13-1 © 2011 Pearson Education, Inc. All rights reserved. Nutrition, Health, and Safety for Young...

13-1© 2011 Pearson Education,

Inc.All rights reserved.

Nutrition, Health, and Safety for Young Children: Promoting Wellness, 1eSorte, Daeschel, Amador

Chapter Thirteen

Children’s Mental Health




Mental Health

Biological Factors– Genetics, temperament, physical and health attributes

Environmental Factors– Family life situations (stress, poverty, abuse, neglect,

parental drug use or mental illness, quality relationships, culture, parenting style)

– Community well being, environmental toxins

Developmental Factors




Social and Emotional Developmentin Infancy

Developing a social smile

Imitating movements and facial expressions

Expressing communication with face and body

Enjoying playing with other people




Social and Emotional DevelopmentThe Second Year

Imitating behaviors of others Being increasingly aware of self as separate from

others Being increasingly excited about being around other

children Demonstrating increasing independence Beginning to show defiant behaviors Showing more separation anxiety




Social and Emotional DevelopmentThe Third Year

Exhibiting more sense of individuality Demonstrating more advanced memory in certain

areas Growing an emotional understanding Increasing interest in friendships Increasing development of conscience




Social and Emotional DevelopmentThe Fourth Year

Exhibiting increased interest in interacting with others Using language to communicate wants, needs, and ideas Demonstrating greater ability to manage emotions and regulate

behavior Following rules and showing an interest in pleasing others Continuing interest in having a strong relationship with the

teacher




Social and Emotional DevelopmentThe Fifth Year

Focusing on social interactions Practicing taking leadership roles Exhibiting an increasing ability to understand the

perspectives of others Demonstrating ability to focus on projects Being literal with rules and needing support to

understand flexibility




Social and Emotional DevelopmentFive to Eight Years

Increasing interest in autonomy and independence Continuing to judge self on how adults value and

respond to what they do Beginning to rely on peers for feedback about what

is good and bad Demonstrating individual skills and competencies Communicating emotions, ideas, wants, and needs




Promoting Social and Emotional Development

Create supportive environments– Small groups– Parent collaboration– Developmentally and Age appropriate curriculum– Well prepared teachers

Establish caring relationships– Emotional support– Effective guidance, use of routines, and learning times– Modeling and encouragement




Building Nurturing Relationships

Respect Responsiveness Appropriate guidance Positive expectations




Importance of Unstructured Play

Contributes to children’s cognitive, physical, creative, expressive, social and emotional development.

Provides opportunities for children to use their imaginations, test ideas, practice dexterity, explore outcomes, gain mastery.

Allows children to be self-directed. Encourages social interaction and problem solving. Provides opportunities to experience social skills.




Skills for School Success and Learning

Awareness of self and empathy for others Cooperation Conflict resolution skills Resiliency Curiosity and openness Persistence and focus Reflection and interpretation Imagination and invention Cognitive problem solving




Prevalence of Mental Health Problems

The National Advisory Mental Health Council predicts that childhood mental health disorders will be one of the top five causes of sickness, disability, and death among children by 2020.

– Recognize consequences A child’s capacity for learning and developing relationships is

impaired

– Identify challenges Provide safe and nurturing school environments




What if…

A parent does not disclose that her child has a mental health disorder until after the child is enrolled in your class?

How would you respond?




Observation

Cultural backgrounds impact the kinds of behaviors considered appropriate

Behavior can be influenced by sleeping or eating habits

Look for behaviors that are extreme, or emotional responses that are not age appropriate




Types of Mental Health Disorders

Attention Deficit/Hyperactivity Disorder Anxiety Disorders

– Separation anxiety– General anxiety disorder– Social phobia– Obsessive-compulsive disorder

Post-Traumatic Disorder Mood Disorders

– Bi-polar disorder– Depression




Strategies for Teaching

Create nurturing relationships Conduct special social skills curriculum activities Conduct functional analysis Design child-specific interventions Use promotion strategies Plan transitions Set clear boundaries and expectations for conduct Provide leadership opportunities Model appropriate interactions




Engage Families

Key to creating a consistent behavior management plan

Encourage communication about parental expectations for the child in the classroom

Be sensitive to the challenges faced by the family Be accessible for questions and concerns




What if…

A child arrives in your classroom wearing a Halloween costume, even though you specifically reported to families that costumes were not allowed.

How would you respond?

13-1 © 2011 Pearson Education, Inc. All rights reserved. Nutrition, Health, and Safety for Young...

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Transcript of 13-1 © 2011 Pearson Education, Inc. All rights reserved. Nutrition, Health, and Safety for Young...