CHRISTMAS FOR SALE

CHRISTMAS FOR SALE

                When my professor told us about this topic “CHRISTMAS FOR SALE” I came to think what all is about. Why Christmas is for sale? What it makes for sale? Hmmnnn…I really don’t know. But fortunately, I got an idea on how I will narrate this topic when I went in SM together with my friends. There, I discovered the meaning of Christmas for sale.

          Every one of us wants Christmas to be meaningful right? As I go in SM, I noticed during Christmas a lot of people go to malls to buy various gifts to be given to their friends and loved ones. So I came to the point that Christmas is definitely the season for gifts and shopping. It is Christmas for sale because people just need to SPEND MORE during Christmas season. What is the effect? – Growing credit card debts, traffic jams and lots of to – do lists.

          On the other hand, I struck of what my friend told me, why is Christmas for sale. For her, it is for sale because some people during Christmas Eve wanted to work instead of celebrating their Christmas together with their family. It is because of financial problem and the fact of having a double pay that they will get. So sad, but true! Some people are not contented of what they have, they’re longing for more. As what my friend said, having Christmas light or Christmas tree inside the house would not define the meaning of Christmas. It is just to cover the home from the real situation goes.

          Knowing this, I feel sad because some people forge to remember the real essence of Christmas. As Christian, for me Christmas I not for sale, it’s free. Really free. It is not all about the gifts that were going to receive but, it’s all about Jesus Christ. Our savior who was crucified on the cross paid for our sins, just for us to be saved.  How great is our God. I pray this Christmas; we may not look at the material things around us for us to be happy but just remember the real essence of Christmas that God made flesh, God who has come among us” in act of love” that joins humankind to the living God through our Lord Jesus Christ. We don’t need to spend more; we just need to focus our eyes on what gave to us. Be thankful for the blessings that he gave us in also for the trials. We always be blessed and be contented for what we have and we should share all of it to others because Christmas sharing of all the blessing coming from God.

          The real essence of Christmas relies not on the gifts which command you spend more but on the love and unity that each one of us should built. Spend, less on gifts and more on relationship. When I think about Christmas, I think about Jesus who gave an eternal life no one can give. He’s faithfulness in everyday that I live make me complete even though I don’t have material things but I have a Jesus Christ to share. Because having Jesus in your heart is everyday a CHRISTMAS for me. CHRISTmas, it is all about Jesus Christ.

          Christmas is not for sale, it’s free if you let Jesus Christ lives on you. Christmas is the day Jesus Christ was born. This Christmas letting ourselves give our time and effort for every people who didn’t know the essence of Christmas and let them feel the brand new start they’ll get from the gift Jesus Christ make for us.

          Merry  CHRISTmas everyone… !  

assignmenteced13 Problem Checklist

PROBLEM CHECKLIST

Child’s Name: _________________________ Birth date: ______________________
Teacher / Observer: _______________________ Date tested: 1. _______ 2. ________

Problem Checklist

Put Check if the situation is occurred.

             He/ She was crying

                 He/ She injured from his/her classmates

             He/ She have damage on his/her head, arms, thigh, etc.

             He/ She has bite marks and wounds

             He/ She is often easily disturbed y extraneous stimuli

             He/ She is often loses things necessary for tasks or activities such as toys, school assignment etc.

             He/ She I can’t talk or speak well because he/she feels shame and afraid

             He/ She is often spiteful by his/her classmates

             He/ She is often loses one’s temper

 He/ She was hitting, kicking, or threatening to his/her classmates

 He/ She pushed his/her classmates.

 He/ She don’t get his/her personal things, and then he/she spanked his/her

             He/ She has bullying his/ her classmates

             He/ She was biting his/her classmates

             He/ she always aggressive

             He/ She is always say bad words to his/ her Classmates

             He/ She are often angry and resentful to his/her classmates.

  He/ She blame other classmates for one’s mistakes or misbehavior.

FOR TEACHERS

 He/ She asked each of the children regarding the problem

 He/ She were shouting to his/her children.

 He/ She ignored the problem situation

 He/ She shocked in the situation

 He/ She is angry and take the children outside the room

 He/ She used force to stop the quarreling or fighting between two children

 He/ She used activities to catch up their attention

 He/ She hurt his/her children.

 He/ She talked to the children about the situation

 He/ she didn’t know what happened and what he/she can do

 He/ She were crying.

Please answer all items as well as you can, even if some do not seem to apply to the child.
A = Not True (as far as you know) B = somewhat or Sometimes True
C = Very True or Often True


A B C 1. Cries a lot
A B C 2. Cruel to animals
A B C 3. Defiant
A B C 4.. Demands must be met immediately
A B C 5. Destroys his/her own things
A B C 6. Destroys things belonging to his/her family
or other children
A B C 7. Diarrhea or loose bowels (when not sick)
A B C 8. Disobedient
A B C 9. Disturbed by any change in routine
A B C 10. Doesn’t want to sleep alone
A B C 20. Doesn’t answer when people talk to him/her
A B C 21. Doesn’t eat well (describe): ________________
______________________________________
A B C 22. Doesn’t get along with other children
A B C 23. Doesn’t know how to have fun; acts like a
little adult
A B C 24. Doesn’t seem to feel guilty after misbehaving
A B C 25. Doesn’t want to go out of home
A B C 26. Easily frustrated
A B C 27. Easily jealous
A B C 28. Eats or drinks things that are not food—don’t
include sweets (describe): _________________
______________________________________
A B C 29.Fears certain animals, situations, or places
(describe): _____________________________
______________________________________
A B C 30. Feelings are easily hurt
A B C 31 Gets hurt a lot, accident-prone
A B C 32. Gets in many fights
A B C 33. Gets into everything

LANGUAGE DEVELOPMENT
Be sure to answer all items.
I. Was your child born earlier than the usual 9 months after conception?
G No G Yes how many weeks early? ________weeks early.
II. How much did your child weigh at birth? ________ pounds ________ounces; or ________ grams.
III. How many ear infections did your child have before age 24 months?
G 0-2 G 3-5 G 6-8 G 9 or more
IV. Is any language beside English spoken in your home?
G No G Yes—please list the languages: ___________________ ___________________
___________________ ___________________
V. Has anyone in your family been slow in learning to talk?
G No G Yes—please list their relationships to your child; for example, brother, father:
________________________________________________________________________
VI. Are you worried about your child’s language development?
G No G Yes—why? ________________________________________________________
_____________________________________________________________
VII. Does your child spontaneously say words in any language? (not just imitates or understands words)?
G No G Yes—if yes, please complete item VIII and page 4.
VIII. Does your child combine 2 or more words into phrases? For example: “more cookie,” “car bye-bye.”
G No G Yes—please print 5 of your child=s longest and best phrases or sentences.
For each phrase that is not in English, print the name of the language.
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________

Please circle each word that your child says SPONTANEOUSLY (not just imitates or understands).
FOODS
1. apple
2. banana
3. bread
4. butter
5. cake
6. candy
7. cereal
8. Cheese
9. coffee
10. cookie


TOYS
11. ball
12. balloon
13. blocks
14. book
15. crayons
16. doll
17. picture
18. present
19. slide
20. swing


BODY PARTS
21. arm
22. belly button
23. bottom
24. chin
25. ear
26. elbow
27. eye
28. face
29. finger
30. foot

Other words your child says,
including non-English words:
______________________________
______________________________
______________________________
______________________________

If Problems Arise

Sometimes child care programs

that are wonderful take a sudden

turn for the worse. That’s why it

is important to keep a watchful

eye and to continually monitor

your child care situation. If you

believe that your child care

arrangement is not safe, take

immediate action. If the situation

is serious, do not hesitate to find

alternative care right away. After

all, you alone are most

responsible for your child’s

health and safety.

Remember also that you have a

responsibility to other children to

see that they are well cared for.

Express your concerns to the

caregiver, and report concerns to

the Department of Human

Services or your local licensing

agency. It may feel uncomfortable

at first, but it is the right

thing to do. Our children deserve

the very best care that we can give

them.

assignmenteced13 Problems of eced children

Bardinas,Evelyn L.

Beed 3a

Assignment in ECED 13

Problems of ECED Children

Physical Problems

Being either over or under sensitive in one or several of these seven areas can affect a child's ability to perform physical tasks.

Here are some examples:

• Touch - A child might be sensitive to the feel of objects against his skin. He might hate activities such as dress up, pretend play with makeup, or arts and craft activities that involve working with playdough or clay. A child who is overly sensitive to touch may overeact when touched even lightly on the shoulder by a teach or a friend. A child who is underly sensitive may have no reaction if he falls or hurts himself.
• Smell - A child might react strongly to unusual or strong smells or not seem to notice even unusual smells such as food burning or gas leaking.
• Taste - Some children are particularly sensitive to the taste of different foods.
• Sight - Strong lights or certain types of colors may bother a child.
• Hearing - A child may be disturbed by sudden or loud noises.
• Position in Space - Some children have difficulty evaluating how much space is needed to reach a certain item. This would include putting a pegboard down on the table without tipping it over, judging if there is room for a child to crawl underneath a jungle gym and sitting down on the center of the chair. A child who seems to eternally "miss the chair" when sitting down may be having difficulty in this area.
• Movement - an overly sensitive child may fear climbing on a jungle gym, and have difficulty with gross motor activities. An underly sensitive child may be fidgety, jump on the couch all afternoon, and have difficulty sitting down to do table activities such as a puzzle.

Children Visual Impairments  > A young child with visual impairments has little reason to explore interesting objects in the environment and, as a result
they may miss opportunities to have experiences and to learn. This lack of exploration may continue until learning
becomes motivating or until intervention begins. Because the child cannot see parents or peers, he or she may be unable
to imitate social behavior or understand nonverbal cues. Visual handicaps can create obstacles to a growing child's
independence.

Uncontrolled Wetting or Soiling

 Enuresis refers to uncontrolled wetting beyond the age when most children have stopped (at least age 5). It is much more common among boys than girls, for reasons not well understood. The most common form is bed-wetting while asleep. Most children eventually outgrow this, but some may have problems throughout childhood. There is a clear psychological component, at least for some cases, in that the problems are exacerbated during periods of stress or disruption, and children with other disorders are more vulnerable.

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.

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.

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.

Temper Tantrums

Toddlers throw themselves on the floor, flail around, bang their heads, scream. How do you deal with it?

• A temper tantrum is a loss of control. Do not treat it as a disciplinary situation (in other words, don't ever impose disciplinary consequences on a child for having a tantrum).

Biting, Hitting, Hair Pulling, and Other Violent Acts

Biting, hitting, hair-pulling, and other violent acts are caused by a variety of reasons, everything from curiosity to anger to fear to frustration to, you name it. Violent behavior is not okay, and you do need to address it directly.

Social and Emotional Aggression

                         Researchers believe that children with difficult, disruptive behavior (poor social and emotional skills) are at risk for these later problems for at least three reasons: (1) teachers find it harder to teach them, seeing them as less socially and academically capable, and therefore provide them with less positive feedback; (2) peers reject them, which obstructs an important opportunity for learning and emotional support; and (3) children faced with this rejection from peers and teachers are likely to dislike school and learning, which leads to lower school attendance and poorer outcomes.

assignmenteced13 guidance program

St. Ignatius Early Childhood Center

Guidance Program

Brief Descriptive of Early Childhood Center, Students and Staff

St. Ignatius ECC offers a developmentally appropriate early childhood program for children aged 2-5 years of age. We have 100 children currently enrolled in our 2010-1011 school year. Our facility is located at the Northern most portion of St. Ignatius Catholic Church property. Our hours of operation are 9am-12pm daily, with an extended day (Lunch Bunch) Monday-Friday from 12pm until 2pm. We follow the Diocese of St. Petersburg school schedule as well as the Pinellas County School Calendar, for the most part. St. Ignatius ECC employs 12 staff members. We have a list of several Safe Environment Trained Substitutes that we utilize as needed. Our staff members are part time. The Director is the only full time employee.

School Guidance Program

As an Early Childhood Center, we do not have a guidance program. We have made the following arrangements, if there would be a need for a counselor or crisis intervention as well as the curriculum items noted that support this area of development.

Contact the OCD&C (Kay Rizzo) to request a Crisis Intervention Team to assist with specific situations thatwarrant their expertise.

Contact Guardian Angels Catholic School, Clearwater.

Arrangements in place with Cindy Malinski to share their Guidance Counselor, Donna Eliason, if a situation arose that warranted consultation and/or a counselor on site.

Refer families to FDLRS and other agencies depending on issue at hand.

Safe Environment Curriculum – 3 & 4 year olds

Refer families to parish priest or deacon, as appropriate

Coordinate guest speakers/programs to enhance curriculum

Consultation and Coordination:

1. The Director meets with teachers to discuss student issues.

2. The Director consults with parents and teachers during parent

conferences when appropriate.

3. Teachers, in consultation with the Director, offer community resources

to the parents.

4. The Director consults with the Office of Catholic Schools and Centers, if

necessary.

5. Once the family has signed documentation, the Director contacts the

community resource.

6. The Director and teachers consult with and support Inclusion resource

staff.

7. The Director coordinates Safe Environment workshops for parents and

volunteers.

8. The Director coordinates the Safe Environment curriculum for teachers

and children.

9. The Director coordinates the Guidance Curriculum for teachers and

children.

10.The Assistant Director coordinates guest presentations for children, such

as Fire Fighters, Police, Helen Ellis Hospital health services, Pediatric

Dentist, etc.

11.The Assistant Director and Director coordinate guest presentations for

parents, such as Helen Ellis Hospital health services, parenting classes,

etc.

12.The Director coordinates Tour Of facility for Staff and Parents

13.The Director introduces teaching staff to parents and prospective

parents and children

14.Parents visit the classroom prior to enrolling

15.Parents receive and overview of the Family/Parent Handbook

16.Director discusses the expectations of family and the needs of the child

with the parents

17.Support resources are made available to each family

18.Johanna Gonzalez is our facility interpreter that is available for our

Spanish speaking clients and Anna Chychek is available for our Polish

speaking clients if needed.

19.Our policy allows families to remain in the classroom with their newly

enrolled child for a period of time as to when they all feel comfortable

in the new surroundings.

The school-based guidance program provides:

1. Creative Curriculum assessment tool twice a year.

2. Ages and Stages Questionnaire assessment tool if there are concerns

about developmental delays.

3. Safe Environment Curriculum

4. Guidance Curriculum

5. School Crisis Plan, which includes a Crisis Intervention Model. In the

event of an emergency, contact the OCSC, 727-344-1611.