Week 4 Fostering Physical Well-Being
Week 5 Nourishing and Maintaining Emotional Health
4.1 Development of the Physical Self
5.2 Importance of Developing Basic Attitudes & Value for Children
4.2 Promotion of Health & Safety in the Children Centre
4.3 Basic Principles of Children's Physical Development
5.1 Fostering Mental Health in Young Children
4..1.1 Physical development is the tangible aspect as it is related to the body, and it is the most readily visible among the child development domains that can be observed and examined.
Physical Development Milestones will usually follow a sequence even though the age may vary:
a) Gross locomotor skills: birth to toddler
Roll ➨ Sit ➨ Crawl ➨ Walk ➨ Run ➨ Jump
.
b) Fine (small) motor skills start to develop when a child uses the smaller muscles in their hands, wrists, fingers, and toes.
4.1.2. What is physical self?
Physical self describes how an individual views his/her health condition, body, and physical appearance as well.
Physical activity has profound positive effects on the health and well-being of young children physical development.
World Health Organisation guidelines released in 2019 recommended that children aged 3-4 years old should spend at least 3 hours per day in a variety of physical activities.
The 2018 Physical Activity Guidelines Advisory Committee Scientific Report highlighted physical activity was associated with better bone health and better weight status in children aged 3-6 years old.
Physical development:
a) growth -- the physical changes; and
b) development -- children gain control over their physical actions to do complicated activities more skilfully.
Children’s abilities to use and control their bodies are the advancements and refinements of their motor skills developed from birth to toddlerhood.
The roles of ECE teachers and caregivers --
They must stimulate toddlers to encourage the development of gross- and fine motor skills. The most effective way to do this is provide an environment that encourages lots of time and space for the basic physical skills (such as jumping, drawing, and learning from elements).
Self-concept and Identity Crises
A person's self-concept including physical self-concept may change with time as reassessment occurs, which in extreme cases can lead to identity crises, coined by Erikson's stages of psychosocial development.
Physical self is one of the aspects of self-concept, a collection of beliefs about oneself.
Physical self-concept is the individual's perception and awareness of their physical characteristics including:
a) physical ability -- physical strength and endurance.
b) appearance -- attractiveness and body image.
The Identity crisis involves the integration of the physical self (refers to the adjustment of physical changes) for the successful development of future stages.
Erik's Stage 2 of psychosocial development: Autonomy vs. Shame and Doubt
Children at this stage are focused on developing personal control over physical skills to gain a sense of independence.
Children are becoming more mobile and discovering that he/she has many physical abilities (such as putting on clothes and shoes), and potty training is part of them. Such skills illustrate the child's growing sense of independence and autonomy.
Success in this stage will help children become more confident and secure in their own ability to survive in the world.
If children are criticized, overly controlled, or not given the opportunity to assert themselves, they begin to feel inadequate in their ability to survive, and may then become overly dependent upon others, lack self-esteem, and feel a sense of shame or doubt in their abilities.
Physical competence
Physical self-perception has been reported as a key correlate of physical activity participation in older children and youth. Based on Harter's competence motivation theory, children who are provided with the opportunity to practice their skills and achieve mastery will develop positive feelings about their physical competence.
Factors that help young children to develop positive motor skill perceptions:
a) positive feedback from significant adults;
b) an environment with adequate play and learning equipment for physical activities;
c) play activities with other children, particularly older children, to encourage role modeling of skill performance.
Besides Erikson's psychosocial development, the physical self has found a place in various schools of psychology:
a) James-Lange theory of emotion (1880s) suggests that physical changes in the body happen first, which then leads to the experience of emotion.
b) In Sigmund Freud's Studies in Hysteria (1895) proposed that physical symptoms are often the surface manifestations of deeply repressed conflicts.
c) Wilhelm Reich considers the body is an essential dynamic in all psychological functioning.
Both Freud and Reich believed that physical conditions are part of the contribution to human neurosis besides economic, social, and sexual.
d) Carl Jung argued that the physical body and external world can be known only as psychological experiences.
https://www.all-about-psychology.com/the-concept-of-physical-self-in-psychology.html
4.2.2. ECCE government agencies need to make sure all preschools and childcare centres are registered so that their educators receive proper training on safety and health.
4.2.1. Malaysian National Policies and Legislation regarding health and safety of childcare centres and preschools.
The Child Care Centre Act of 1984, amendment 2007 (Act 308 &
Act A1285) establishes a set of minimum quality standards –
referring to cognitive development, nutrition, safe and healthy
environment as well as regulations about obtaining proper staff – for the operation of childcare centres catering to children below the age of 4 years.
The Ministry of Health (MoH) oversees the healthy development of all children including maternal health, with a focus on providing accessible and affordable care through routine visits and examination of children.
The National Nutrition Policy (2003) ensures that the availability of safe and nutritious food for optimal growth and development of children.
All fee-charging childcare centres are required to register with the Department of Social Welfare to coordinate national programmes on the development of children in the 0-4 age group.
The guidelines for ECCE operators and monitoring for safety and health issues:
a) Fundamental Childcare Course (Kursus Asuhan dan Didikan Awal Kanak-kanak Permata (KAP))
b) Preschool Monitoring Inspection Guideline (Garis Panduan Pemeriksaan Pemantauan TASKA)
Safety and health preparedness can be defined as readiness in terms of infrastructure, knowledge, and skill about safety measures or emergency actions that should be performed to reduce the severity of injury and mortality risks.
4.2.3. WHO and UNESCO's guidelines on School Health Services
Important elements in safety are a) safety against crime in daily life; b) disaster safety; and c) traffic safety.
Children's safety and health are also linked to operators and teachers' knowledge and practice about first aid, disease infection prevention measures and control, and balanced diet policy.
UNESCO's guideline to promote a healthy setting for schools (HPS):
a) Fosters health and learning with all the measures at its disposal.
b) Engage health and education officials, teachers, teachers' unions, students, parents, health providers, and community leaders in efforts to make the school a healthy place.
c) Strives to provide a healthy environment, health education, and health services along with community projects and outreach, health promotion programmes for staff, nutrition and food safety programmes, opportunities for physical education and recreation, and programmes for counselling, social support and mental health promotion.
d) Implements policies and practices that respect an individual's well-being and dignity, provide multiple opportunities for success, and acknowledge good efforts and intentions as well as personal achievements.
e) Strives to improve the health of school personnel, families and community members as well as students; and works with community leaders to help them understand how the community contributes to or undermines, health and education.
According to WHO, school-age children and adolescents
(those aged 5–19 years) experience a range of unintentional injuries, interpersonal violence, sexual and reproductive health issues, communicable diseases, noncommunicable diseases, and mental health issues.
Health-promoting schools (HPS) promote health through 6 pillars:
a) a school's policies;
b) physical environment including school meal programmes;
c) social environment:
d) health curriculum;
e) involvement with the community; and
d) health services.
file:///C:/Users/user/Downloads/377947eng.pdf
Childcare operators are required to complete 144 hours of KAP course and 40 hours of practicals within the first 12 months of their services as stated in the Regulation 54, Preschool Regulation (Peraturan 54, Peraturan-Peraturan TASKA) 2012.
Permata Curriculum Quality Guideline (Panduan Kualiti Kurikulum Permata Negara) outlines the general health, oral health, safety of children, balanced diet and menu, first aid and accident prevention, and fire prevention.
4.3.2. Educational Implication of the principles of growth
and development.
4.3.1. Development implies the overall change of a child in terms of quantitative -- shape, form, or structure, along with qualitative -- the function of the organ.
https://educerecentre.com/principles-of-growth-and-development/
- Principle of Continuity -- development is a continuous process starts with pre-natal and ends with death.
- Principle of Integration -- involves an integration from the whole to its parts (or vice versa) as well as the specific and general responses concerning various aspects a child.
- Principle of lack of uniformity in the developmental rate -- development through a continuous process does not exhibit steadiness in terms of the rate of development in various developmental stages of life.
For example, development in terms of height and weight may not have the same pace of mental and social development.
- Principle of individual difference -- no fixed rate of development. All children will learn to stand and walk are universal, but the time may vary.
- Principle of uniformity pattern -- norm, a definite pattern in one or the other dimension which is uniform and universal concerning the individual.
- Principe of proceeding from general to specific -- a child first pickup a general response and learn how to show specific and goal-directed responses afterwards.
- Principle of interaction between Heredity and Environment --
a) heredity decides or set some limits on development ( mostly physical), and
b) environmental influences provide space for multidimensional development through interaction with family, peers, and society.
- Principle of interrelation -- various aspects of one’s growth and development are interrelated. What is achieved or not achieved in one or other dimensions may affect the development of other dimensions.
- Principle of Cephalocaudal -- general pattern development proceeds in the direction of the longitudinal axis from head to foot or toe.
- Principle of Proximodistal -- development of motor skills to start at central body parts to outwards. A child is seen to exercise control over the large fundamental muscles of the arm and then hand and only afterward over the smaller muscles of the fingers.
- Principle of predictability -- with the help of the uniformity of pattern and sequence of development to forecast the general nature and behaviour of a child in one or more aspects or dimensions at any particular stage of its growth and development.
- Principle of Spiral versus Linear advancement -- a child doesn’t proceed linear on the path of development at any stage never takes place at a steady pace. After the child had developed to a certain level, there is likely to be a period of rest for consolidation of the developmental progress achieved till then. In advancing further, therefore, the development turns back and then moves forward again in a *spiral pattern, revisit themes of development*, such as the learning capacities, and physical integrity.
- Principle of Association of Maturation and Learning -- biological growth and development are known as maturation, which involves changes in the brain and nervous systems. They provide new abilities to a child.
5.2.3. What are the basic attitudes and values of children?
a) being honest means choosing not to lie, steal, cheat, or deceive in any way.
b) having good manner can better interact with people on a daily basis in a considerate and thoughtful way.
c) being responsible is one of the top values to include. As children grow up, they have to be dependable, keep commitments, and be accountable.
d) teach children to respect others, no matter what age, race, religion, or status they may be.
e) love people for who they are and this will also show them respect for others as well.
f) being thoughtful and kind to others, and more aware of others’ feelings can better help someone.
g) perseverance helps children make progress even when things get tough, which Is important for future success.
h) teaching children to face their fears and stand up for themselves help them conquer hard things with courage.
i) teaching justice to help children to see the right and wrong in the world as well as help them fix the mistakes they will inevitably make. It also helps them develop an ethical, strong moral compass.
j) happiness encourages kindness and good moral character; children who are happy are much more likely to be kind to others and to avoid anti-social activity.
5.2.1. The importance of attitudes and values
“If wealth is lost, nothing is lost; if health is lost, something is lost; when a character is lost, all is lost”. - Billy Graham
“Learning to live together and in peace can only be achieved by a plan of action that is perfectly structured to lead the children and fills their minds with norms, values, concepts and behaviors towards the assumption of peace and the rejection of violence as an essential component of their personalities. And we have to do this when the personality of children is being formed, not later” (World Association of Early Childhood Educators, 2018)
5.2.2. Teachers' roles -- teachers should first know the attitudes held by learners, then use the following methods to change them:
a) Positive reinforcement of good behaviours helps the behaviour to continue.
b) ensure that the students register information not only with their senses but also with their feelings. If they are expected to cultivate positive feelings towards the attitudinal issue, this issue should be well addressed.
c) allow the students to discover for themselves basic information concerning the attitudinal object.
d) look for persuasive periods in the child’s life and then foster the necessary attitudes.
e) foster attitudes that are consistent with attitudes held by the home or the child's daily routine.
Where and how do students develop mental health?
What affects a child's mental health?
5.1.1. What is children’s mental health?
How can teachers and caretakers support a child with mental health concerns?
Children develop their attitudes and values in a large learning ecosystem nourished from childhood** and influencing students’ well-being as well as cognitive development into their adult lives.
Cultivating positive attitudes and values in school can occur formally or informally. Bronfenbrenner's ecological theory is appealing as a conceptual tool for guiding child mental health interventions.
Being mentally healthy during childhood means:
a) reaching developmental and emotional milestones;
b) learning healthy social skills; and
c) abilities to cope when there are problems.
What are the significant mental health problems in children?
A child’s genetic makeup and environmental factors can trigger his/her mental health.
a) a long-term physical illness;
b) a parent who has had mental health problems, alcohol or drug abuse, been trouble with the law;
c) the death of someone close to them;
d) parents who separate or divorce;
e) experiencing severe bullying or physical or sexual abuse
f) poverty or homelessness
g) experiencing discrimination
h) caring for a relative, taking on adult responsibilities
I) having long-lasting difficulties at school
a) observe and take notes on the child throughout the day
b) share concerns with the principal, among colleagues who work with the child, or refer to a social worker or professional in the field
c) learn and follow the program’s procedures for working with children with challenging behaviors
d) be ready to talk with the child’s family and seek their point of view and suggestions.
Kelly and Coughlan (2019) used constructivist grounded theory analysis to develop a theoretical framework for youth mental health recovery and found that there were many links to Bronfenbrenner’s theory in their theory.
They suggested that the components of mental health recovery are embedded in the ‘ecological context of influential relationships’, which is the ecological systems of a young person such as peers, family, and school all help mental health development.
5.1.2. What is all about social and emotional development?
What are the approaches and SEL skills to be learned?
According to Diehl & Gómez (2020), it refers to "the cognitive and emotional skills that a person can learn and develop to behave in ways that benefit themselves and others, to achieve positive outcomes in their health, personal relationships (family, friends, neighbors, peers, etc.), and academic and occupational endeavors, and to contribute in a significant way to society.
Jones and Bouffard (2012) organize social-emotional skills and behaviors into 3 main groups:
a) cognitive regulation -- executive function skills that create abstract rules and handle novel situations;
b) emotional processes -- ability to regulate one’s own emotions and being able to empathize with the emotions of others; and
c) social and interpersonal skills -- being able to navigate social situations effectively and interact positively with others.
.
Children's Mental Disorders
Risk-taking behaviour
Eating disorders
Post-traumatic Stress
Disorder (PTSD)
Obsessive-Compulsive
Disorder (OCD)
Tourette Syndrome
Schizophrenia
Conduct Disorder (CD)
Oppositional Defiant
Disorder (ODD)
Depression & other
mood disorder
Anxiety
CASEL (Collaborative for Academic, Social, and Emotional Learning) classifies socio-emotional skills into 5 categories: a) self-awareness, b) self-management, c) social awareness, d) relationship skills, and e) responsible decision-making.
CASEL is structured around 4 key elements: a) building the foundation and plan; b) strengthening adult competencies and capacity; c) promoting SEL for students; and d) using data for continuous improvement.
a) development is a continuous and non-stop process;
b) principle of individual differences;
c) principles related to growth and development, plan accordingly to achieve it by organizing the environmental experiences;
d) principles of proceeding from general to specific;
e) principles of interrelation and interdependence direct teachers to make every effort from the very beginning for the all-around harmonious development of a child;
f) principles of spiral advancement, teachers make adequate arrangements for subsequent progress and consolidation of the progress achieved during specific developmental stages.;
g) the cephalocaudal and proximodistal tendencies, teachers, arrange the suitable learning processes and environmental set-up so as to help their students to grow according to the trend and nature of these tendencies.; and
h) principle of interaction reminds us to recognize the joint responsibilities of heredity and environment.
Mentally healthy children have a positive quality of life and can function well at home, in school, and in their communities.
Turnaround for Children's Building Blocks for Learning represents a set of evidence-based skills and mindsets that facilitates success in academics, in social contexts, and in life in general (Stafford-Brizard, 2017).
a) Healthy Development (attachment, stress management, self-regulation);
b) School Readiness (self-awareness, social awareness/relationship skills, executive functions);
c) Mindsets for Self and School (growth mindset, self-efficacy, sense of belonging, relevance of school);
d) Perseverance (resilience, agency, academic tenacity); and
e) Independence and Sustainability (self-direction, curiosity, civic identity).
What should all of us do?
a) ensure nurturing interactions;
b) teach social and emotional skills, model
them and offer opportunities to practice them; and
c) improve environments.
Impact -- “SEL programs yielded significant positive effects on targeted social-emotional competencies and attitudes about self, others, and school. They also enhanced students’ behavioral adjustment in the form of increased prosocial behaviours and reduced conduct and internalizing problems, and improved academic performance on achievement tests and grades” (Durlak, Weissberg, Dymnicki, Taylor , & Schellinger, 2011).
5 key elements related to successful SEL programs:
a) a common vision should be established and shared
by all stakeholders;
b) a common framework for different actions such as academic programming and prevention activities;
c) teamwork among stakeholders;
d) appropriate plan is required to achieve targeted skills for every specific age, culture, and context; and
e) an assessment system aimed to ensure quality and continuous improvement.