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What is child abuse and neglect?

Child abuse isn't just about black eyes. While physical abuse is shocking due to the marks it leaves, not all signs of child abuse are as obvious. Ignoring a child's needs, putting them in unsupervised, dangerous situations, exposing them to sexual situations, or making them feel worthless or stupid are also forms of child abuse and neglect-and they can leave deep, lasting scars on kids.

Regardless of the type of abuse, the result is serious emotional harm. But there is help available. If you suspect a child is suffering from abuse or neglect, it's important to speak out. By catching the problem as early as possible, both the child and the abuser can get the help they need.

To start, it's important to separate the myths from the facts about child abuse and neglect:

Myths and facts about child abuse and neglect

Effects of child abuse and neglect

All types of abuse and neglect leave lasting scars. Some of these scars might be physical, but emotional scarring has long lasting effects throughout life, damaging a child's sense of self, their future relationships, and ability to function at home, work and school.

The effects of abuse and neglect on a child include:

Lack of trust and relationship difficulties. If you can't trust your parents, who can you trust? Without this base, it is very difficult to learn to trust people or know who is trustworthy. This can lead to difficulty maintaining relationships in adulthood. It can also lead to unhealthy relationships because the adult doesn't know what a good relationship is.

Core feelings of being "worthless." If you've been told over and over again as a child that you are stupid or no good, it is very difficult to overcome these core feelings. As they grow up, abused kids may neglect their education or settle for low-paying jobs because they don't believe they are worth more. Sexual abuse survivors, with the stigma and shame surrounding the abuse, often struggle with a feeling of being damaged.

Trouble regulating emotions. Abused children cannot express emotions safely. As a result, the emotions get stuffed down, coming out in unexpected ways. Adult survivors of child abuse can struggle with unexplained anxiety, depression, or anger. They may turn to alcohol or drugs to numb out the painful feelings.

Recognizing the different types of child abuse

Abusive behavior comes in many forms, but the common denominator is the emotional effect on the child. Whether the abuse is a slap, a harsh comment, stony silence, or not knowing if there will be dinner on the table, the end result is a child that feels unsafe, uncared for, and alone.

Emotional abuse

Contrary to some people's beliefs, words can hurt and emotional abuse can severely damage a child's mental health or social development. Examples of emotional abuse include:

Constant belittling, shaming, and humiliating.

Calling names and making negative comparisons to others.

Telling a child they're "no good," "worthless," "bad," or "a mistake."

Frequent yelling, threatening, or bullying.

Ignoring or rejecting a child as punishment, giving them the silent treatment.

Limiting physical contact with a child-no hugs, kisses, or other signs of affection.

Exposing a child to violence against others, whether it is against the other parent, a sibling, or even a pet.

Child neglect

Neglect-a very common type of child abuse-is a pattern of failing to provide for a child's basic needs, which include adequate food, clothing, hygiene, or supervision.

Child neglect is not always easy to spot. Sometimes, a parent might become physically or mentally unable to care for a child, such as in cases of serious illness or injury, or untreated depression or anxiety. Other times, alcohol or drug abuse may seriously impair judgment and the ability to keep a child safe.
[Read: Alcoholism and Alcohol Abuse]
Physical abuse

This involves physical harm or injury to the child. It may be the result of a deliberate attempt to hurt the child or excessive physical punishment. Many physically abusive parents insist that their actions are simply forms of discipline-ways to make children learn to behave. But there is a big difference between using physical punishment to discipline and physical abuse.

With physical abuse, the following elements are present:

Unpredictability. The child never knows what is going to set the parent off. There are no clear boundaries or rules. The child is constantly walking on eggshells, never sure what behavior will trigger a physical assault.

Lashing out in anger. Abusive parents act out of anger and the desire to assert control, not the motivation to lovingly teach the child. The angrier the parent, the more intense the abuse.

Using fear to control behavior. Abusive parents may believe that their children need to fear them in order to behave, so they use physical abuse to "keep their child in line." However, what children are really learning is how to avoid being hit, not how to behave or grow as individuals.

Sexual abuse

Child sexual abuse is an especially complicated form of abuse because of its layers of guilt and shame. It's important to recognize that sexual abuse doesn't always involve body contact. Exposing a child to sexual situations or material is sexually abusive, whether or not touching is involved.
[Read: Recovering from Rape and Sexual Trauma]

Sexually abused children are often tormented by shame and guilt. They may feel that they are responsible for the abuse or somehow brought it upon themselves. This can lead to self-loathing and sexual and relationship problems as they grow older.

The shame of sexual abuse makes it very difficult for children to come forward. They may worry that others won't believe them, will be angry with them, or that it will split their family apart. Because of these difficulties, false accusations of sexual abuse are not common, so if a child confides in you, take them seriously.

Warning signs of child abuse and neglect

The warning signs that a child is being abused or neglected can vary according to the type of abuse inflicted.

Warning signs of emotional abuse

The child may:

Be excessively withdrawn, fearful, or anxious about doing something wrong.

Show extremes in behavior (extremely compliant, demanding, passive, aggressive).

Not seem to be attached to the parent or caregiver.

Act either inappropriately adult (taking care of other children) or inappropriately infantile (thumb-sucking, throwing tantrums).

Warning signs of physical abuse

The child may:

Have frequent injuries or unexplained bruises, welts, or cuts. Their injuries may appear to have a pattern such as marks from a hand or belt.

Be always watchful and "on alert," as if waiting for something bad to happen.

Shy away from touch, flinch at sudden movements, or seem afraid to go home.

Wear inappropriate clothing to cover up injuries, such as long-sleeved shirts on hot days.

Warning signs of child neglect

The child may:

Wear ill-fitting, filthy, or inappropriate clothing for the weather.

Have consistently bad hygiene (unbathed, matted and unwashed hair, noticeable body odor).

Have untreated illnesses and physical injuries.

Be frequently unsupervised or left alone or allowed to play in unsafe situations.

Be frequently late or missing from school.

Warning signs of sexual abuse in children

The child may:

Have trouble walking or sitting.

Display knowledge of sexual acts inappropriate for their age, or even exhibit seductive behavior.

Make strong efforts to avoid a specific person, without an obvious reason.

Not want to change clothes in front of others or participate in physical activities.

Have an STD or pregnancy, especially if they're under the age of 14.

Try to run away from home.

Risk factors for child abuse and neglect

While abuse and neglect occurs in all types of families, children are at a much greater risk in certain situations.

Domestic violence. Even if the abused parent does their best to protect their children, domestic violence is still extremely damaging. Getting out is the best way to help your children.
[Read: Domestic Violence and Abuse]
Alcohol and drug abuse. Parents who are drunk or high may be unable to care for their children, make good parenting decisions, or control often-dangerous impulses. Substance abuse can also lead to physical abuse.

Untreated mental illness. Parents who are suffering from depression, an anxiety disorder, bipolar disorder, or another mental illness may have trouble taking care of themselves, much less their children. A mentally ill or traumatized parent may be distant and withdrawn from their children, or quick to anger without understanding why. Treatment for the caregiver means better care for the children.

Lack of parenting skills. Some caregivers never learned the skills necessary for good parenting. Teen parents, for example, might have unrealistic expectations about how much care babies and small children need. Or parents who were themselves victims of child abuse may only know how to raise their children the way they were raised. Parenting classes, therapy, and caregiver support groups are great resources for learning better parenting skills.

Stress and lack of support. Parenting can be a very time-intensive, stressful job, especially if you're raising children without support from family and friends, or you're dealing with relationship problems or financial difficulties. Caring for a child with a disability, special needs, or difficult behaviors is also a challenge. It's important to get the support you need, so you are emotionally and physically able to support your child.

Recognizing abusive behavior in yourself

Raising children is one of life's greatest challenges and can trigger anger and frustration in the most even-tempered parent or guardian. If you grew up in a household where screaming and shouting or violence was the norm, you may not know any other way to raise your kids.

Recognizing that you have a problem is the biggest step to getting help. The following are warning signs that you may be crossing the line into abuse:

You can't stop your anger. What starts as a swat on the backside may turn into multiple hits getting harder and harder. You may shake your child more and more and finally throw them down. You find yourself screaming louder and louder and can't stop yourself.
[Read: Anger Management]
You feel emotionally disconnected from your child. You may feel so overwhelmed that you don't want anything to do with your child. You just want to be left alone and for your child to be quiet.

Meeting the daily needs of your child seems impossible. While everyone struggles with balancing dressing, feeding, and getting kids to school or other activities, if you continually can't manage to do it, it's a sign that something might be wrong.

Other people have expressed concern. It may be easy to bristle at other people expressing concern. However, consider carefully what they have to say. Are the words coming from someone you normally respect and trust?

Breaking the cycle of abuse

If you have a history of child abuse, having your own children can trigger strong memories and feelings that you may have repressed. You may be shocked and overwhelmed by your anger, and feel like you can't control it. But you can learn new ways to manage your emotions and break your old patterns.

Remember, you are the most important person in your child's world - and you don't have to go it alone. Help and support are available:

Learn what is age appropriate and what is not. Having realistic expectations of what children can handle at certain ages will help you avoid frustration and anger at normal child behavior. For example, newborns are not going to sleep through the night without a peep, and toddlers are not going to be able to sit quietly for extended periods of time.

Develop new parenting skills. Start by learning appropriate discipline techniques and how to set clear boundaries for your children. Parenting classes, books, and seminars offer this information. You can also turn to other parents for tips and advice.

Take care of yourself. If you are not getting enough rest and support or you're feeling overwhelmed, you are much more likely to succumb to anger. Sleep deprivation, common in parents of young children, adds to moodiness and irritability-exactly what you are trying to avoid.

Learn to control your emotions. If you were abused or neglected as a child, you may have an especially difficult time getting in touch with your range of emotions. You may have had to deny or repress them as a child, and now they spill out without your control. HelpGuide's free Emotional Intelligence Toolkit can help.

Get professional help. Breaking the cycle of abuse can be very difficult if the patterns are strongly entrenched. If you can't seem to stop yourself no matter how hard you try, it's time to get help, whether in the form of therapy, parenting classes, or other interventions. Your children will thank you for it.

How to help an abused or neglected child

What should you do if you suspect that a child is being abused? Or if a child confides in you? It's normal to feel a little overwhelmed and confused. Child abuse is a difficult subject that can be hard to accept and even harder to talk about-for both you and the child. When talking with an abused child, the best way to encourage them is to show calm reassurance and unconditional support. If you're having trouble finding the words, let your actions speak for you.

Avoid denial and remain calm. A common reaction to news as unpleasant and shocking as child abuse is denial. However, if you display denial to a child, or show shock or disgust at what they are saying, the child may be afraid to continue and will shut down. As hard as it may be, remain as calm and reassuring as you can.

Don't interrogate. Let the child explain to you in their own words what happened, but don't interrogate the child or ask leading questions. This may confuse and fluster the child and make it harder for them to continue their story.

Reassure the child that they did nothing wrong. It takes a lot for a child to come forward about abuse. Reassure them that you take what they said seriously, and that it is not their fault.

Safety comes first. If you feel that your safety or the safety of the child would be threatened if you tried to intervene, leave it to the professionals. You may be able to provide more support later.

Reporting child abuse or neglect

If you suspect that a child is undergoing abuse, it's critical to report it-and to continue reporting each separate incidence if it continues to recur. Each report you make is a snapshot of what's going on in the family. The more information you can provide, the better the chance of the child getting the help they deserve. Of course, it's normal to have some reservations or worries about reporting child abuse.

Overcoming worries about reporting child abuse or neglect

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Do you know what the warning signs of child abuse are? Learn how to recognize, prevent and report child abuse.

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Child abuse and neglect are serious public health problems that can have long-term impact on health, opportunity, and wellbeing. CDC works to understand the problems of child abuse and neglect and prevent them.

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Child abuse and neglect can have a lasting effect on victims. The CDC Injury Center's goal is to stop it from happening in the first place. Learn More.

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Definitions of Child Abuse & Neglect - Child Welfare Information Gateway

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Describes how child abuse and neglect are defined in Federal law and State laws and presents resources that distinguish between discipline and abuse.

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Resilience A Powerful Weapon in the Fight Against ACE'S

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Resilience A Powerful Weapon in the Fight Against ACE'S

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Think about a toddler who is just learning to walk. Picture the number of times that toddler stumbles and tumbles. Researchers at New York University, directed by Dr. Karen Adolph, showed that newly-walking infants travel about 2,360 steps each hour. They also fall down an average of 17 times during that same period. Imagine you failed at something you were trying to achieve 17 times every hour. You'd be experiencing a setback once every 3.5 minutes - very disheartening. But do toddlers stop trying to walk successfully? Never. They get up again and again and keep moving. This is a compelling way to describe resilience. As Oliver Goldsmith, an 18th century Irish poet, put it: "Success is simply standing up one more time than you fall down."

What makes some people so resilient and what does this have to do with ACEs? As we've learned, ACEs are Adverse Childhood Experiences that have a dramatically detrimental effect on a person's lifelong mental and physical health. The statistics for those with high ACE scores seem bleak. They suffer from more diseases, greater levels of depression, alcoholism, and substance abuse. They die, on average, 20 years younger than those with no ACEs. But there is hope and resilience might be the key.
What is resilience?
Resilience is the ability to bounce back from life's difficulties. It can be described as a varied and dynamic mix of many traits like determination, toughness, optimism, faith, positivity and hope. Resilience isn't necessarily something a child is born with, although scientists now believe that certain children are genetically predisposed to higher levels of resilience. But the good news for all children is that resilience is like a muscle - the more you exercise it, the stronger it grows, especially in very young children where neural pathways are still forming and thinking patterns are elastic.

ACEs are only one half of any equation to try and predict a child's future course. While each child is exposed to different degrees of trauma, they also have their own unique set of characteristics that can protect them against that trauma. A high ACE score is not a guarantee of negative outcomes in life. It's a big warning sign but no child is doomed by their ACE score.

Two crucial factors are at play: 1.) The child's own biological and developmental characteristics (their "nature") and 2.) external influences from their family, community, and support systems. When these influences are positive, we call them "protective factors". Protective factors help explain why some people who have sustained a great deal of adversity as children fare relatively well in adulthood.

Like a balancing scale, resilience is the result of interactions between a person's ACEs on one side and his or her protective factors on the other.
How does resilience develop?
Researchers continue to refine their understanding of the components and processes involved in resilience. However, there is agreement about a variety of important conditions that support resilience.

* Close relationships with competent caregivers or other caring adults
* Parental resilience
* Caregiver knowledge and the use of positive parenting skills
* Having a sense of purpose (through faith, culture, identity, etc.)
* Individual competencies (problem solving skills, self-regulation, autonomy, etc.)
* Opportunities to connect socially
* Practical and available support services for parents and families
* Communities that value people and support health and personal growth

Protective factors help a child feel safe more quickly after experiencing the toxic stress of ACEs. Protective factors can neutralize the physiological changes that naturally occur during and after trauma. This protects the developing brain, the immune system, and the body as a whole from negative effects.

If the child's protective factors are firmly in place, development can be sound, even in the face of severe adversity.

If these protective factors are inadequate, either before or after the traumatic experience, then the risk for developmental problems is much greater. This is especially true if the environmental hazards are intense and prolonged.
Resilience can be the antidote to ACEs
The negative consequences of ACEs can be counteracted with support, care, and appropriate intervention. Through positive relationships, children learn to develop crucial coping skills. They know that they are not alone, and they adopt healthy ways to process stress.

When children are taught coping mechanisms at a young age, they start to exercise their resilience muscle. As a child moves into maturity, they need to keep working their resilience muscle. When they do, they continue to grow stronger and are better equipped to manage the ups and downs of life.
Support in Childhood Pays Off in Adulthood
A 2017 "ACEs and Resilience" study conducted by the National Health Service in Wales found that, overall, having supportive friends, opportunities to engage with their community, people to look up to, and other sources of resilience in childhood more than halved the current mental illness in adults with four or more ACEs from 29% to 14%. Adults who acknowledged having childhood protective factors reported a reduced rate of suicidal thoughts and self-harming of 19% versus those without protective factors, who reported 39%.

We know that resilience requires that a child can rely on the presence of at least one supportive, caring adult. But who are these people? Are you one of them? Every child is surrounded by adults who can help them: family members, friends, neighbors, teachers, counselors, coaches, medical professionals, etc. These positive adult role models can be a buffer in a child's life. A buffer is like a shield that helps to block some of the negative effects of ACEs exposure.

We'll share more about being a buffer in our next blog.

Sign up for our newsletter to stay up-to-date on our Fighting ACEs initiative.

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Resilience: A Powerful Weapon in the Fight Against ACEs

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Think about a toddler who is just learning to walk. Picture the number of times that toddler stumbles and tumbles. Researchers at New York University, directed by Dr. Karen Adolph, showed that newly-walking infants travel about 2,360 steps each hour....

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ACE'S, Toxic Stress and Resilience-Parent Handouts

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ACE'S, Toxic Stress and Resilience-Parent Handouts

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Share important information about Adverse Childhood Experiences (ACEs), toxic stress, and resilience-building interventions to improve physical, emotional, and mental health for families. Theses 10 handouts offer easy to understand definitions and explanations of why ACEs are a problem and how to help protect children from toxic stress.

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ACEs, Toxic Stress & Resilience - Parent Handouts (English) - HealthySteps

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Share important information about Adverse Childhood Experiences (ACEs), toxic stress, and resilience-building interventions to improve physical, emotional, and mental health for families. Theses 10 handouts offer easy to understand definitions and explanations of why ACEs are a problem and how to help protect children from toxic stress.

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What is Your Ace Score? What is Your Resilience Score?

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What is Your Ace Score? What is Your Resilience Score?

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11 Physical Needs of a Child During the Early Years.

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11 Physical Needs of a Child During the Early Years.

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11 Physical Needs of a Child During the Early Years - Empowered Parents

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During the first five years, children grow and develop at a rate that will never be matched later in life.

These early years are crucial and the impact of children's early experiences on their total development shows how necessary it is to meet their needs as babies, toddlers and preschoolers.

It is important to understand and take care of your child's basic physical and emotional needs. Read on to find out what the basic physical needs of a child are.

These are the Basic Physical Needs of Every Child

Here is a list of physical needs for children, according to De Witt and Booysen, authors of the book " Socialization of the young child ".

1. Affection

Children need physical touch and affection to grow. Touch is important for a child's mental, emotional and physical development.

Many studies have shown that infants need physical touch in order to thrive. It shapes their brain development. [ ]

Children who don't receive enough human contact often fail to thrive and suffer from developmental delays and health problems. [ ]

Babies need plenty of physical contact from birth in the form of being massaged, held skin-to-skin, picked up, cuddled, etc.

2. Nutrition

Nutrition is a vital factor in a child's development, along with genes and . Research shows that nutrition is linked to health and academic performance in the early years. [ ]

It influences brain development, behaviour and attention span and can reduce the risk of illnesses picked up later in life. [ ]

In my experience in the classroom, children also struggle to keep up and concentrate at school if they have not eaten a nutritious breakfast.

3. Safety

Children need an environment that is physically safe and they need spaces they can explore freely without any danger.

Here are some examples of safety measures that should be put in place:

Dangerous substances such as cleaning materials and medicines should be placed out of reach.

Electrical plug points should have safety covers.

Use stair gates for toddlers.

Swimming pools should have a fence or cover.

Dangerous objects should be locked away.

Children also need adult supervision during their early years. Even older children who want to play independently or with siblings and friends still feel more secure knowing an adult is nearby.

4. Healthcare & Hygiene

Children need access to basic medical care such as regular check-ups at the dentist and being able to see a doctor or specialist if necessary.

Infants need regular visits with a nurse who will monitor milestones and healthy development, and do basic health checks.

They also need intervention, whenever possible, in the case of physical birth defects, visual and hearing defects, etc.

Children also need a hygienic environment, including water to wash with and clean clothes to wear.

5. Sensory Stimulation

In order to develop the brain fully, children must get adequate sensory stimulation.

The five basic senses - taste, touch, sight, smell and hearing - as well as proprioception and the vestibular must be well developed during the first few years.

Children learn everything through their senses and therefore require constant sensory stimulation. Here is an explanation of how children's senses develop and how parents can aid this development.

6. A Home

As well as the need for shelter and warmth, children need a place that is home. This is a place they can feel safe and find comfort in as it is a constant in their life.

A home should be peaceful, organized and hygienic.

7. Educational Materials

Children who do not have access to basic, formative toys and educational equipment develop at a slower rate and do not receive adequate stimulation.

Educational toys need not be expensive and many waste products can be recycled to make your own materials.

8. Rest

Sleep is crucial for healthy development and for enabling children to concentrate and participate optimally during play or at school.

Children need a solid routine at home that involves a predictable bedtime and, depending on age, adequate daytime naps.

9. Play

Play is the most important activity during the first 6 years of a child's life.

In order to play, children need time and space.

They need to play for large periods of time every day to develop and grow. If much of their free time is taken up by screen time, extra classes and adult-planned activities, it is usually at the expense of their play time.

They also need the space - indoors and outdoors - to engage in free play, get plenty of fresh air, experiment and learn about their world.

10. Regular Movement

Healthy bodies need regular movement. Not only does movement help with concentration and learning, but it is also how children develop their and skills.

Kids need to exercise and move their bodies continuously, which they usually do through play. Allowing time for play, as well as sports or other activities is a crucial physical need.

11. Independence

Children need a fair amount of independence and freedom to develop well.

They need the freedom to move, play, explore and exercise their growing independence, without being overly restricted and controlled.

They also need to learn self-care tasks such as cleaning and dressing, feeding themselves and taking care of their general physical needs.

Read all about the emotional needs of a child.

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The physical needs of a child during the early years

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These are the basic physical needs of children and the reasons why movement is so important during the early childhood years.

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Physiological Needs: Examples | Maslow's Hierarchy of Needs - Video & Lesson Transcript | Study.com

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Physiological Needs: Examples | Maslow’s Hierarchy of Needs - Video & Lesson Transcript | Study.com

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What are physiological needs? Learn about Abraham Maslow’s hierarchy of needs and see a definition of physiological needs and physiological needs...

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Today’s child – Maslow and physiological needs… | Teacher Views Today

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Today’s child – Maslow and physiological needs…

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According to Maslow, a child’s first need is physiological. Children need food, water, clean air, and a safe, warm place to sleep. How can parents and teachers meet these needs? Parents: Make time …

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Physiological need - basic human needs (decoratex.biz)

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The term "physiological need" has been heard by many. But to explain that this is not for everyone. The article will help to better understand what is meant by this seemingly simple concept, how the needs of an adult and a child differ, and how to prevent a need from becoming addicted.

What are physiological needs

The physiological needs of a person are the most important engine of behavior of both an individual and entire nations. From history, we know how, fleeing from hunger, on barren lands, tribes waged war on their neighbors, fighting off their fields and cattle. The thirst for those lost in the desert could push them to kill, if another person stood between them and the water. Therefore, no one will argue about the importance of these human needs. However, not only them, fortunately, a person lives. Otherwise, nothing at all would distinguish us from animals living on instincts. What, besides food and water, does a person need? We look below.

What needs does a person have besides physiological? Maslow Pyramid

This concept is interpreted differently in many branches of science. The famous American psychologist A. Maslow even created the so-called "pyramid of needs." This is a kind of model of human motivation. This pyramid has gained immense popularity, it was literally bricked apart by marketers, psychologists and psychiatrists, creators of advertising and management luminaries. However, the professor himself never used it to explain his theories. The physiological needs of a person were considered leading to them, only with their pathological dissatisfaction. Simply put, food becomes the main thing for a person with its (possibly long) absence. If the individual is full, then that need gives way to higher and more valuable ones.

At the heart of the scheme we see the physiological needs of a person, such as hunger and thirst, as well as key sexual instincts (or libidinal, as the great Freud called them).

In second place is security. The concept is somewhat vague, it includes the well-known concept of comfort, coziness, stability of the living environment (home), security from external factors and possible enemies. And only in third place are social needs, that is, a person will think about their satisfaction after satiation and stay in comfort. That is, physiological need is key. After social (communication, care, general affairs) at the fourth level of the scheme, the so-called "prestigious", or the need for prestige, that is, respect and self-esteem (whether these concepts are connected or not, let psychologists understand) are depicted. The crown of the pyramid is spiritual needs.

Why physiological needs need to be met

Maslow's satisfaction goes from bottom to top. That is, only with the fullest satisfaction of the lower level, is the transition to the highest possible. The spiritual and social development of a person is important, but in the grip of hunger he simply will not be up to them. These schemes were used by tyrants and generals in the ancient powers even before our era. Hungry people are easier to manage than well-fed. Unsatisfied physiological needs of the human body freed his ability to think and even more so strive for freedom or independence. Fortunately, tyranny and the slaveholding system today is almost uprooted, however, marketers and creators (creators of advertising) have taken possession of the magically truly secret pyramid. They build their texts, appealing to the lower instincts of man.

Physiological needs of the child

Why are we given physiological needs? The answer is simple - for survival. Without these needs, we simply could not survive and live. A person is already born with these needs. This can be seen especially vividly with the example of newborns. Eating for the baby is usually caused by a demanding loud scream. And this is understandable, the child cannot say or demand the necessary in any other way. The key needs of the baby are food, maternal warmth (which replaces several of our pyramid's needs at once: in safety and social contact), good sleep and normal health. When meeting these needs of the child, we will get a calm smiling child who wants to play and see something interesting; upon dissatisfaction, a continuously screaming and crying lump resembling a wounded animal.

Physiological needs of an adult

The needs of the adult in everything repeat the needs of the child, only one more especially important instinct is added to them - reproduction (sexual, libidious). This "basic instinct", when it is not satisfied, can turn a person into a real aggressor. With an adequate hormonal background, of course. Now, due to environmental pollution, poor nutrition and other factors, this need is muffled by many. However, there are people for whom it exceeds other needs, which pushes them to a crime. Fortunately, there are such units, and they most likely have a history of psychiatric pathologies.

As for healthy people, where this physiological need stands in its proper place, it is worth saying that both an understatement of its importance and an exaggeration are wrong. The latter is characteristic of cinema and pop "pop" stars, appealing their views and creativity to this ancient instinct. A healthy, adequate attitude is very important here. Intimate relationships are important for a person, but that does not mean that you need to indulge in them whenever possible. The ideal option is marriage or a stable relationship with your loved one.

Food. How to prevent a need from developing into addiction

Hunger and thirst, as we said above, was even the cause of wars and the nomadic life of our ancient ancestors. Fortunately, in civilized countries the concept of hunger is familiar only from history textbooks. In mass culture, another extreme is promoted - constant weight loss, pills to reduce appetite, and fasting have become fashionable and sought-after things. But people who follow advertisements are often not aware that fighting cornerstones with nature is fraught with consequences for both physical and psychological health. Against the backdrop of the mass pursuit of an ideal body, more and more clinical cases of bulimia (a mental or physiological disorder characterized by a constant desire to eat) and anorexia (refusal of food due to psychological personality disorders) are occurring. Do not forget that the unmet need of the body can become addicted and mania.

Healthy sleep as essential

Sleep is on a par with the needs for food and water, the satisfaction of sexual instinct and breathing. However, many play down its significance, which is done in vain. The example of Napoleon, who slept for several hours a day, will fade if you recall the unstable psyche and panic attacks of this historical character. Want to experience these "joys"? Hardly. Shortage and lack of sleep deprive of psychological comfort, lower the pain threshold (make us more sensitive to pain), negatively affect performance. The unmet physiological need for sleep can even lead to visual and auditory hallucinations.Moreover, a sleepy person working with mechanisms or vehicles can be mortally dangerous for those around the microsleep phase (a phenomenon when a person's brain that has not known rest and sleep for a long time "shuts down" for a split second).

Finally

Physiological needs, including the need for food and water, a healthy sleep, intimate instincts, are undoubtedly important for a person. Only by satisfying these basic needs will he be able to move on to higher, spiritual goals. You do not need to indulge your excessive passions, for example, in food, but it is unreasonable to fight instincts laid down by nature. Without losses, you will not leave this struggle. The secret of a happy life in harmony and a golden mean.

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The term physiological need has been heard by many. But to explain that this is not for everyone. The article will help to better understand what is meant by this seemingly simple concept, how the needs of an adult and a child differ, and how to prevent a need from becoming addicted.

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Overview of Early Childhood Health Promotion

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Overview of Early Childhood Health Promotion

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Overview of Early Childhood Health Promotion – RHIhub Toolkit (ruralhealthinfo.org)

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Early childhood health promotion aims to keep children healthy with a focus on early interventions and implementing programs for the youngest children. Healthy People 2020 defines early childhood as the time period from birth to age 8, noting that this critical stage is highlighted by some of the most significant growth and development for an individual. The early years of a child's life lay the foundation for future physical, cognitive, emotional, and social development.

Children's health and well-being is influenced by a variety of factors, including family characteristics, community dynamics, and other social determinants of health (SDOH). These include systems, policies, and environmental conditions in which children are born and grow up. For more information and definitions about SDOH and health disparities that populations face that impact health and well-being, see the Social Determinants of Health Toolkit.

The World Health Organization defines health promotion as:

"The process of enabling people to increase control over, and to improve, their health. It moves beyond a focus on individual behavior towards a wide range of social and environmental interventions."

The Centers for Disease Control and Prevention notes that programs that focus on influencing and modifying certain health behaviors and outcomes from an early age can greatly impact health outcomes later in life. Some of these programs include a focus on:

Childhood obesity, especially programs in early childhood education settings

Healthy food options and nutrition

Physical activity

Chronic disease in childhood

Oral health

Healthy sleep habits

Access to age appropriate screening tests for development, hearing, and vision

Childhood trauma and adverse childhood experiences (ACEs) prevention

Health Promotion Frameworks

Health promotion and disease prevention models and frameworks can help rural communities implement early childhood health promotion strategies. Health promotion models describe different factors that interact to result in health behaviors which can drive health outcomes. Programs may use several frameworks to help meet the needs of rural communities and address health outcomes. These examples are described in the Rural Health Promotion and Disease Prevention Toolkit, and include:

Life Course Health Model

The American Academy of Pediatrics also developed and adapted a model of health and disease that shows how the social and physical environment interact with children's biology to impact how children develop. These interactions drive behaviors and health outcomes. This model is based on multiple research studies showing that many adult diseases stem from childhood issues. Factors such as poverty and exposure to negative experiences and stressors during childhood can have lasting impacts directly on the body and indirectly on health behaviors. Poverty is more prominent in rural areas, and children living in poverty are more likely to experience negative health outcomes, such as obesity.

The Life Course Framework and models of lifecourse health development show how the environment, biology, and behaviors of both parents and children interact to influence health. The Life Course Framework shows that maternal and prenatal influences can impact health before a child is born and early experiences can have a lasting effect. Researchers who developed this framework outline several important elements:

Health outcomes are greatly influenced by experiences that occur during several important points during early childhood development

These experiences over time influence adult health and well-being

Physical, environmental, and social influences on children and families can introduce risks to health and well-being or can serve as a way to protect against negative experiences

Resources to Learn More

Lifelong Health
Website
Provides information about the importance of early childhood health and its impact across the lifespan.
Organization(s): Center on the Developing Child, Harvard University

Author(s): Corbett, A., Gratale, D., Ellis, W., et al. Childhood Obesity Prevention Strategies for Rural Communities
Document
Details childhood obesity prevention strategies and models for professionals working with children in various rural settings, such as: early childhood programs, schools, out of school programs, community initiatives, and healthcare settings. Includes policy recommendations.

Organization(s): Nemours
Date: 2014

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Overview of Early Childhood Health Promotion - RHIhub Toolkit

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Early childhood health promotion aims to keep children healthy with a focus on early interventions and implementing programs for the youngest children. Healthy People 2020 defines early childhood as the time period from birth to age 8, noting that this critical stage is highlighted by some of the most significant growth and development for an individual.

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Effective integration of health promotion in ECE.

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Effective integration of health promotion in ECE.

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Effective integration of health promotion in early childhood education care settings | Victoria University (vu.edu.au)

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Increasing incidence of chronic disease and mental illness threatens to overwhelm Australia's health budget in the coming decades, and cause significant disability and burden for millions of Australians and their families. Many of these conditions have their roots in the health attitudes and behaviours formed in early childhood. Health promotion in early childhood is therefore an essential strategy to improve population health.

Education is a driver of good health and a universal and cost-effective platform for health promotion. In Australia, substantial attention and investment have been directed towards health promotion in schools (especially over the past four decades) and maternal and child health (over the past century). Opportunities to integrate health promotion into other parts of Australia's early childhood education and care (ECEC) system are now emerging, as the ECEC sector evolves. Research in this area is undergoing significant growth, but remains underdeveloped.

More than half of Australian children aged 2-4 are enrolled in ECEC, and more than 90% of children attend preschool in the year before they start school. Many ECEC services involve families and communities in service provision. ECEC settings represent an area of significant, untapped opportunity to improve health outcomes at population level, providing avenues for collaboration across all levels of government, and across health and education portfolios.

Evidence suggests that health promotion interventions in ECEC settings can be effective, particularly where parents and experts are engaged, where programs and implementation are high quality, and where interventions are embedded and sustained. But data also show that there is room for improvement in how children's services - and the sector as a whole - approach and embed health promotion in ECEC programs.

All levels of government are engaged in some aspect of ECEC provision, across multiple departments. This briefing focuses on areas where the Australian Government, working in partnership with the states and territories, could leverage its capacity, expertise and investment to lift the consistency and quality of health promotion across the ECEC sector by:

investing in innovation and research, with a particular focus on families of greatest disadvantage, and collaboration between health and ECEC systems and providers

working with key stakeholders to develop a model of excellence in health promotion in ECEC, including national investment in tools and content to support this

integrating a focus on ECEC, and ECEC strategies, into the national health strategies currently being developed.

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Effective integration of health promotion in early childhood education care settings

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Increasing incidence of chronic disease and mental illness threatens to overwhelm Australia's health budget in the coming decades, and cause significant disability and burden for millions of Australians and their families. Many of these conditions have their roots in the health attitudes and behaviours formed in early childhood.

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Promoting Health for Children and Adolescents.  CDC

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Promoting Health for Children and Adolescents.  CDC

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Promoting Health for Children and Adolescents | CDC

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Centers for Disease Control and Prevention

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How CDC is Promoting Health for Children and Adolescents

Establishing healthy behaviors to prevent chronic disease is easier and more effective during childhood and adolescence than trying to change unhealthy behaviors during adulthood. CDC's National Center for Chronic Disease Prevention and Health Promotion works with parents, early care and education (ECE) facilities, schools, health systems, and communities to keep children healthy.

21.2% OF ADOLESCENTS

aged 12 to 19 have obesity.

2 IN 5 STUDENTS

has a chronic health condition.

23.6% OF HIGH SCHOOL STUDENTS

use at least one tobacco product.

Childhood obesity is a serious national problem. In the United States, over 12% of children aged 2 to 5 years have obesity. Children's health behaviors are shaped by many settings, including their home, ECE facilities, schools, and communities.

ECE settings-which include day care, preschool and pre-K facilities, and care provided in homes-are ideal places to encourage good nutrition and physical activity for early obesity prevention. CDC's Division of Nutrition, Physical Activity, and Obesity funds recipients who work to improve the quality of ECE programs across state and local levels-for example, through standards and licensing, technical assistance networks, and training requirements for providers.

The percentage of obesity is over 20% for children aged 6 to 11 and over 21% for adolescents aged 12 to 19. Children who have obesity are at higher risk of having obesity as adults. School is an ideal setting for children to learn and practice healthy eating.

Most US children attend school for 6 to 7 hours a day and consume as much as half of their daily calories at school. CDC Healthy Schools in the Division of Population Health recommends that schools create an environment that helps students make healthy choices about foods and beverages.

Some examples of CDC-recommended actions to improve nutrition in schools are:

Promote access to and participation in school breakfast and lunch.

Ensure that all foods and drinks sold or served outside of school meal programs are nutritious and appealing.

Offer healthy foods and drinks at school celebrations and events. Use only nonfood items as rewards.

Provide more access to drinking water.

Promote healthy foods and drinks-for example, by pricing them lower than less healthy items.

Teach nutrition in health education classes, throughout the school day, and in after-school programs-for example, through school gardens and farm-to-school activities.

Provide students enough time (at least 20 minutes) once they are seated to enjoy their meal.

CDC funds state departments of education to increase the number of students who consume nutritious foods and drinks.

About one-fourth of adolescents get the recommended 60 minutes a day of physical activity. CDC Healthy Schools recommends that schools offer students multiple ways to be physically active, which will help them build healthy habits for a lifetime.

Schools are encouraged to:

Offer physical education to increase students' knowledge, skills, and confidence to be physically active. Physical education can also help improve academic outcomes, like grades and standardized test scores, and classroom behavior.

Offer recess at all grade levels to encourage students to be physically active and engaged with their peers in activities of their choice.

Integrate physical activity into classroom instruction.

Promote before- and after-school opportunities to be physically active, through walking or biking programs, physical activity clubs, intramural programs, and competitive sports.

Provide equal opportunities for students with disabilities to be physically active.

CDC funds state departments of education to increase the number of students who participate in daily physical education and physical activity.

Nearly 9 in 10 adults who smoke cigarettes in the United States first tried a cigarette before age 18. Every day, about 1,600 young people under 18 try their first cigarette, and nearly 200 end up smoking cigarettes daily. About 7 of every 100 middle school students and about 24 of every 100 high school students report current use of some type of tobacco product.

Any tobacco use among young people-whether smoked, smokeless, or electronic-is unsafe because nicotine is addictive and can harm the developing brain. Nicotine exposure during adolescence affects learning, memory, and attention and primes the brain for addiction.

CDC's Office on Smoking and Health is at the forefront of the nation's efforts to reduce deaths and prevent chronic diseases that result from commercial* tobacco use. CDC's activities include:

Monitoring youth tobacco use through the National Youth Tobacco Survey, which focuses on use, beliefs, and knowledge about tobacco among middle and high school students.

Funding 50 states and the District of Columbia, 8 US territories and freely associated states, 26 tribes, 8 national networks, and several other partners to support their efforts to prevent youth tobacco use and reduce tobacco-related disease and death.

Helping parents, educators, health care providers, and other youth influencers understand and talk to young people about the risks of tobacco products by developing easy-to-understand materials.

* When CDC references tobacco on this web page, we are referring to the use of commercial tobacco and not the sacred and traditional use of tobacco by some American Indian communities.

About 2 in 5 US students aged 6 to 17 has a chronic health condition such as asthma, diabetes, or epilepsy. Managing students' chronic health conditions can be a challenge for school personnel. A coordinated effort that involves family members, community groups, social service agencies, and medical providers working with teachers, school nurses, and staff is crucial.

The health care needs of children with chronic health conditions can be complex and continuous and include both daily management and potential emergencies. Ensuring that students have the health services they need to manage their chronic conditions while at school is important in helping them stay healthy and ready to learn.

CDC funds state education agencies to improve the delivery of health services in schools and increase the number of students who can effectively manage their chronic health conditions.

Social and emotional learning can help children and adolescents develop the skills they need to recognize and manage emotions, set and achieve positive goals, appreciate the perspectives of others, establish and maintain positive relationships, and make responsible decisions. A positive social and emotional climate at school enables students to develop these skills.

CDC supports school policies and practices for social and emotional learning and creating a positive social and emotional climate to improve students' overall health and academic achievement.

Dental sealants are protective coatings applied to the chewing surfaces of the back teeth, where most cavities start. Although use of sealants has increased, this effective intervention remains underused. Less than half of children aged 6 to 11 have dental sealants. The use of dental sealants also varies among racial and ethnic groups, as does the prevalence of treated and untreated cavities. Children from lower-income households are twice as likely to have untreated cavities as those from higher-income households. They are also less likely to have dental sealants.

School sealant programs provide dental sealants at no charge to children who are less likely to receive private dental care. These programs provide sealants to students at school using mobile dental equipment. Providing these services at school is especially effective at reaching children at risk of developing cavities.

Programs funded by CDC's Division of Oral Health focus on schools that serve children at high risk of cavities. CDC provides guidance to state and community programs to help them plan, set up, and evaluate school sealant programs and to complement services provided by private dentists. An online data collection tool called SEALS allows programs to evaluate the cost-effectiveness of their efforts.

Sleep is increasingly recognized as a component of good health. Children who don't get enough sleep are at increased risk for obesity, type 2 diabetes, attention and behavior problems, poor mental health, and injuries. Children aged 6 to 12 need 9 to 12 hours of sleep a night. Teens aged 13 to 18 need 8 to 10 hours of sleep a night.

CDC works to increase parents' awareness about their children's need for good sleep and how they can help their children get enough-for example, by setting the same bed and wake-up times each day, including on the weekends, and by modeling good sleep behaviors.

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national center for chronic disease prevention and health promotion

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Promoting Health for Children and Adolescents

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Establishing healthy behaviors to prevent chronic disease is easier and more effective during childhood and adolescence than trying to change unhealthy behaviors during adulthood.

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Early Childhood Education | Health Programs | Well-Ahead Louisiana (wellaheadla.com)

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Making healthy changes in early care and education settings can improve childhood development and can provide protection against chronic diseases in adulthood. Early care education settings can directly influence what children eat and drink and how active they are, as well as help to reduce screen time and support breastfeeding. This builds a foundation for healthy habits.

Well-Ahead provides training and technical assistance to early care and education settings based on the Spectrum of Opportunities framework to help children develop to their full potential and live healthier lives. This includes making healthy changes in their environments for the children they care for, but also implementing changes that support better health for employees. By modeling healthy behaviors each day, employees can motivate the children in their care to do the same.

Citations
¹ Child and Adolescent Health Measurement Initiative, 2018-2019. National Survey of Children's Health (NSCH) data query ² National Immunization Survey, 2016. ³ Morbidity and Mortality Weekly Report. 68(46);1057-1061. "State-Specific Prevalence of Obesity Among Children Aged 2-4 Years Enrolled in the Special Supplemental Nutrition Program for Women, Infants, and Children-United States, 2010-2016."

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Early Childhood Education | Health Programs | Well-Ahead Louisiana

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Making healthy changes in early care and education settings can improve childhood development and can provide protection against chronic diseases in adulthood. Early care education settings can directly influence what children eat and drink and how active they are, as well as help to reduce screen time and support breastfeeding.

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Health Promotion in Early Childhood Education Settings: Rapid Evidence Review - DocsLib

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Health Promotion in Early Childhood Education Settings: Rapid Evidence Review

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Health promotion in early childhood education settings Rapid evidence review Prepared for the Early Childhood Health Promoter, Communities Team by

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Infant/Toddler Lesson Plan *Fill in remaining boxes with activities from the curriculum resources. Teacher(s): Theme: Fire Safety Week Date : Objective: The Children will gain knowledge about Fire Safety. MON TUES WEDNES THUR FRI Imaginative Play (Blocks, Dramatic Play) Add Fire Trucks to Block Center Add Fire Hats to Dress Up Pretend Fire Fighters Block buildings on fire. Fire Drill Art/Exploration (Scribbling, Sand & Water Table, Senses) Color Collage Fire Painting Fire Trucks Fire Badges Smoke Detector Art Gross Motor Indoor/Outdoor Play (Games, Physical Coordination) Obstacle Course Smoke Rises, so CRAWL Stop, Drop and Roll Fire House Fire Drill Language Development Receptive & Expressive (Stories, Fingerplays, Listening/Talking) Flannel Story Clifford the Firehouse Dog by Norman Bridwell Sparky the Fire Dog by Don Hoffman Finger Plays Fighting Fires by Susan Kuklin Circle Time The Letter "Q" Where do we see fire? The Letter "q" Fire Safety Checklist The Letter "R" What Doesn't Belong? The Letter "r" 911 The Letter "Q & R" Fire Drill. Music/Movement (Self-Expression, Songs, Instruments) Fire fighters' Exercise Hurry, Hurry! Never Play with Matches or Lighters

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Fire Safety week lesson plan- Infant Toddler.docx - Infant/Toddler Lesson Plan *Fill in remaining boxes with activities from the curriculum | Course Hero

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Infant/Toddler Lesson Plan *Fill in remaining boxes with activities from the curriculum resources. Teacher(s): Theme: Fire Safety Week Date : Objective: The Children will gain knowledge about Fire Safety. MON TUES WEDNES THUR FRI Imaginative Play (Blocks, Dramatic Play) Add Fire Trucks to Block Center Add Fire Hats to Dress Up Pretend Fire Fighters Block buildings on fire.

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The value of developing childcare emergency evacuation procedures only becomes truly apparent when an emergency situation occurs. To ensure that carers and children are fully supported in an emergency situation requires thorough planning and regular practice. Major emergencies happen regularly and while they may seem to be far away, they can and do happen in childcare situations.

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NC DHHS: Division of Child Development and Early Education

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Emergency preparedness and response (EPR) rules are designed to assist licensed child care programs to adequately respond to the needs of children and others in the event of disasters and emergencies.

Please refer to section .0600 and .1700 (Child Care Rule .0607 and .1714) within Chapter 9 - Child Care Rules for more information and guidance related to the Emergency Preparedness and Response Training and EPR Plan.
EPR Training
Centers and family child care homes have (1) one year from the date of their initial license to complete the EPR in Child Care Training. When staff trained in EPR leaves employment, the center or family child care home must ensure another staff person completes the required training within four months of the vacancy.
EPR Plan
Following completion of the EPR in Child Care training, the trained staff member of the center, or the operator(s) of the family child care home, shall develop the EPR Plan within (4) four months.

The EPR Plan addresses how a child care center, or a family child care home will respond to both natural and man-made disasters; to ensure the safety and protection of the children and staff. Natural and man-made disasters include but are not limited to the following: fire, tornado, flood, power failures, chemical spills, bomb threats, earthquakes, blizzards, nuclear disasters, or a dangerous person(s) in the vicinity.

Trained staff are required to review the EPR Plan with staff during orientation and annually. Substitutes and volunteers in ratio and additional caregivers who are present must be informed of the EPR Plan and its location.

For questions related to the EPR Plan content, contact your EPR in Child Care trainer or Child Care Licensing Consultant. You may also contact the Division of Child Development and Early Education (DCDEE) at 1-800-859-0829 (out of state) or 919-814-6365 (in state) to request assistance from the Training and Program Development Consultant.

Emergency Preparedness and Response in Child Care Centers

Existing child care centers must have one person on staff who has completed the Emergency Preparedness and Response in Child Care training. New centers must have one person on staff who has completed the Emergency Preparedness and Response in Child Care training within one year of the effective date of the initial license. Documentation of completion of the training shall be maintained in the individual's personnel file or in a file designated for emergency preparedness and response plan documents.
Emergency Preparedness and Response in Family Child Care Homes
Existing family child care home operators (operator or operators) shall complete the Emergency Preparedness and Response in Child Care training. Within one year of the effective date of a new license, the operator of a new family child care home shall have completed the Emergency Preparedness and Response in Child Care training. Documentation of completion of the training shall be maintained in the operator's personnel file.
Emergency Preparedness and Response Training
To find an Emergency Preparedness and Response (EPR) in Child Care training, contact an EPR trainer in your community. You can also search training locations from the EPR Calendar on the CCRR Council website. You will see the EPR calendar link on the top right corner of the home page. EPR training can also be found from the website of the CCR&R agency or Partnership for Children nearest you.
Emergency Preparedness and Response Plan Template
In collaboration with NC Child Care Health and Safety Resource Center, and DCDEE, the NC Emergency Management developed a standard EPR template for use (statewide) by licensed child care programs. The content for this template aligns with the EPR in Child Care training and the EPR rules.

The Child Care Rules state that programs must use the EPR template provided by the Division which is available from the NC Risk Management Portal. which houses emergency planning tools for a variety of hazards.

Accessing the EPR Template
To access the EPR Template, the trained staff must have an NCID. You may register for an NCID at the following link: https://ncid.nc.gov/

If you need help getting an NCID, here are detailed instructions for obtaining an NCID.

Once you get an NCID, you will access the EPR template on the NC Risk Management Portal website. Once you are on the NC Risk Management Portal website, use the 'Getting Started' instructions listed to the right-side of the page.
EPR Plan - Technical Assistance & On-going Support
For technical assistance and on-going support regarding emergency preparedness and response in child care, contact the North Carolina Child Care Health and Safety Resource Center or 1-800-367-2229.
Monitoring the EPR Rules
Each component of the EPR plan listed in rule will be reviewed by your Child Care Consultant.

A shelter in place or lock down drill should be completed quarterly. DCDEE does not expect programs to begin conducting these drills until the operator or designee has completed the EPR training. Child Care Consultant will monitor for these types of drills after a facility has completed the training.

Consultants will review the EPR Plan annually to ensure the designated staff reviewed and updated the plan in the last year.

When reviewing staff files, consultants will look for documentation of the review of the EPR Plan which should occur during orientation and annually. Consultants will also ask to see the documentation of substitute and volunteer staff notice of the EPR Plan and its location.
Interested in Becoming an EPR Trainer?
The NC Child Care Health and Safety Resource Center offers the EPR Online Train-the-Trainer Course several times each year. There is no charge for the course. Those interested and who meet the eligibility criteria should complete the online application to take the course.

All EPR trainers are required to offer EPR training to child care providers in their communities.

Important note: This training may not be given to child care providers for contact hour credits until DCDEE has confirmed approval or review of the submitted non-exempt/exempt training packets.
After completion of the course:
Non-exempt: Trainers should complete the non-exempt training packet for Emergency Preparedness and Response (denoting 2-2.5 contact hour credits (CHCs) for the training) and submit the training packet by email to dcdee.inservice.training@dhhs.nc.gov.

Exempt: If your training is not already listed on your annual training plan, please add the Emergency Preparedness Training to an addendum (denoting 2-2.5 CHCs for the training) and submit the forms by email to dcdee.inservice.training@dhhs.nc.gov.
How to Transfer an EPR Plan to a New NCID
To transfer an EPR Plan, you must have an NCID. If you do not have an NCID, please follow the six steps below.

1. Go to https://ncidp.nc.gov/ncidsspr/

2. Choose individual account and click "Submit"

3. Complete the requests on the NCID website that ask for the following information:

requested user ID (first initial and last name e.g. jsmith)

name

email address

password

Answer to a few questions that will verify your identity. You choose the questions you want to answer. If you forget your NCID or your NCID needs to be reset, you will be asked to answer those questions for security purposes.

4. Submit your request

5. Watch for an email from ncid.notifications@nc.gov

6. Confirm your request within 3 days (this completes your NCID registration)
To register the new user NCID, login to the EPR portal (using the new User's NCID)
1. Go to https://rmp.nc.gov/portal/

2. Click on "Planning Tools"

3. Click on the "Child Care Emergency Preparedness and Response Plan"

4. Click on the link "Log in with my NCID" in the grey box

5. Enter your NCID user name and password and click "OK"

6. Click on the "Child Care Emergency Preparedness and Response Plan"

7. Click on the down arrow

8. Click on "Get Started"

9. DO NOT create a new plan

10. Click the "Cancel" button (you will not see the 'Create a new plan' box with a 'Create Plan' and 'Cancel' button if you already logged in before and created plan(s))

11. Click "Logout" at the top of the page
EPR Help Request
EPR Help Requests need to be emailed to DCDEE at dcdee.inservice.training@dhhs.nc.gov. To request EPR help, please call 919-814-6365. The more information you provide, the easier it is to transfer a plan. In the subject line of the email, indicate your request (i.e. Request to Transfer EPR Plan to New NCID). Provide the following information in the message body of the email:

Old user's email address and old user's NCID username

New user's email address and new users NCID username

Your contact information

EPR Plan title, facility name, and the city and county name for facility location

EPR Questions
For EPR in child care questions, please email the NC Child Care Health and Safety Resource Center at resourcecenter@unc.edu or contact by phone (800) 367-2229, choose 1, then 2. You may also contact the Division of Child Development and Early Education (DCDEE) at 1-800-859-0829 (out of state) or 919-814-6365 (in state) to request assistance from the Training and Program Development Consultant.

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Emergency Preparedness and Response (EPR) Rules Emergency preparedness and response (EPR) rules are designed to assist licensed child care programs to adequately respond to the needs of children and others in the event of disasters and emergencies.

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Emergency Kit Checklist for Kids and Famlies

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Emergency Kit Checklist for Kids and Famlies

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Centers for Disease Control and Prevention

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centers for disease control and prevention

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Emergency Kit Checklist for Kids and Families | CDC

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Making a family emergency kit can be fun for the family to do together. Here's how to have a family emergency kit treasure hunt.

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7 Reasons Childhood Nutrition Is So Important

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7 Reasons Childhood Nutrition Is So Important

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7 Reasons Why Childhood Nutrition Is So Important

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The Importance of Nutrition in Early Childhood

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The Importance of Nutrition in Early Childhood

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Proper nutrition in early childhood supports development and growth. Without it, children can experience emotional and physical deficits that prevent them from thriving. Children who learn about healthy nutrition habits from early childhood education and care settings are more likely to stick with those habits later in life.

﻿According to the World Health Organisation, 45 per cent of deaths in children under the age of 5 in low and middle-income countries can be directly linked to malnutrition. Even in less severe cases of poor nutrition habits, children can lag their peers developmentally.

Creative Childcare Centres focuses on early childhood nutrition as part of our curriculum. Along with play-based learning, we ensure children in our care learn the building blocks of a healthy and nutritious diet. Children learn how developing healthy eating habits can affect their minds, bodies, and spirits and are encouraged to eat a variety of foods to stay strong.

Nutrition and the mind

As part of our creative nutrition program, children are exposed to age-appropriate lessons about how eating well can help their brains develop. Some of the most important nutrients for brain development include choline, folate, vitamins A and D, iron, and zinc.

Growing children also need adequate protein from red meat, poultry, seafood, nuts and beans, and dairy products. All meals and snacks served at Creative Childcare Centres follow dietary guidelines for growing children.

Nutrition and the body

Growing bodies, just like maturing brains, need adequate nutrition to stay healthy. Children who do not eat a variety of nutrients may fall behind their peers in fine and gross motor skills development. During early childhood, improper dietary practices can lead to less energy, which conversely affects physical development. Creative Childcare Centres emphasises physical activity in addition to a well-rounded diet to help children grow strong mentally and physically.

Nutrition and the spirit

While poor nutrition practices can stunt physical growth and brain development, they also can affect a child's spirit. Children who are deprived of a well-balanced diet can become depressed and less interested in learning. They lose the ability to cope with situations around them.

Creative Childcare Centres focuses on nourishing a child's body, mind, and spirit through our comprehensive curriculum. Our play-based learning model incorporates creative nutritional habits designed to help children understand the importance of choosing the right foods as they grow.

Tips for at-home nutrition

Children can carry the nutrition lessons they learn at Creative Childcare Centres to their home lives, sharing some simple tips with their parents to get the whole family healthy.

Create colourful plates that contain a variety of vegetables.

Limit sugary drinks, including juices.

Keep healthy snacks like fruits and nuts easily accessible.

Choosing a nutrition-focused childcare program

Creative Childcare Centres stresses the importance of nutrition in early childhood through its curriculum. Our creative nutrition program ensures children in our care have healthy meals and snacks throughout the day. We also teach children how to choose healthy meals and snacks to care for their bodies, minds, and spirits. Contact us to book a tour or to learn more about enrolling your child in one of our three locations.

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The Importance of Nutrition in Early Childhood

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Proper nutrition in early childhood supports development and growth. Without it, children can experience emotional and physical deficits that prevent them from thriving. Children who learn about healthy nutrition habits from early childhood education and care settings are more likely to stick with those habits later in life.

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Nutritional Deficiencies and Behavioral Issues 

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Nutritional Deficiencies and Behavioral Issues 

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I was at the end of my rope and it was the biggest turnaround for my child, for myself, and for my whole family

Shaking my head and saying 'my child wouldn't dare.' It worked for my first daughter. Then my son came along.

I tried to pick him up. He kept screaming and kicking and wriggling out.

I had no option but to drag him by the hand toward the exit, while people made way for the world's worst mom and her little monster. I tried to ignore the head shakes and the tut-tuts.

"If they are loved," I heard one woman say, "they don't act like this."

My head was burning and my heart was racing. By the time we made it to the car, hot tears were running down my face. Meanwhile, my defiant, angry, uncontrollable 4-year-old kept bawling his blood-curdling scream.

Hi, I'm Jessica Acosta. I thought I knew a lot...then I became a mom. Then came the tears. Restless nights. And the daily struggles. That's why I like to write about ways to get rid of the stress that comes with the million responsibilities of a mom. So you get the peace you deserve.

My son was the most contented baby ever. And then at age two, the problems started. Normal. But instead of it getting better, it just.... stayed horrible and got worse as he grew and changed.

This usually started 5 minutes after waking up, and he had up to 4 in the space of an hour.

He hardly ever sat still, and I could rarely interact with him because he moved about all the time. He never spoke to me - he growled and snapped.

My once-happy home became tense. My husband and I started fighting. I would lock myself in the bathroom and pretend I was showering so I could cry without everyone knowing. I thought it was me. I felt like I was failing him.

And what about him? I know now he was frustrated that he couldn't control his behavior. It was taking its toll on him, and it would only get worse - if we couldn't find a way to help him.

My son was out of control, and my whole family was miserable

It got to the point where my boy wasn't allowed to sit on the story time mat with the other kids.

He struggled with finding friends to play with and ended up sitting alone on the buddy bench a lot. Nobody wanted to be with a kid who couldn't keep his hands to himself... and who the teacher disapproves of.

What do you think this does to a child's self-esteem? How would it warp him as he grew up?

Of course, I tried everything. Positive reinforcement. Time outs. Ignoring bad behavior... confiscating toys... a points system with rewards. I even tried meditation and mindfulness.

We also eliminated ALL sugar and artificial food dyes. We began to eat as organic and clean as possible. Lots of fruits and veggies. I also gave him supplements to cover any nutritional deficiencies he might have.

I wanted to help him so badly. But none of it made any difference.

This didn't feel like the 'terrible twos'. My oldest went through that, but this was much worse. Plus, it wasn't going away, after almost 18 months of daily struggle and misery.

I started to scramble to find a doctor. Even though I am averse to any medications for my family unless absolutely necessary, we were only a couple of weeks away from putting our son on pharmaceuticals. And then something happened.

One afternoon, I was at the grocery store again, this time blessedly alone. And I heard a familiar voice behind me.

"Hi Kathy!"

It was my ex-coworker Lisa. I hadn't seen her in more than a year. The last thing I remembered of her was her difficult 6-year-old daughter. She had lots of issues with moodiness, and following instructions.

Lisa and I got to talking... about what else? About my out-of-control kid and her out-of-control kid.

"Oh, it's been a miracle," she said. "My daughter has no issues anymore. Her behavior is just like any normal kid now. And it was such a small thing too."

My heart was in my throat. I begged Lisa to tell me more.

"It turned out to be a nutritional deficiency," Lisa said.

My heart sank. Not back in its place. But down to my feet.

"I tried giving him supplements before," I said. "Besides, we only do super clean food, tons of fruits and veggies. A gummy is not going to do anything for him."

But Lisa wouldn't let it go. "I thought the same," she said. "but have you actually taken a look at the back of the label? It turned out I was basically giving my kids sugar bombs with other vitamins... It matters so much what nutrients you give him". And she told me the name of the brand of gummy vitamins she liked.

As you can probably guess, I ignored Lisa's recommendation for weeks. After all, I'd tried supplements before. They did nothing for my son's behavior issues.

It was only weeks later, after I came across a new study about the real cause of kids' behavior issues, that I finally tried these gummies. I wish I hadn't been so stubborn for so long.

I'll tell you all about the study that opened my eyes in just a second. But first, let me give you the full breakdown of my experience with this brand.
. I'd never heard of them before - they aren't a big name yet, they are not available on Amazon, and seem to be more of a boutique for kids' vitamins.

I opened the bottle up as soon as it arrived. It was promising. The gummies smell great, not like typical chalky vitamins. They also look great - fresh and bright, like they had just been put in the bottle the night prior.

Then came time for the first test.
Anyways, I ordered one test bottle. It arrived very quickly since it's
I ordered the brand of multivitamin gummies that Lisa told me about.They are called an American company and ships from the U.S.

I framed the gummy as a treat when I gave it to my son before breakfast. Normally, he's a very picky eater, and even when we tried to get him to eat veggies, it involved jumping through a lot of hoops - coating them in butter, masking them with dips.

But not so with the First Day gummy.

My son studied it for a second and scarfed it down. Then he smiled and asked for more. I gave him the second one (two is the daily dose). Then I distracted him with real breakfast because I didn't want to give him more than that (more on this below).

Every morning since, he asks me for his "gumbie." So he likes the taste...

The human body, even that of a 4-year-old, needs B vitamins for nerves to fire correctly... it needs vitamins A and D in the brain for dopamine production... it needs ALL vitamins at optimal levels to achieve deep, regenerative sleep.

And if you have a deficiency of any of these vitamins?

It can negatively affect their physical, mental, and emotional health.

It's not just me saying this. I mentioned before the study which made me even consider giving multivitamins a shot. It was conducted at the University of Michigan.

Scientists there looked at 100 kids' vitamin D status. And they found that "children with blood vitamin D levels suggestive of deficiency were almost twice as likely to develop externalizing behavior problems."

And there are dozens of studies like this. All around the world, scientists have linked low levels of different vitamins to trouble with learning, to fidgety behavior, to problems with following directions. Which raises a critical question:

Why did I never hit on this before, in spite of giving my son other multivitamins, and giving him a diet full of fruits and veggies?

There are several possible reasons. Many supplement companies use cheap forms of vitamins that pass through the body unused. Others provide them in such low doses as to be useless.

It's also a matter of having the right combo of vitamins. Vitamins work in tandem, and if any of a dozen is missing, it can cause neurological problems or sleep issues that lead to agitation.

That's probably why my attempts at a clean, organic diet didn't produce the results. I simply couldn't give him all the vitamins he needed, in sufficient amounts. And you know what?

I bet this was causing other problems too. Here's what I mean.

Even if vitamin deficiencies had nothing to do with my son's behavior challenges, I would still give him these gummies. In fact, I give them to my 7-year-old daughter now as well. The company claims to use only the best ingredients, at scientifically-backed doses, and based on what I've experienced, I believe them. Their gummies are also free of gluten, gelatin, artificial dyes, and they are made with the highest-quality production process.

Of course I do! Because there are a thousand and one things in the body that need optimal vitamin levels to work right.

Do I sound like a big raving fan? That's because I am!

These things have literally transformed my household in so many beneficial ways. And even so, the price is so affordable, particularly when you compare it to alternatives we were considering. Which brings me to my final point.

My daughter used to get sick regularly. Nothing major, but she was very susceptible to every bug that passed through school. I'm really curious what's going to happen now that I'm giving her the First Day gummies each day. I'm hoping it will help her get sick less and to get over bugs more quickly.

The fact is - allergies, sickness, immunity problems, even brain function issues - all of these can be caused by vitamin deficiencies. I think in my son's case, a deficiency was probably causing problems with reaching deep sleep.

The issue is this:

In today's world, it's pretty much impossible to get kids to eat all the veggies they really need to get all those vitamins. And even if I could feed my kids nothing but lettuce and kale, there's still no guarantee I could get them ALL the vitamins they need, in perfect doses.

Because too much of any vitamin can be as harmful as too little. Many vitamin companies don't seem to get this, or they just count on impressing parents with big numbers.

That's why I still stick with the First Day brand and not others.

Thousands of reasons to give my kids these gummies

Look, my son hasn't turned into a perfect little angel. Nor do I expect or want that.

I know kids get cranky, hungry, tired, bored, that they make a mess.

I'm also not saying every child can be helped just with a multivitamin. But it's certainly worth a try, before reaching for much more serious (and unnatural) options.

I'm eternally grateful for finding these gummies. I know every child is different, but having First Day in our everyday routine has been so rewarding. Our whole family loves it.

I tell everyone about these and joke that I would literally be their "spokes-mom" if I could, because I love them so much.

Finally a normal, happy, healthy kid I can deal with

I just found out that the First Day company is currently running a special promotion where they are offering up to 31% off the regular price of their kids multivitamin gummies . I'm definitely going to jump on this opportunity and stock up, especially since both my kids now take these gummies.

I realize now how hard it must have been for my son to be out of control, to know he was being bad, and still not be able to control himself.

For any kids showing similar problem behaviors, a simple vitamin deficiency might be at the root of it. And that's why I recommend these gummies to all kids and parents - the sooner you check them out the better.

How To Get First Day Gummies Now

Now that you know about this revolutionary product, let me show you how easy it is to use it. All you need to do is follow these 3 steps:

* Step 2: After receiving the bottle, store it in a safe place your kids can't reach.
* Step 3: Once a day, give your child two First Day gummies (more is NOT better).

Here's a tip: Know any overworked and overstressed moms? First Day gummies can be the perfect present to help them keep their kids happy and healthy! * Step 1: gummies today to take advantage of the 31% off discount.

© 2020 First Day Inc. All Rights Reserved | Terms of Service | Privacy Policy

These statements have not been evaluated by the Food and Drug Administration.
This product is not intended to diagnose, treat, cure, or prevent any disease.

My son loves the First Day gummy vitamins! No fake flavors. As a mom , I'm picky about what I give my child. Thank you for providing nutritional value to start his day!

A crowd started to form around us.

What had happened to my once-sweet boy? What had I done to cause this?

I remember the last time so clearly. He was completely out of control at the supermarket.

Running away from me, knocking things off the shelves. When I tried to calm him, he threw himself, screaming, kicking, face down, on the supermarket floor.

After that first month, you can bet I stocked up on the First Day gummies . But I was still in wonder that the right multivitamin could make such a difference. So I dug in for an explanation. Here's what I found.

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“How I discovered a secret cause to my kid’s outbursts...”

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I was at the end of my rope and it was the biggest turnaround for my child, for myself, and for my whole family

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Nutritional deficiencies and mental health

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Nutritional deficiencies and mental health

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Abstract

Nutritional deficiencies at all stages of growth, both pre- and post-natal, can affect a child's physical, mental and behavioral development. In this paper, we review literature about how mental development is affected by the following nutritional conditions: low birth weight, mild, moderate, and severe protein-energy malnutrition, iodine deficiency, and iron deficiency.

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child nutrition disorders / complications*

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Nutritional deficiencies and subsequent effects on mental and behavioral development in children - PubMed

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Nutritional deficiencies at all stages of growth, both pre- and post-natal, can affect a child's physical, mental and behavioral development. In this paper, we review literature about how mental development is affected by the following nutritional conditions: low birth weight, mild, moderate, and se ...

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Playgrounds are included in the government's Healthy Pupil Capital Fund, which goes towards building projects that could help tackle obesity and inactivity in children and young people
The government's Healthy Pupil Capital Fund includes money for playgrounds, as it is recognised that active play can help tackle obesity and inactivity in children and young people.

This is welcome news, given the amount of public parks closing down or at risk of closing down. The Association of Play Industries (API) conducted research recently that showed that between 2014 and 2016, 214 playgrounds had been closed, with a further 234 planned closures between 2016 and 2019.

Local authorities cited lack of budget to maintain, repair or replace equipment as reasons for the closures.

This worrying picture is backed up by Fields in Trust research which showed that 16 per cent say that their local park or green space has been under threat of being lost or built on.
Play and wellbeing
Mental health problems affect about one in 10 children and young people, according to the Mental Health Foundation.

The link between play and wellbeing is well documented thanks to numerous studies into how play is crucial for children's emotional, social, cognitive and physical development.

One study from the American Medical Association said: "Children will be smarter, better able to get along with others, healthier and happier when they have regular opportunities for free and unstructured play outdoors."
The Mental Health Foundation states that "being in good physical health, eating a balanced diet and getting regular exercise, and having time and freedom to play indoors and outdoors" can help keep children and young people mentally well.

Many children do not have gardens so a trip to their local playground represents one of their few opportunities to enjoy outdoor play.
Indeed, research from the Association for Public Service Excellence (APSE), showed that 95 per cent of parks professionals are concerned that a lack of investment in parks will have health and social impacts.
Health benefits of parks
Recent research from Fields in Trust reveals a direct link between public parks and green spaces and health and wellbeing. It demonstrates that parks and green spaces provide people with over £34 billion of health and wellbeing benefits. These are a result of people enjoying greater life satisfaction including both improved physical and mental health, directly as a result of using regularly using parks and green spaces.

Compiled using HM Treasury approved research methodology, Revaluing Parks and Green Spaces demonstrates National Health Service savings of at least £111 million per year. This figure is based solely on prevented GP visits and doesn't include savings from non-referrals for treatment or prescriptions - meaning the actual savings to the taxpayer will be significantly higher.

The report also calculates that parks provide a total economic value to each person in the UK of just over £30 per year.

The value of parks and green spaces is higher for individuals from lower socio‑economic groups and also from black and minority ethnic backgrounds. This means that any loss of parks and green spaces will disproportionately impact disadvantaged and underrepresented communities, precisely those who value them the most.

Helen Griffiths, chief executive of Fields in Trust, said: "This report clearly demonstrates the economic and wellbeing benefits that parks and green spaces bring to people across the UK. At a time when parks and green spaces are under threat this is valuable evidence that the loss of green space is hugely damaging to people's welfare."

Association of Play Industries Chair, Mark Hardy, said: "Now for the first time, Fields in Trust have quantifiable evidence of the value of parks and green spaces. The Wellbeing Value associated with the frequent use of local parks and green spaces is worth £34.2 billion per year to the entire UK adult population and parks are estimated to save the NHS around £111 million.

"There is also further evidence that our parks and green spaces contribute to a preventative health agenda, reduce future Exchequer expenditure, reduce health inequalities and increase social cohesion and equality. These spaces have been taken for granted - an essential part of the fabric of our lives - and now they are under threat.

"Such is the positive impact of our parks and green spaces, that to lose them will further exacerbate the obesity crisis and rising mental health problems, as well as increasing levels of loneliness across many sectors of the population."
More funding for play
Play England, meanwhile, is calling on the government to increase funding for play. It states that investment in play has been cut from £235 million prior to 2010 to zero in 2018. Between 2012 and 2017, Sport England received £1 billion from the government and National Lottery funding and Play England is calling for these levels of national funding to also be made available for play.

As the number of community play spaces declines, playgrounds in schools are becoming increasingly important. As such, funding from the Healthy Pupil Capital Fund, which comes from money raised from the 'sugar tax', is welcome news and schools are urged to apply for funding.

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Playgrounds are included in the government's Healthy Pupil Capital Fund, which goes towards building projects that could help tackle obesity and inactivity in children and young people The government's Healthy Pupil Capital Fund includes money for playgrounds, as it is recognised that active play can help tackle obesity and inactivity in children and young people.

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The Relationship Between Play and Child Development

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The Relationship Between Play and Child Development

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Playing is something kids do naturally. The ability to play, at first glance, may seem to serve no purpose beyond that of fun and entertainment. However, a few decades ago psychologists began to wonder whether that was actually the case. Ever since, educational psychologists have been investigating the relationship between play and child development.

There is one key aspect we need to understand. From a development perspective, performing the actions we enjoy is more than just for pleasure. From this perspective, if something produces pleasure, it is because it is often useful for our development.

According to this reasoning, play has to have some function or utility. In addition, studies show that if a child has very limited hours of play in childhood, then they usually become very poorly adapted adults.

When it comes to looking into the link between play and child development, we have to open our minds to different theories. These theories are quite different in terms of the evidence that supports them. However, if we want to understand the complex relationship between play and child development, we must adopt a broad perspective and take into account all available data.

Theoretical perspectives of play and child development

One of the first authors to study the topic was Karl Groos. He saw play as a sort of pre-exercise necessary to reach psycho-physiological maturity, and linked it to growth. Play is a type of preparatory exercise to enable the development of certain functions.

Physical games facilitate physical development, while psychological games prepare the child for his social life. In addition, as play is carried out in a safe environment, the child can practice skills without being in danger.

Another completely different point of view is that of Freud. From the psychoanalytic point of view, play is intimately related to the expression of our unconscious impulses. This would allow a human to satisfy his unsatisfied desires in real life.

This theoretical perspective, although it may seem attractive, has very little scientific evidence to support it. It also violates the principle of frugality by which science is governed.

Play as a social activity

For Vygotsky, play is a social activity in which the key aspect is cooperation between members. Thanks to this cooperation, each of the players learns to adopt a role ( assumption of roles), a key aspect in adult life.

Vygotsky focused solely on the symbolism in games. He pointed out how simple objects can take on new meanings within the game, a prime example being a brush or broom becoming a horse. We can see that he has a socio-constructivist perspective, since the main function of play for him is to learn to share roles and meanings.

Another author who theorized about play was Jerome Bruner. According to his point of view, play is linked to the immaturity that human beings are born with. This means that we can produce a multitude of very different types of behavior, thereby helping us to be very flexible and adaptable.

Play is therefore very useful in order to experience all these behaviors. It also helps us learn how to adapt to our cultural environmental. By doing this in a playful context, a person is free from pressure and can experiment. At the same time it minimizes possible negative consequences.

Piaget, one of the great development psychologists, also wrote about play. His perspective is that play is no different than non-playful activities. In his eyes, play would be an adaptive action with which the child learns about reality and, in a certain way, controls them. It is highly related to the concepts of assimilation and accommodation that Piaget developed.

The importance of play

There are many different perspectives on the purpose of play. However, the importance of the link between play and child development is clear. In addition, another point we should make is that the different perspectives are not incompatible with each other. The relationship between play and child development can be manifold and enriching.

Now that we know the different possibilities that playing opens up for a child, we can understand its relevance. If play doesn't exist in a child's life, it can affect their physical, psychological and social development. That's why recreational activities are essential in our children's daily lives, done without pressure and with great motivation.

Learning to play will give the child everything they need to grow in every area of their life. So, let's not fall into the trap of exchanging their play time for other "intellectual"or "educational" activities that we may consider more important.

The truth of the matter is that without play, their cognitive and intellectual development will be hindered. Don't forget that before we're born we're already growing and developing. For this to continue after birth we must ensure that play is an integral part of their lives. Plus, it's also so natural and enjoyable!
It might interest you...

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The Relationship Between Play and Child Development

# data[].attributes.attachment_link.description
Playing is something kids do naturally. The ability to play, at first glance, may seem to serve no purpose beyond that of fun and entertainment. However, a few decades ago psychologists began to wonder whether that was actually the case. Ever since, educational psychologists have been investigating the relationship between play and child development.

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Relationship between play and sensory development

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Relationship between play and sensory development

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Relationship between play and sensory processing: a systematic review - PubMed

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OBJECTIVE. We examined the empirical evidence to answer the research question, What is the relationship between play and sensory processing in children ages 3-12 yr? METHOD. The PRISMA guidelines were followed to complete a systematic review. Academic databases were searched using play, leisure, sen…

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Importance of Environment in Child Development

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Importance of Environment in Child Development

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Explain the Impact of Environment on Human Development in Education - Education Summary

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Explain the Impact of Environment on Human Development in Education - Environment means the physical surrounding in which a person comes in contact with

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Preparing the Early Childhood Learning Environment

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Preparing the Early Childhood Learning Environment

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Because young children are constantly adjusting to the barrage of sensory impressions they receive, what children see plays an important role in environment preparation. We live in a world focused on extensive visual stimulation. Although there is a trend to provide eye-popping bright colors or bold primary colors in early childhood environments, a palette of neutral colors and/or colors from nature can be more conducive to learning and to promoting a sense of calm. A subtler background allows the materials to stand out and attract the child's interest.

In addition, urged on by manufacturers marketing classroom "décor", often early childhood educators plaster their environments with posters and other materials. However, uncluttered walls can be comforting and soothing and far less distracting. Be selective and discriminating in choosing what is displayed and hang thoughtfully chosen artwork at the child's eye level.

Considering lighting is also important. Lots of natural light is optimal in any educational setting. If artificial lighting is also necessary due to building limitations, using incandescent bulbs will lend a warmer, more homelike glow to your environment than the cool blue of fluorescents. You might also want to explore energy-efficient LEDs. In any case, remember safety considerations with young children, taking care with cords and hot bulbs and shades, as well as with the stability of the lamps.

Have you considered the sounds the children can hear in your learning environment? Just as your classroom can be visually cluttered, noises such as side conversations, small-group lessons, musical instruments, the rustle of leaves, or even the whisper of wind can make the classroom feel cluttered auditorily. Determine which of these noises are appealing and conducive to learning and which are distracting. Try to adjust the ones you'd like to control or mitigate by using sound-absorbing materials such as rugs and carpeting. Add soft pillows and child-sized upholstered chairs to the reading nook. Hang fabric curtains at the windows or draped across ceilings. If your budget allows, you may also want to consider unobtrusive acoustic panels for walls and ceilings.

Are the surfaces of your classroom furniture smooth and free of dangerous or pointy edges? Do you provide a variety of materials that appeal to the sense of touch, such as soft woolens, smooth silks, warm wooden objects, and cool metals, which encourage the child to explore and discover the unique characteristics of each? For babies and toddlers still crawling and creeping, have you considered the different sensations they feel on their hands and knees as they make their way around on varying surfaces?

What smells greet the children arriving in your environment? Many licensing agencies mandate the use of specific cleaning and disinfecting solutions and we are beholden to these regulations. However, whenever possible, avoid the use of harsh smelling chemical cleaners. Allow fresh air to permeate the environment. Objects with appealing scents, such as a cinnamon bark box or a clove box, can be enjoyed by the children if displayed within reach on a shelf. Fragrant herb plants that are safely edible, such as sage, rosemary, and lavender, also make lovely additions to a class environment. Allow children to use a mortar and pestle to crush them to release their enticing scents into the air.

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Preparing the Early Childhood Learning Environment

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Because young children are constantly adjusting to the barrage of sensory impressions they receive, what children see plays an important role in environment preparation. We live in a world focused on extensive visual stimulation.

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Creating a Welcoming Early Childhood Environment

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Creating a Welcoming Early Childhood Environment

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Creating a Welcoming Early Childhood Environment

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Welcoming families, whether new or returning to a childcare or school environment, is an important first step any year. However, as we embark on this year following uncertainty with the global pandemic, making a safe, welcoming, and trusting environment for children and their families is more important than ever before.

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Selecting Materials and Equipment in Infant and Toddler Settings

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Selecting Materials and Equipment in Infant and Toddler Settings

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Selecting Materials and Equipment in Infant and Toddler Settings

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Download the article, Selecting Materials and Equipment in Infant and Toddler Settings PDF. Article - Choosing Materials Caregiver-child relationships and the moment-to-moment interactions that make up these relationships are the foundation of infants' and toddlers' learning.