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.