CHILD DEVELOPMENT

Growth And Development Growth in size

Development in complexity – processes/mechanisms during the physical and mental development of an infant into an adult

Growth and Development go hand in hand and it is impossible to talk about one of them without referring to the other.

Each baby grows and develops at his own pace

Factors affecting development of a child

Genes inheritedfrom

parents

Environment inwhich child grows up

Child’s health

Genes No two children are exactly alike each can be recognised as an

individual with a unique appearance and character because each one has a different set of genes which will decide about:

shape of colour of skin, blood size of maximum

body hair and eyes group limbs height of child

Note: Identical twins have identical genes very much alike in

appearance same sex

They develop when a fertilised egg splits into 2 parts and each

develops into an individual

Non-identical twins develop when 2 eggs are released each egg fertilised by a different sperm twins not alike may be of same sex or a boy and a girl

sperm

egg

IDENTICAL TWINS

fertilised egg

2 sperms

2 eggs

2 fertilised eggs

NON-IDENTICAL TWINS

Effects of environment on growth and development

Family Family basic unit of society

One of the most important functions of family satisfy a child’s needs because children are unable to care of themselves

Their needs include

food & warmth & protection & care & love & secure

shelter clothing support training companionship environment

Home Conditions

The influences of family and home on a child’s development include:

- the place where the child lives- who looks after the child - whether the child is loved or wanted- whether the child is encouraged to learn, or is ignored, or is

prevented from learning by over-protection

All the above factors may affect speech, cultural, intellectual, physical, social and emotional development of the child.

Culture

Culture human behavior which has been learnt passed on from adults to children.

The cultural life of any family influenced by the religious background of the country in which the family lives + any ethnic group to which the family belongs.

Religion may:

provide set of affect style of dressing,

rules for behavior diet, leisure activities, etc.

Education Intellectual development will be affected by:

family’s attitude pre-school school - life towards education groups

- important for - opportunities - next stage inparents to encourage to mix with other becomingyoung child’s natural children and independentinterest to read and enjoy their - enter a new write without trying company world aloneto force the pace - activities such - build a- talk to child about as stories, music, separateschool before they dancing, singing personalitystart school-life, tell and games - new friends him what to expect are made

Health

Health physical + emotional well-being

Good health ensure proper development of child

Factors affecting Health

diet illness exercise stress smoking

parents

Diet A balanced diet is one which contains all the necessary

nutrients in the correct proportions.

These nutrients include carbohydrates, proteins, fats, vitamins, minerals, water and roughage.

Children who eat a balanced diet are more likely to:-develop a strong, well-formed body-have energy to keep warm and be active-stay healthy-grow to their full potential height-maintain a suitable weight for their height and age

Diet for newborn (breast milk)

Breast-feeding natural way to feed baby

safe

creates bond of affection

between baby and mother

easy (no bottles to sterilize, no feeds to mix, no temperature to measure)

Breast milk does not cause indigestion

contains antibodies that help babies to resist infections

Breast-fed babies less likely to become

overweight

less likely to be

constipated

less likely to develop nappy

rash

less likely to develop eczema

Weaning

‘Weaning’ gradual change-over from a diet of milk to a variety of foods.

Milk perfect food for first few months of life as babies get older need foods containing starch, fibre, more vitamins and minerals, particularly more iron, than provided than breast milk.

The right age for babies to be weaned is about 4-6 months.

Smoking Parents

Children whose parents smoke at home are more prone to lung disorders (such as asthma and bronchitis) than

children who do not live in a smoky environment.

illness Illness can be acute (short-term) chronic (long-term)

Severe long-term illness slow down growth affect emotional development Younger child greater risk of illness having permanent

effect

Physical Development The development of the body.

Usual for most children to pass through different stages of development within a few weeks either side of the average of age.

But it should be remembered that the age at which children sit up, walk and talk varies a great deal.

Motor Skills

Requires coordination between brain and muscles.

A lot of practice is required before skills become automatic.

Gross Motor Skills – use large muscles in the body

– walking

– running

– climbing

– kicking a ball

– throwing, etc.

Fine Manipulative Skills – precise use of hands and fingers

– pointing

– drawing

– doing up buttons

– using a knife and fork

– writing, etc.

Head ControlMovement of the head is controlled by muscles in the neck, and in the newborn baby these are underdeveloped and weak.

Muscles need time to grow

and develop.

Also the baby has to learn how to use them before gaining control over head movements

Newborn

When picked up or lifted into sitting position, baby’s head falls backwards. This is why the head must always be supported when lifting the baby.

3 Months

Baby beginning to control head. Much less head lag when baby is pulled in sitting position. When held upright, the head is still liable to wobble.

6 Months

Complete head control. No head lag and the baby is able to raise head when lying on the back. In sitting position can hold head upright and turn it to look around.

Learning to sit

NewbornIn the sitting position the newborn appears to roll up into a ball. The back curves over and the head falls forward due to muscles of neck and back not being very strong.

3 MonthsStill has to be supported in sitting position but back is much straighter. Despite head being rather wobbly, can hold it for a short while.

6 MonthsBaby now able to sit upright but still needs support from a chair or pram. Can also sit for a short while on the floor with the hands forward for support.

9 Months Baby can pull herself/himself into a sitting position and sit unsupported for a short while.

1 yearNow sit unsupported for long while and able to turn sideways and stretch out to pick up a toy.

The prone position

Newborn

Placed on front – lies with head turned to one side and the knees drawn up under the abdomen (tummy). By 1 month, knees not drawn up so much, but able to begin lifting head.

3 MonthsLies with legs straight, can raise head and shoulders off the ground by supporting the weight on the forearms.

6 Months

Use of straight arms to lift head and chest off ground. By 5 months, rolling over from front to back. 1 more month to do the vice versa and then can easily roll off a bed.

9 MonthsMove over floor either by pulling or pushing himself with the hands or by rolling.

1 Year

Crawls rapidly either on hands and knees, or like a bear on hands, or shuffles along bottom.Some children miss stage of crawling.

Learning to walk

Legs of newborn need time for further growth and development before walking.

Muscles of legs, hip and back have to strengthen.

Learn to coordinate all muscles and how to keep balance.

Babies love kicking which is an essential exercise in development of muscles of legs and feet.

Newborn

In upright position, with the feet touching a firm surface, automatically makes walking movements, if head pushed back with a finger under the chin. ”walking reflex”. Disappear later.

3 MonthsIn standing position, legs are strong enough to take little weight despite sagging at knee and hip.

6 MonthsTake weight on legs when held and enjoys bouncing up and down.

9 MonthsPull into standing position.Now walk by holding furniture or when both hands are held by an adult.

1 YearWalk with one hand held. At this stage, feet are apart, steps vary in length, and feet have a tendency to go in different directions.

15 Months

Walk alone. Average walking age:13 months. Unsteady on feet at first, hold arms up to keep balance; cannot stop easily or turn corners and they fall down by looking down. By 15 months - kneel, crawl upstairs on all fours.

18 Months

Child can walk upstairs holding the rail and putting both feet on each stair.

2 Years

Walk up and down the stairs, two feet per stair. Can kick a ball without falling over. At 2 ½ years, walk on tiptoe and jump.

3 YearsWalk upstairs with one foot to each stair, but still places both feet on same stair when coming down and often jumps off the bottom stair. Can also stand on one leg.

4 YearsBy now, the child places one foot on each stair going downwards and upwards.Also able to hop.

5 Years The child can skip.

Using the hands

Newborn Hands are tightly closed most time. Grasp reflex – disappears after few weeks. Again grasp when learnt to control muscles of hand.

3 MonthsOpen hands – grasp reflex gone. Stage when baby spends long time looking at hands. Another month, clasp hands together & play with fingers; what hands look like, what they can do & how to get them where wanted.

6 MonthsGrasp object without putting in hand & uses whole hand. Picks up everything in reach with 1 or both hands, pass from hand to hand, to mouth. On back, play with toes. Crumple paper & splash water.

9 Months

Use fingers & thumb to grasp object. Also open hands when want,& deliberately drops things on floor. By 10th month can go for things with finger & pokes at them,& can pick small objects between tip of index & thumb.

1 YearUse hands to throw things, point with index to things baby wants.

15 Months

Take a cup or spoon to mouth – judgment not good. Tilt cup too far when about to drink & turn spoon over before food gets to mouth. When playing with bricks, can place one on top of other to make tower.

18 Months

Feed himself/herself completely and make towers of 3 bricks

2 YearsPuts on shoes, begins to draw, turns door handles & unscrew jars. Build tower with 6 bricks.

2 ½ Years

Undress, builds tower with 8 bricks & can thread large beads.

3 Years Dress, but needs help with the buttons.

4 Years The child eats skillfully with spoon & fork.

5 Years Dresses & undresses without help, can use a knife & fork for eating.

Development of vision

• Babies have some ability to see from the time they are born. As their eyes grow & develop & with experience, they are able to:

Understand what is seen

Alter the focus of the eyes to see things more clearly at different distances

Control the movements of the eyes and use both of them together

Recognize colours.

Stages of development

Newborn

Aware of vague shapes, light & movementShort sighted – eyes have fixed focus of 20-25 cmSee clearly at this distance, objects further away appear blurred20 cm away, look for two secondsLook longer at patterns than solid coloursInterested in faces – recognize mother’s faceSensitive to lightNotice movement – follow adult or large object

3 Months

Greater focusing range (still short sighted)See furtherMuch more control over movement of eyesInterested in looking at everything around Also follows people moving nearbySpends time watching own hands while lying on back

6 MonthsEyes work togetherBaby rarely cross-eyed (unless eye defect)Alter position of head to see what he/she wants to see

1 Year Able to focus on objects quite far awayEasily recognise people at distanceFollow rapidly moving object

2 Years Can see everything that an adult can see

2 ½ - 5 Years

Show sense of colour from 2 ½ yearsGradual improvement in ability to recognise different coloursRed & yellow are usually first, blue & green are next5 year old – know 4-5 colours

Development of hearing

Newborn Startled by sudden loud noise & blinks or opens eyes widely

1 Month Notice continuous sounds, pauses & listens when they begin

Young babies soothed by some music & singing. (lullabies)

4 Months Quietens or smiles at mother’s voice even when she cannot be seen.

7 Months Turns immediately to mother’s voice across a room, or to very quiet noises made on either side of him

9 Months Looks around for very quiet sounds made out of sight.

1 Year Responds to his own name & to other familiar words.

Development of speech

• Speech is an important means of communication. Talking enables people to exchange information, tell others about their feelings and discuss problems.

Communication without words

• Babies have an inborn desire to communicate with other people. Long before they are able to talk, they use other means of getting messages across:

Using the eyes

Tone of voice

Expression on the face

Using the hands

How children learn to talk

To talk, children have to learn how to make right sounds & put them together in a meaningful way. This ability comes with lots of practice over several years. The following play an important part in learning to talk:

1. Other people talking to them

2. Listening

3. Practicing making sounds

4. Copying sounds made by other people

5. Learning what the sounds means

Pattern of speech development

Newborn Use voice to cry, other noises when child hiccups, sneezes & burps.

1 month – little sounds from throats (guttural)

5-6 weeks – coo & gurgle in response to someone speaking

3 Months Make more noise- control muscles of lips, tongue & larynx

Gurgles & babbles & holds ‘conversations’ with other people

6 Months Great variety of sounds such as ‘goo’, ‘der’…

Laughs, chuckles & squeals in play & screams when annoyed

9 Months Says ‘dad-dad’, ‘mum-mum’ & ‘bab-bab’, often repeating same sound many times.

Copy sounds made by adults

1 Year

Understand meaning of some sounds hence can obey simple instructions, e.g. give it to daddy

1st words are labels for people, animals or things, e.g. dog for all animals. next word for food &clothes

Next 1 year practice, use language of own which parent understand

18 Months Says 6-20 words

2 Years 50 or more words & may put some together to form simple sentence

2 ½ Years Use pronouns - I, me, you – continuously asks questions

3 Years Carry on simple conversation & talks incessantly

4 Years Speech easy to understand since basic rules of grammar are acquired

Some problems of speech

1. Pronunciation

-t for th (fin for thin)

2. Stuttering (stammering)

3. Barriers to communicate

Physical – damage - to hearing or

speech

Emotional – shyness, fear…

Cultural – difference in language,

background or accent

4. Slowness in learning to talk Causes: inherited pattern of development : concentrating first on other aspects of development : not enough of individual attention from adults : lack of encouragement

: deafness

DEVELOPMENT OF TEETH

Although the teeth of a new born cannot be seen, they are already developing inside the gums

They usually start to appear some time during the first year, the average age begin 6 months

Order of appearance Milk teeth

• There are 20 teeth in the first set called the milk teeth or the baby teeth

• The diagram shows the order in which the milk teeth generally appear

Permanent teeth

• The milk teeth are replaced by the permanent teeth which start to come out through when children are about 6 years

• In addition, there are 12 molars- 3 on each side of each jaw

• when complete, the permanent set contains 32 teeth

• The first permanent to appear are usually the lower incisors and the first molars

Teething

Babies may show one or more of the following signs that their teeth are on the way:

• Sore gums

• Increased dribbling

• Increased fist- chewing

• Red cheek

Help for teething babies

A baby who is troubled by teething needs to be cuddled and comforted

Efforts should be made to divert the baby’s attention

The baby may get relief from chewing something hard

the advice of a doctor is needed for a child who is in severe pain or very fretful at nights

Cleaning the teeth

Children can be taught to clean their teeth from the age of 1 year

They should learn to brush them up and down and not across

Although the first teeth are only temporary, it is important to care for them because:

• tooth decay causes pain• painful teeth may prevent a child from eating

properly• caring for teeth will become a good habit which

will continue throughout life

Social Development

• Socialisation – is the process of learning the skills and attitudes which enables individuals to live easily with other members of their community.

• Social development follows similar patterns all over the world although social customs vary in different countries and even between different groups in same country.

Variations

Eating habits

Standards of hygiene

Forms of greeting

Attitudes to dress

Religions

morals

Activities encouraging social developmentFamily outings

Parent and toddler groups

Playgroups and nursery schools

Opportunities to play with friends

Social skills• Skills which make a child’s behaviour more

socially acceptable to other people

Ability to meet, mix and communicate with others

Knowing how to share, take turns, accept rules

Having standard of cleanliness acceptable to others

e.g. washing, using toilet

Eating in a manner which does not offend others

1. The baby starts to interact with other people

2 weeks Watches mother’s face as she feeds & talks & baby soon recognises her

4-6 weeks Smile

Smile to show pleasure when people look at him

3 Months Responds to adults by making noises, likes holding conversation with people

6 Months Understand how to attract attention, by a cough

Learns how to make people do what he wants

2. The baby learns that he is part of a family

9 Months Distinguishes strangers from people he knows & needs reassuring presence of a familiar adult to overcome shyness & anxiety

3. The child learns to cooperate as a member of a group

1 Year Understand and obey simple commands

15 Months Copies and ‘helps’ adults in house and gardens

2 Yearslikes to play near other children, but not with them, and defends his possessions with determination.

Show concern for other children in distress

3 years Plays with other children and understand sharing

4 Years Needs other children to play with but behaviour is alternately cooperative and aggressive

5-7 Years Cooperative with companions and understands the need for rules and fair play

Development of social play

From 1-5 children show gradual development from simple to more complicated forms of social play.

Solitary play

Parallel play

Looking-on play

Joining in play

Cooperative play

Self esteem

Children with self esteem have positive self image giving them:

•Self confidence

•Self reliance

Factors affecting self esteemPoverty or wealth

Being of an ethnic minority

Being discriminated because of race, gender or religion

Disabilities, e.g. physical handicaps, or HIV positive

Encouraging self esteemPraised for their work

Encouraged to develop new skills

Given choices

Encouraged to discuss & express their feelings & ideas

Given minimum assistance, maintain control over their activity

Importance of play gives pleasure to children

essential part of their education because while playing, they are learning

need opportunities to play on their own in order to learn how to amuse themselves and prevent boredom

also need opportunities to play with other children – learn how others behave and how to easily mix with them, irrespective of the game they play

Toys Toys come in many forms.

A successful toy is one in which a child both likes and uses often. Such a toy must:

be right for the age of the child be strong enough for the child to use provide more than temporary interest (give

scope for imagination, learning new skills and make child think)

be safe to play with

EMOTIONAL DEVELOPMENT

Emotions are feelings such as fear, excitement, love, happiness, worry, sorrow, anger, contentment, pride, jealousy, shyness and frustration.

What is emotional development?• development of a child’s ability to control her feelings• emotional development is influenced by the:

1. Child’s Inborn temperamentThis depends on the genes the child inherits

2. EnvironmentThis means the surroundings and conditions in which the child grows up.

Environmental factors which have a marked effect on emotional development include:

• the home

this includes the home conditions, the behaviour of the people in the house and the effects of the fortunes and misfortunes which occur as a child grows up

• trainingthe type of training children receive from adults will affect the amount of control they develop over their emotions, for example, control over temper

3. State of healthWhen a child is ill, she will have different feelings from when she is well. Long-term illness or handicap can have a marked effect on a child’s emotional development

Bonds of affection

Emotional development is affected by theextent to which infants form bonds ofaffection, that is strong feeling of affectionfor the people who have the most meaningfor them.Being held close to another person gives ababy feelings of comfort and security. Thesefeelings are strengthened by:

• skin-to-skin contact• eye-to-eye contact• familiar smells• familiar sounds

A baby’s first emotional bond is with her

mother or the person who looks after her

most of the time. The more the baby is cuddled and loved, the

stronger the bond is likely to be.

Love

Love is one of the basic needs of everychild. Babies thrive on abundance of love.

Parents should let their children know thatthey love them by cuddling and talking tothem and by giving them their time, attentionand companionship.

Lack of love and interest makes a child feelinsecure and unhappy.

A loving family affects a child’s emotion and social development because it allows strong bonds of affection to be formed between her and other members of her family

Whereas a child who is not loved by her family may not learn how to love others because she is unable to form long-lasting bonds of affection with them

‘Smother’ Love

Children need to be allowed to do things on their own way and to make mistakes so that they can learn from them

Over-protection or prevention from becoming independent as soon as they are ready, the love becomes ‘smother’ love

Constantly worrying about

the amountshe eats and

sleeps

Constantly worrying about

the amountshe eats and

sleeps

Constantly picking

child up when crying

Constantly picking

child up when crying

Not letting herplay as shewants and

always inter-fering

Not letting herplay as shewants and

always inter-fering

Being over-anxious about

every movement

Being over-anxious about

every movement

Constantlyworrying aboutchild’s bowels

and toilet-training

Constantlyworrying aboutchild’s bowels

and toilet-training Smother love

may itself by:

Smother love may itself by:

Shyness 6 months old: child is usually still friendly with

strangers but occasionally shows some shyness

1 year old: child is likely to hide behind her mother when a stranger speaks to her, or cover her eyes with her arm

When older, some children may become silent and shy in the presence of people they do not know

Giving a child plenty of love and security and many opportunities to meet other children helps to prevent excessive shyness

Emotional reactions to stress

Children often react very strongly to stress.Some events which may cause stress inchildren are:• child abuse• death of a relative or a pet• break-up of their family• separation from a parent• a new baby in the house

Bed-wetting

aggression

nightmare jealousy

regression

Temper tantrums

Refusal tospeak

Signs of distress

Security and Insecurity

The feelings of security and insecurity may affect a child’s development

Security• The child know that there is always

someone who cares and always a place where he belongs

• He feels safe from being lonely, unhappy, rejected and afraid

Insecurity• A child who feels unloved and unwanted• Children who feel insecure will either become

timid and withdrawn or indulge in bad behaviour in order to attract attention

Insecurity may be expressed as thefollowing:• jealousy• fear • rudeness• aggression• nervousness

DisciplineChildren need sufficient discipline to control them, to keep them from danger and to make them pleasant people to live with. They require discipline from their parents throughout childhood so that by the time they have become adults, they have learnt to control their own behaviour.

Discipline which is firm, kind, reasonable & consistent benefits children because it:

Makes them feel secure

Helps them to behave in a way acceptable to others

Teaches them what is safe and unsafe

Helps them to develop self control

Lack of discipline

Results in a spoilt child who is likely to be:

Insecure

Greedy

Disobedient and uncooperative

Rude

Selfish

Accident-prone

Excessive discipline

Gives rise to continuous nagging

Demands too much of a child

Makes a child miserable

Refusal to eat The most common feeding problem in children is refusal

to eat.

Children with this problem are usually between the age of 9 months and 4 years.

It arises from several factors, some of which are: children of this age love fuss and attention and have a

strong desire to feel important children go through a stage where it is natural for them

to refuse to co-operate, and they have learnt to say ‘no’ children like to play with food appetites vary – some children have small appetites

Development of Bladder and Bowel Control

Bladder control

The usual stages of development of bladder control are as follows:

1. It begins when the child is aware of passing urine, and indicates to her parents she has a we nappy

2. She indicates when she is wetting her nappy3. She indicates when she is about to do so4. Shortly after this stage is reached, she is able to tell

her parents in time to be put on the potty or toilet

5. She becomes dry during the day. Most children are dry during the day by the time they are 2 ½ years, but a few may not be so until 4-5 years or even older.

6. She becomes dry during the night as well.

Bowel control

This is likely to be learnt before bladder control, and is acquired in the same way

INTELLECTUAL DEVELOPMENT

• It is the development of the mind, the part which is used for recognising, reasoning, knowing and understanding

• A child’s mind is active from the time he is born and it develops as the child grows as he:

learns about people learns about things learns new skills learns to communicate acquires more memories gains more experience

As a child’s mind develops, he becomemore intelligent. The intelligence of the childdepends on two main factors:• Genes -these control the amount of

natural intelligence he has

• Environment – the use the child makes of his intelligence will be very much influenced by the environment in which he grows up

How to encourage intellectual development

In the first year

Development of a baby’s mind is helped when parents: talk to the baby play with him place him in a position where he can see what is going

on around him provide toys and objects which he can handle and

investigate, and which encourage him to concentrate allow him to practise new skills at the end of the first year, start to read to him, tell him

stories and show him pictures

After the first year

Development of a child’s mind is helped when thechild is encouraged to: talk practise new skills- dressing himself be curious and ask questions explore new places play with other children play with toys which stimulates his imagination be creating and make things listen to stories looks at books, and eventually learn to read

Conditions which slow down rate of intellectual development

• lack of enough opportunities for talking and playing

• nothing of interest for the child to do• constant nagging or bullying from other people• deafness• poor eyesight• poor concentration• frequent illness• frequent absence from school

How children learn about the world around them?

Using their senses• Young babies are aware of stimuli in the

environment in the form of light, sound, touch and smell, and they learn as they look, listen, feel and smell.

• They take more interest in what is new or different

• They are more likely to be kept alert and happy by changing patterns of stimulation

Investigating and exploring

• From the age of 3 months onwards, they want to touch objects and to handle them and put in their mouth

• They come to recognise an object by its shape• They are gaining information all the while and

new objects interest them more than familiar ones.

• When they are able to move around they approach objects or places to explore them

Asking questions

When children are able to talk, they start to

ask questions:• 2 ½ years: ‘What?’ and ‘Who?’• 3 years: ‘Where?’• 4 years: To know ‘Why?’, ‘When?’ and ‘How?’

• Children who have their questions answered find out a great deal of information

Using books

• Help to increase child’s knowledge and awareness

• Looking at pictures with an adult helps in understanding pictures as representation of real things, and helps develop awareness of colours, shapes, sizes and numbers of objects

• Hearing stories helps in learning to listen and to concentrate

• When they can read, they have the means of exploring a vast store of knowledge

Acquiring basic concepts

• Concepts are general notions or ideas• Children get ideas as they play, they test

them out and they ask questions• They begin to understand basic concepts

such as heat, light, gravity ,living and non-living things, the change of state from solid to liquid to gas and back again, time (yesterday, today, tomorrow), distance, and the meaning of right and wrong

Learning by imitation (by copying)

Children learn a great deal by imitating the

behaviour of others. For example they learn

to:• speak by copying sounds• write by copying letters and words• help in the house and garden by copying adults• know the difference between right and wrong

• Children learn best when adults:

provide plenty of opportunities to learn skills and reinforce the patterns of learning

give them support and encouragement when they need

help them to understand information received tell them what is happening and let them help in

planning of activities help them to recall and predict set a good example and show a strong sense of

right and wrong in their dealings with others

Common illnesses in childhoodAdenoids lymphatic tissue behind nose grows so large that it blocks the back of nose child: breathe through mouth cause nasal speech, deafness and persistent cough

Allergy being unduly sensitive to a particular substance which is harmless to most other people show itself by hay fever, eczema, asthma, stomach upset, etc

Colds caused by virus infection

babies more seriously affected than older children- likely to suffer from complications like pneumonia

Croup harsh cough accompanied by noisy

breathing and hoarse voice

occurs in children up to 4 years

caused by laryngitisDiarrhea frequent passing of loose,

watery stools

very dangerous to babies

Thrush fungus infection causing white patches on tongue and mouth occurs mainly in babies and makes them scream when feeding because the mouth is sore

Vomiting usual for young babies to bring up a little milk after a meal has to be taken seriously when child is repeatedly sick

Wheezing may be caused by asthma, an infection, or by inhaling something a child with wheeze should be consulted by doctor

VIRAL INFECTIONS OF CHILDHOOD

1.1. Chicken pox (varicellaChicken pox (varicella)

• Small red spots blisters scabs

• Incubation takes 10-21 days & the infectious stage is about 12 days.

• Mild disease in child

• No immunsation

2.2. Rubella (German measles)Rubella (German measles)

• Mild disease with red rash and usually with swollen glands

• Incubation - 10 to 21 days

• Infectious stage – From onset to end rash

• Dangerous in the first 4 months of pregnancy (can cause foetal brain damage)

• Single dose of combined measles, mumps and rubella vaccine (MMR vaccine) is given at 12-18 months

• Rubella vacine is given to all girls (10-14) who have not had rubella or been with immunised with MMR vaccine

3.3. MeaslesMeasles

• Fever, sever cold, cough. 4-5 days later a red rash appears on the face and spreads downwards

• Incubation – 10-15 days

• Infectious stage – from onset of cold symptoms until 5 days after rash appears

• More serious in infancy than in older children

• Immunisation - MMR vaccine

4. Polio (poliomyelitis)4. Polio (poliomyelitis)

• Infection of the spinal cord causing fever which

may result in paralysis

• Incubation – 3-21 days

• Infectious stage – from 2 days after infection to 6

weeks or longer after onset

• Vaccine given orally. Three doses are given at

the same time as the triple vaccine. Booster

dose are given at 3-5 years and again at 15-18

years. Almost eliminated in developed countries

5. Hib disease 5. Hib disease (haemophilus influenza type B)(haemophilus influenza type B)

• Symptoms vary

• Hib causes a range of illnesses including a dangerous form of meningitis. The disease is rare in children under 3 months, rises to a peak at 10-11 months, declines steadily to 4 years of age, after which infection becomes uncommon

• 3 injections between 2 to 6 mths at the same time as DTP vaccine

6. AIDS6. AIDS

• HIV virus affects the immune system

• Disease transmitted from mother to baby via the placenta or by breast milk

• Life-expectancy of child– less than 8 years

• Prone to catch other infections more easily e.g. tuberculosis

• No immunisation or cure

BACTERIAL INFECTIONS OF CHILDHOOD

1.1. Scarlet feverScarlet fever

• Sore throat, fever , bright red rash.

• Incubation - 2-4 days

• Infectious stage – up to two weeks after onset

• Scarlet fever is tonsillitis with a rash. Usually clears up quickly with antibiotics

• No immunisation

2. Diphtheria2. Diphtheria

• A white layer forms in the throat which may block the airway; it also produces a very powerful poison which damages heart and brain

• Incubation – 2-5 days

• Infectious stage – 2 weeks after onset

• Uncommon but do occur in children who have not been immunised

• Vaccines against diphteria, tetanus & whoping cough =DTP vaccine (triple vaccine)3 injections are needed between 2-6 mthsBooster dose for diphtheria & tetanus = 3-5 years

3. Whooping cough (pertussis)3. Whooping cough (pertussis)

• Long bouts of coughing which may end with a ‘whoop’

• Incubation – 7-12 days

• Infectious stage – a few days before onset to 4 weeks after onset

• Can be very dangerous in babies up to 1 year old. Vaccine does not always prevent disease, but it makes it much less unpleasant and the coughing less severe

• DTP vaccine or whooping cough vaccine given seperately

4. Tetanus (lockjaw)4. Tetanus (lockjaw)

• Muscles in the neck tighten and lock the jaw

• Incubation – 4-21 days

• Cannot pass directly from one person to another

• Germs exist in soil, dirt and animal droppings, including those of horses and humans. They enter the body through cuts and scratches

• DTP vaccine + booster dose at 3-5 yrs & to school leavers

5. Tuberculosis (TB)5. Tuberculosis (TB)

• Usually coughing and damage to lungs

• Incubation – 28-42 days

• Most people who are infected by TB germs do not develop the disease. However they develop natural immunity to the disease.

• BCG vaccine (Bacillus Calmette-Guerin)

CHILDREN WITH SPECIAL CHILDREN WITH SPECIAL NEEDSNEEDS

Interference with normal functioning of the body due to disabilities.

The disabilities could be:• Result of an accident e.g. brain damage

due to blow to the head or during birth• Infections e.g. meningitis and polio• Congenital e.g. Down’s syndrome & spina

bifida, muscular dystrophy

Effects on the familyEffects on the family• Child needs love and care as a normal child• Extra work & expense for the parents as the

child – Is unable to eat without help– Is unable to be toilet trained – Is unable to move around unaided– Requires special equipment and treatment– Needs special schools and specialised training

• Other children in the family might feel neglected

Help for familiesHelp for families

• Practical advice for day-to-day care

• Advice on training the child from babyhood onwards to lead as full a life as possible

• Contact with other families with similar difficulties

• Financial help for special equipment and other necessary expenses

• Help with the ordinary domestic jobs

Help for familiesHelp for families• Child-minding help so that the parents can

have a break

• Transport for outings

• Help with holidays

The help come from relations, friends, neighbours, health visitors, the family doctor, social workers, schools and teachers

Child AbuseChild Abuse

Physical or emotional harm caused by violence, mistreatment or neglect

CONSEQUENCES:• More emotional than physical damage • Depression• Violent• Lack of self-confidence• Fearful behaviour• Attempts to run away• May continue the abusive cycle

Premature Baby one who is born before 37 weeks

is also one who weighs less than 2.5kg, even if he is born at full term

small and weak, and needs special care

difficulties with breathing, sucking and keeping warm

Brains of premature infants are smaller than those of full-term babies, even when measured at the same developmental stage after birth.

A number of recent studies have associated educational disadvantages with low – birth weight, a hallmark of premature delivery.

Incubator Premature babies need to be kept in an

incubator for the first few days or weeks.

It acts as a half-way house between the uterus and the outside world.

The baby is kept isolated, protected and in a controlled environment (temperature and humidity kept constant).

Baby can be fed through a tube or dropper until it has the strength to suck.

Effects of active or passive smoking during pregnancy

Maternal smoking during pregnancy has adverse effects on foetal growth which may result to these women having low – weight babies.

It has also been found that birth weights are equally reduced among the offspring of non-smoking women, who have been exposed to tobacco smoke during pregnancy.

Neurodevelopmental effects of offspring of smokers

When compared to children of non-smokers, children of smokers perform more poorly at school.

They also have lower scores in cognitive functioning tests – in particular, language and auditory processing – and have more behavioural problems, including conduct disorders, hyperactivity and decreased attention spans.