# data[].attributes.body
There are four domains for child development, cognitive, language, physical, and social emotional. Maslow developed a hierarchy of needs, this states that foundational needs must be met before higher level needs can be achieved. Another important thing that was covered in this module was sensory development, this includes the five senses and how they play an important role in development.

# data[].attributes.body
This module is very useful for future educators. This shows us the order and structure that a child develops in. By looking at Maslow's hierarchy of needs, we are able to figure out what stage of development a student is in.

# data[].attributes.attachment_link.description
Maslow’s hierarchy of needs is a motivational theory in psychology comprising a five-tier model of human needs, often depicted as hierarchical levels within a pyramid.

# data[].attributes.body
When children are in our care, it is our job to protect them from risk, injury, and harm. This module focuses on our role as first aid responders in the classroom, it is important that we know the terms liability, negligence, omission, and commission. Another main thing that this module covers is how to react in a school shooting. I now know the steps and processes on how to treat a gunshot wound.

# data[].attributes.body
This module is very useful for future educators because it takes you through the steps of how to care for an injured child. Children are often times not careful, and the school nurse is not always available, so it is very important that we understand the procedures on how to give first aid and emergency care.

# data[].attributes.body
Chronic illness effects between 10-20 percent of children in the United States. Examples of chronic illness include, Asthma Diabetes, Cystic fibrosis, Cancer, Sickle cell anemia, Cerebral palsy, ADHD, Autism, Spina bifida, Down Syndrome, Congenital Heart Disease, and Lupus. Children with chronic illnesses often struggle in school and often fall behind in their course work.

# data[].attributes.body
It is important for us future teachers to know and understand how chronic illnesses effect students and their ability to perform in the classroom. We need to know how to look for the signs on if a student with a chronic illness is struggling and how we can help them in the best way possible.

# data[].attributes.body
Communicable diseases are illnesses that spread from one person to another. this is the most common cause of illness in children. These illnesses can be spread through, respiratory, gastrointestinal, dermatologic, or blood-bone. There are many ways to prevent the spread of the illness, washing your hands, using gloves, cleaning regularly, and air quality. This module also highlights the symptoms of different illness.

# data[].attributes.body
This module is very useful when it comes to treating and identifying communicable illnesses. It highlights and provides the symptoms of different diseases and how to identify if a students has a communicable illness.

# data[].attributes.attachment_link.provider_name
Centers for Disease Control and Prevention

# data[].attributes.attachment_link.readable_text
Caring for young children means having close contact, and early care and education (ECE) providers can take many steps to keep infections from spreading. Strategies such as hand hygiene, cleaning, sanitizing, disinfection, and ventilation can help ECE providers protect the health of children in their care as well as themselves and their own families.

By carefully planning and following guidance, ECE programs can prevent the spread of infectious diseases. ECE providers can also teach children skills about staying healthy and keeping safe from germs. Many parents get great support from ECE providers around teaching children toileting, hand washing, and covering coughs and sneezes.

Learn about tools and resources to prevent the spread of infections in your ECE program.

Prevention tools and resources

# data[].attributes.attachment_link.title
Prevention and control of infectious diseases | CDC

# data[].attributes.attachment_link.description
The early care and education (ECE) portal is an access point to all of the ECE related resources from the CDC to help providers find the information they need to support children's healthy development and to provide a safe and healthy early learning environment.

# data[].attributes.body
Exercise is beneficial for focus, concentration, and social development. The module also talks about the link of movement and physical activity increases academic performance. As the brain and body begin to work together to process motor sequences and patterns such as rolling over, crawling, walking and jumping, the brain creates the pathways used for processing sequences in reading and math.

# data[].attributes.body
It is very beneficial to understand the importance that movement plays in a child's learning. If a child is not getting enough exercise then it will impact their ability to focus in class and retain the information being provided.

# data[].attributes.body
Good nutrition has good implications for both our physical and mental health. This module walks us through what a balanced and healthy diet consists of. Some of the issues that this module highlights include food insecurity, (picky eaters) and obesity. We are also provided with solutions on a federal, state, and local level. We are also provided with resources that include child nutrition programs, healthy food options, getting parents involved, and classroom policies.

# data[].attributes.body
It is very important to understand nutrition and its benefits in the classroom. Nutrition and movement go had in hand with one another, and it is very important to implement and emphasize them in the classroom. Nutrition plays a large role in our physical and mental health, and it is important as an educator to understand the benefits of a balanced diet as well as the downsides of an un balanced diet.

# data[].attributes.attachment_link.title
How Better Nutrition Supports Academic and Athletic Performance | Moultrie County Health Department

# data[].attributes.attachment_link.description
As the school year begins, good nutrition can help improve your student's academic and athletic outcomes. The role of nutrition in overall student well-being. Emerging research and existing data continue to shed light on the crucial role of proper nutrition in supporting overall student well-being.

# data[].attributes.body
Mental health is a combination of our biological, social, and psychological wellbeing. Mental health effects how we think, feel, act, and the decisions that we make. There are many different diagnosis for mental health, some of them include anxiety, ADHD, Autism, OCD... The zones of regulation are a frame work to build self regulation, and organize how we think.

# data[].attributes.body
This module highlights one of the most important topics that we will deal with as educators. Mental health is very important and it is becoming more apparent in the classroom. As teachers we will deal with mental health very often and it is very important for us to understand what it is that we are dealing with and how to help the students who have mental health issues.

# data[].attributes.attachment_link.readable_text
An Action Guide for School and District Leaders

At a Glance

Schools are prioritizing students' mental health, and there are many tools and resources to choose from. CDC created this action guide as a place to start. It can help school and district leaders build on what they are already doing to promote students' mental health and find new strategies to fill in gaps.

The action guide describes six in-school strategies that are proven to promote and support mental health and well-being. For each strategy, the guide also describes approaches, or specific ways to put the strategy into action, and examples of evidence-based policies, programs, and practices.

Audience

School and district leaders of kindergarten through 12th-grade schools (K-12), including principals and leaders of student support teams.

Goal

Provide school and district leaders with strategies, approaches, and practices that can improve students' mental health.

CDC has identified six school-based strategies and associated approaches that can help prevent mental health problems and promote positive behavioral and mental health of students.

Multitiered Systems Of Support

Multitiered Systems of Support (MTSS) are used by many schools and districts to support different levels of students' needs. The strategies in this action guide can align with schools' existing MTSS to enhance the work schools have already started.

Why Schools?

Schools help promote the mental health and well-being of students through education, prevention, and early intervention efforts. They provide an opportunity to reach a large number of youth with strategies that can lessen the impact of negative experiences and improve students' health and well-being.

Schools can establish safe and supportive environments.

Schools can connect students to caring adults and encourage positive peer relationships.

Schools can give students mental health support and link them and their families to community behavioral and mental health services.

Schools that promote student mental health and well-being can improve classroom behavior, school engagement, and peer relationships. These factors are connected to academic success.

Additional Resources

Some of the strategies and approaches in this action guide may also improve other important health outcomes, such as experiences of violence and suicide. CDC has several Resources for Action for preventing violence.

# data[].attributes.attachment_link.title
Promoting Mental Health and Well-Being in Schools

# data[].attributes.attachment_link.description
Learn more about promoting student mental health and well-being in schools in CDC's action guide for school leaders.

# data[].attributes.body
Child abuse includes physical, sexual, emotional abuse and neglect. Sometimes parents are not able to be supportive because they have their own mental health problems, or they may also have been the victims of the abuse or violence. Children who have experienced violence or abuse can be successfully treated with psychotherapy or more commonly known as talk therapy. This module provides us with many different resources and tools on how to handle children who may be subjected to violence or abuse.

# data[].attributes.body
This module is one of the most important modules that we have covered this semester. Often times people are not comfortable admitting that they are suffering from abuse, so it is incredibly important for us to understand and be able to identify the signs of abuse, so that we can handle it and solve the problem.

# data[].attributes.attachment_link.title
How Teachers can Recognize the Signs & Support Abused and Neglected Children - EndCAN

# data[].attributes.attachment_link.description
Many people are baffled by why those abused don’t come forward sooner. There’s a misconception that someone abused at 14 or younger who didn’t disclose until adulthood was simply an opportunist. However, delayed disclosure is the norm, not the exception. Read here to discover why disclosures of child sexual abuse are so often delayed.

# data[].attributes.body
Sexual content is highly shown in traditional media, and it rarely depict the responsibilities and risks associated with sexual activity. Sexuality and the knowledge of sexuality is very different for people in different age ranges. This module recognizes the different types of sexual play and how it can quickly go from an innocent act, to something that is inappropriate. We are also shown how to respond when children are participating in sexual play.

# data[].attributes.body
This module is very important because it shows us how to look for the signs of when play has become sexualized. We are shown what sexual play looks like for different ages, and it is important for us to be able to identify and provide a solution for the issue at hand.

# data[].attributes.attachment_link.readable_text
A Guide for Staff

There is a range of sexualized behavior in preschool children from age-typical and developmentally appropriate behavior, to behavior that is of concern or "flag" behavior, and dangerous behaviors that affect other children.

Proactive Guidance

1. Teachers will educate children about safe touches and setting boundaries around touch with others.

2. Activities around safe touches, boundaries, and children's bodies belonging to themselves will be integrated into the curriculum. Especially, but not limited to, the first 2 months of school. Examples include--Talk about Touch (TAT) - it is recommended that teachers not wait or confine their teaching to TAT. On-going lessons can be integrated into songs, lessons at circle, and teachable moments

3. Classroom rules will include instruction related to safe touch. For example, safe touch can include non aggression as well as asking permission before you touch another person's body. Teacher will utilize circle time and other teachable moments to teach this to children.

4. The classroom and outside environments should be set up to maximize safety around sexualized behaviors/inappropriate touch. More than one child should not be allowed in a covered/hidden space unless there is direct adult supervision.

Response to Behaviors in the Classroom

1. Teachers should label, identify, and tell children to stop sexualized behavior in the classroom. Language should be direct, educational, and non-shaming. They should then monitor to see if the behavior ceases or if additional follow-up is required. Please see Scenarios for RTM Discussion of Sexualized Behavior in the Classroom for examples and more information about language to use. Teachers should teach children to set boundaries for themselves, but should ultimately take responsibility for addressing sexualized and intrusive behaviors in the classroom.

2. Teachers can access their mental health specialist/consultant anytime they have a question related to sexualized behavior.

Communication with Families and Regional Managers in Response to Behaviors

1. DST should communicate with parents regarding all instances of sexualized behaviors, including age-typical behaviors. Age-typical sexualized behaviors are discussed as a part of discussing developmental information with parents. Additionally, it is important that RMs and parents are informed of all sexualized behaviors, so they are aware of the history should the behavior escalate to a level considered unsafe for the classroom.

2. DST can decide if the teacher or family advocate is the best person to communicate with the family should an incident occur. This communication should include information gathering about any observations or concerns parents might have. Once information has been gathered, DST can discuss with parents whether children's behavior is thought to be age-typical or a possible concern. See Sexualized Behavior Flags for more information on distinguishing between age-typical behavior and something more concerning.

3. DST will communicate with their RM about the behaviors and their conversations with families. RMs will also assess the situation in terms of level of concern for the child and possible effects on other children. DSTs and RMs will consult with their mental health specialist/consultant when needed.

4. Teachers will track any concerning or reoccurring behaviors in a narrative form, giving as many details about what occurred as possible. They will include information about other children's reactions. Information should be tracked in the child's Webcaf file under the Abuse domain. This information will be shared with the RM and the mental health consultant/specialist.

5. RMs will ask teachers if there are any sexualized behaviors in the classrooms during monthly check-ins.

6. RMs will support/mentor staff who do not feel comfortable discussing these issues with parents, so that they can increase their comfort level. The Mental Health Consultant and/or Specialist can assist as well.

7. The need for counseling, a safety plan, mental health consultation, or DHS reporting should be assessed by the DST and RM.

8. RMs and DSTs can access their mental health specialist/consultant anytime they have a question or feel the consultant should know about the situation.

When Sexualized Behavior is Considered Dangerous for the Classrooms

1. In general, sexualized behavior should be considered dangerous when

1. Despite teacher prompts to stop the behavior, it is occurring repeatedly without any "warning" signs or predictable triggers.

2. The behavior is affecting other children, usually because they are being directly touched or violated in some way.

2. Following up on Dangerous Sexualized Behavior

1. DST should immediately inform the Regional Manager and parents of dangerous sexualized behaviors.

2. A safety plan should be formulated, if there is not one already in place. Considerations will include the classroom environment, outside environment, possible aides, and a staffing matrix.

3. Program consultants and/or Mental Health Providers should be informed.

4. A staffing including DST, RM, mental health and education consultants or specialists, and parents, should take place addressing safety issues/protecting other children.

5. If the staffing team does not feel an aide would help ensure classroom safety, or if it is not possible to provide an aide, the RM should inform the Assistant Director (or Director) and discuss exclusion.

Understanding and Responding To the Sexual Behavior of Children
The Range of Sexual Behavior of Children Under Age 12
Normal Range

1. Genital or Reproduction conversations with peer or similar age siblings

2. Show me yours/I'll show you mine with peers

3. Playing 'doctor"

4. Occasional masturbation without penetration

5. Imitating seduction (i.e., kissing, flirting)

6. Dirty words or jokes within cultural or peer group norm

Yellow Flags

1. Preoccupation with sexual themes (especially sexually aggressive)

2. Attempting to expose others genitals (i.e., pulling other's skirt up or pants down)

3. Sexually explicit conversation with peers

4. Sexual graffiti (esp. chronic or impacting individuals)

5. Sexual innuendo/teasing/embarrassment of others

6. Precocious sexual knowledge

7. Single occurrences of peeping/exposing/obscenities/pornographic interest/frottage

8. Preoccupation with masturbation

9. Mutual masturbation/group masturbation [fn1]

10. Simulating foreplay with dolls or peers with clothing on (i.e., petting, French kissing)

1. Sexually explicit conversations with significant age difference * Touching genitals of others

2. Degradation/humiliation of self or others with sexual themes

3. Inducing fear/threats of force

4. Sexually explicit proposals/threats including written notes

5. Repeated chronic peeping/exposing/obscenities/pornographic interests/frottage

6. Compulsive masturbation/task interruption to masturbate

7. Masturbation which includes vaginal or anal penetration

8. Simulating intercourse with dolls, peers, animals with clothing on (i.e., humping)

STOP: No Question

1. Oral, vaginal, anal penetration of dolls, children, animals

2. Forced exposure of other's genitals

3. Simulating intercourse with peers with clothing off

4. Any genital injury or bleeding not explained by accidental cause

Although mutual or group masturbation is not uncommon among children, the interaction must be evaluated. We need to be concerned about behavior with dolls which may be rehearsals for behavior with peers. Although restraining an individual in order to pull down pants or expose breasts may occur in the context of hazing among peers, it is clearly abusive.

Information provided by Missouri Division of Family Services.

Policy Council approved September 13, 2011

© 2011. Head Start of Lane County. All rights reserved

# data[].attributes.attachment_link.description
A Guide for Staff There is a range of sexualized behavior in preschool children from age-typical and developmentally appropriate behavior, to behavior that is of concern or "flag" behavior, and dangerous behaviors that affect other children. Proactive Guidance Teachers will educate children about safe touches and setting boundaries around touch with others.

# data[].attributes.body
Building alliances supports two of the four anti-bias

domains: Diversity and Justice. Learning communities, such as reading or discussion groups, provide regular opportunities for building relationships and supporting professional development. Teachers also have the power to “lead by example” by showcasing their ongoing learning about diversity and justice and their commitment to creating a better world. It is an educators job to raise awareness and to create a safe and positive learning enviroment.

# data[].attributes.body
It is very important as an educator to provide students with a safe and uplifting learning environment. We want to make sure that every student feels seen, heard, and supported. With out this type of learning environment, students will struggle to succeed.