flashbacks wherein they vivdly percieve or believe they are experiencing the traumatic event again, insomnia, depression, anxiety and social withdrawal

psychosis a general psychiatric category referring to thought disturbances or disorders

specific phobias are associated with specific objects animals or personsand are often triggeredby traumatic experiences invoving these

generalized disorder which involves excessive worrying about anything and everything and free floating anxiety

panic disorder is panic attacks that involve extreme fear and physical symptoms like a racing heart, cold hands and feet, pallor, hyperventilation, and feeling unable to move

obsessive compulsive disorder (OCD) involves obsessive and preoccupied thoughts and compulsive or irresistible actions including often bizarre rituals. germ phobia, constant hand washing, repeatedly checking weather tasks are done or undone and collecting things excessively are common

anal stage

birth to 18 months

society and parents demand they control retaining / expelling waste; they must learn to control anal stimulation

18 - 36 months

anal fixation: 1st extrreme those who resisted parental control and asserted personal control by retaining thier feces develop anal- retentive personalities become rigid, controlling, and overly preoccupied with neatness and cleanliness 2nd stage develoop anal-expulsive personalilties with sloppy, messy, disorganized, defiant behavior

toliet training

can become a power sttruggle between child and parents

oral

about 25% of babies diagnosed with hearing loss whose etiology is unknown

half or more of infant haring losses have genetic origins; down and other genetically based syndromes or the existence of parental hearing loss

25% of babies who don't cry at birth may have hearing loss

25% or more of infants hearing loss are caused by maternal infectionsduring pregnancy such as cmv, postnatal complications like blood transfusions or infections with meningtis, or traumatic head injuries

babies spending 5 days or longer in neonatal intensive care unit or having complications while in the neonatal intensive care units or having complications while in the NICU are also likly to have hearing loss

babies who are born more than a week late may have hearing loss

25% of babies having nongenetic neurlogical disorders or conditions that affect thier hearing

malformations of the eas, head, or face can cause hearing loss in babies

teach what teachers know

let children explore new matrials to understand purpose, uses and care before structured activity

use any and all science matrials available

use materials that are familar ex; teachers who like pants can have children water and grow plants observe size, shapes, and texture and plants

teach only from a book

use everyday environments as learning materials pine neddles and cones, loosde feathers and leaves found outside, animal fur from pet stores etc...

if outdoor space to small divide class

gyms/other large indoor spaces can substitute if outdoor space is small

35' sqaure indoors and 75' sqaure outdoor play space per child

45' sqaure indoors and 85' sqaure outdoor play space per child

clear pathways enabling children to move easily among activities without overly disturbing others

only 10 children in per space

staff must have access to prepare space before children arrive

spsace should be arranged to allow individaul, small group, and large group activity

childrens products should be displayed at children's eye level

should promote positive social interactions and behaviors and activitiesin each areaand should not distact children in other areas

various amounts of toys should be out as long as room to walk

younger chilsren given separate outside time / places

should be safe,clean, and attractive

oral stage

birth to 18 month

18 - 36 months

phallic stage

if develps oral fixation signs of over-eating drink too much, smoke, bite ones nails, talk excessively

3 - 6 years old

focus on the month as they suck to nurse

believed most important factors were the focus of erotic energy

since these unconscious impulses are socially unacceptable, boys resolve the conflict through a process frued called identification with the aggressor

phallic stage

boys develop unconscious sexual desires for thier mothers and corresponding unconscious rivalries with thier fathers for mothers attention

just like daddy for boys around ages 4 - 5

focused his theory on the genitals as children discover these

latency srage

oedipal conflict - after greek tragic hero oedipus, who unwittingly slew his father and married his mother

18 - 36 month

anal stage

neo-freudians would say little girls are undergoing a similar process in favoring thier fathers and sunseqently identifying with thier mohers

3 - 6 years old

kicking, throwing, and catching balls

boys are sttronger on large motor skills

more effective and developmentally appropriate to incorporate fine motor activities into play times rather than quiet activities

how long can balance on one foot

hopping excercises

kids who play ard don't need physcial coordination activities

freeze dancing

more likly to fall lower bodies are not developed equally to thier upper bodies

writing implements, tying shoes, playing with small items

art and cooking activitiespositioned near sink/water sources for clean up

bolted down heavy sturdy furiture needed for infants and toddlers for pulling up, balancing, and crusing

should have a sitting area for adults

hard and carpeted floors

school aged children should have separate area

sufficient space for infants to crawl and toddlers to toddle

room should be organized to enable various activities but not to limit activities to certain areas

all cabinets should be colorful

equipment/materials for sensory stimulation, manipulation, construction, activity, dramtic play, and books, recording, and art supplies arranged for easy independent child asses and rotated for variety are needed

seperate area for activities like block building, book reading, musical activitiesand dramtic play

materials should be appropriate for each age group and varied

all ages can be in one area

no known causes

physical and psychological stressors on children can also contribute

bipolar disorder which affects sodium flow through nerve cells so chemical imbalance may be implicated as an etiology

can be biological or environmental but more lilkely a combination of both

dysfunctional family dynamics can contribute

being home school instead of public school

mental illness scizophrenia which seem to run in familes and include genetic componenent childhhod scizophrenia exists as specific diagnosis

not livingh with biological parents

people have attributed to diet

teachers can provide feely bags for children to feel and describe textures

looking at and touching concrete materials

teachers can have children color in a coloring book

visual and tactile examination ans manipulation plus verbal discussion enjance young children's representational/symbolic thinking abilities

also know developed when babies begin to take in peek-a-boo

develop around 8 - 9 months

learning that onjects are not out of sight out of mind

after developed become interested in hide and seek games

things still exsist even when they are out of our sight

baby doesn't know where object is

around 1 years old

a sign that they developed is that baby searches for object after it is hidden

gives young children opportunities for physical, cogitive, emotional, and social development through engagement invarious types of early childhood programs

by interacting directly with thier geographical, social, and potiltical environments childrenare prepared for life long learning through this curriculm

philosophy is that school can simultaneously be stimulating, satisfing, and sensible

multiple subjects taught to groups

can learn through varierty of method and different developmental levels

girls excel more through this learning

not recommended by anyone

emphasizes children's rich, direct interactions with wide varieties of ideas, materials, and people in thier environment

lucy spraque mitchell founded

also called developmental interaction approach

learning experiences include using blocks solving puzzles, going on field trips, and doing practical lab work