common problems that the students in early childhood encounter

Children acquire many skills as they grow. Some skills, such as controlling urine and stool, depend mainly on the level of maturity of the child's nerves and brain. Others, such as behaving appropriately at home and in school, are the result of a complicated interaction between the child's physical and intellectual (cognitive) development, health, temperament, and relationship with parents, teachers, and caregivers.

Behavioral and developmental problems can become so troublesome that they threaten normal relationships between the child and others. Some behavioral problems, such as bed-wetting, can be mild and resolve quickly. Other behavioral problems, such as those that arise in children with attention deficit/hyperactivity disorder (ADHD—see Learning and Developmental Disorders: Attention-Deficit/Hyperactivity Disorder), can require ongoing treatment. Most of the problems described in this chapter arise out of developmentally normal habits that children easily acquire. The goal of treatment is to change undesirable habits by getting children to want to change their behavior. This goal often takes persistent changes in actions by the parents, which in turn result in improved behaviors by the children.

Behavioral Problems due to Parenting Problems Praise and reward can reinforce good behavior. Many busy parents give their children attention only for negative behavior, which can backfire when that is the only attention the children receive. Because most children prefer attention for inappropriate behavior to no attention at all, parents should create special times each day for pleasant interactions with their children. A number of relatively minor problems of behavior may be due to parenting problems. Child-parent interaction problems are difficulties in the relationship between children and their parents, which may begin during the first few months of life. The relationship may be strained because of a difficult pregnancy or delivery; because the mother has depression since the delivery or receives inadequate support from the father, relatives, or friends; or because the parents are disinterested. Contributing to the strain are a baby's unpredictable feeding and sleeping schedules. Most babies do not sleep through the night until 3 to 4 months of age. Poor relationships may slow development of mental and social skills and cause failure to thrive. A doctor or nurse can discuss the temperament of an individual baby and offer the parents information on the development of babies and helpful tips for coping. The parents may then be able to develop more realistic expectations, accept their feelings of guilt and conflict as normal, and try to rebuild a healthy relationship. If the relationship is not repaired, the baby may continue to have problems later. Unrealistic expectations contribute to the perception of behavioral problems. For example, parents who expect a 2-year-old child to pick up toys without help may mistakenly feel there is a behavioral problem. Parents may misinterpret other normal, age-related behaviors of a 2-year-old child, such as the refusal to follow an adult's request or rule. A vicious circle pattern is a cycle of negative (inappropriate) behavior by the child that causes a negative (angry) response from the parent or caregiver, followed by further negative behavior by the child, leading to a further negative response from the parent. Vicious circles usually begin when a child is aggressive and resistant. The parents or caregivers respond by scolding, yelling, and spanking. Vicious circles also may result when parents react to a fearful, clinging, or manipulative child with overprotection and overpermissiveness. The vicious circle pattern may be broken if parents learn to ignore inappropriate behavior that does not negatively affect others, such as temper tantrums or refusals to eat. Redirecting the child's attention to interesting activities allows for the rewarding of good behavior, which makes the child and parents feel successful. For behavior that cannot be ignored, distraction or a time-out procedure can be tried. Discipline is more than just punishment—it is providing children clear, structured, age-appropriate expectations that allow them to know what is expected. Discipline problems are inappropriate behaviors that develop when structure is ineffective. It is much easier and more satisfying to both parents and children to reward desirable behavior than to punish inappropriate behavior. Efforts to control a child's behavior through scolding or physical punishments such as spanking may work briefly if used sparingly. However, these approaches generally tend not to alter the inappropriate behavior sufficiently and may reduce the child's sense of security and self-esteem. Moreover, spanking can get out of hand when the parent is angry. A time-out procedure can be helpful (see Behavioral and Developmental Problems in Young Children: The Time-Out Technique). However, punishments become ineffective when overused. Furthermore, threats that the parents will leave or send the child away can be psychologically damaging.

common problems that the students in early childhood ecncounter

Children acquire many skills as they grow. Some skills, such as controlling urine and stool, depend mainly on the level of maturity of the child's nerves and brain. Others, such as behaving appropriately at home and in school, are the result of a complicated interaction between the child's physical and intellectual (cognitive) development, health, temperament, and relationship with parents, teachers, and caregivers.

Behavioral and developmental problems can become so troublesome that they threaten normal relationships between the child and others. Some behavioral problems, such as bed-wetting, can be mild and resolve quickly. Other behavioral problems, such as those that arise in children with attention deficit/hyperactivity disorder (ADHD—see Learning and Developmental Disorders: Attention-Deficit/Hyperactivity Disorder), can require ongoing treatment. Most of the problems described in this chapter arise out of developmentally normal habits that children easily acquire. The goal of treatment is to change undesirable habits by getting children to want to change their behavior. This goal often takes persistent changes in actions by the parents, which in turn result in improved behaviors by the children.

Elementary School Guidance Program

  Your school counselors' job is to...

...Counsel individuals and small groups to help meet identified needs.
...Teach the guidance curriculum and assist teachers with guidance related curricula.
...Consult with parents regarding any concerns about their children.
...Consult with teachers and administrators regarding students' needs.
...Present workshops for parents, teachers, and community members.
...Interpret test results to students, teachers and parents.
...Coordinate with school and community personnel to bring together resources for students

What are the qualifications of an Elementary School Counselor?

• A Master's Degree with specialization in guidance and counseling.
• 2 years classroom teaching experience.
• State certification in Counseling.

Did you know that a child may see the counselor for:

• Friendship problems?
• Help with my feelings?
• A school phobia?
• Motivation to Achieve?
• A fear? or Loss?
• Family Changes?
• A physical concern?
• Learning disabilities?
• Goal Setting?
• Conflict Management?

Did you know there are many things to do in the counselor's office?
       Boys and girls can:

• talk about things that are important to them.
• uses play and art media to learn about themselves and others.
• use puppets to help them talk.
• be in a discussion group.
• just sit and think.

Did you know there are many ways to see the counselor:
    Boys and girls can:

• ask to go to the counselor's office.
• have teachers send them
• have parents ask that they go.
• Counselors can invite them to visit.

Did you know that counselors:

• Talk with students about themselves and others?
• See children individually and in groups?
• See classes at a regularly scheduled time for guidance?
• Conduct activities to improve self-concept?
• Talk with kids' Moms and Dads?
• Gain understanding through observation and the use of standardized test?
• Is a child's friend?

  How does the counselor learn about new ideas?                     

• Inservice training
• Workshops
• Continuing Education
• Inter-school counselor meetings
• Current literature

 

Part 1 Title: "My Modelling Life"

Part 2 Summary of the story
      There was a girl named Sandara. She was a beautiful daughter of Mr. and Mrs. Uy. Sandara is the only child in their family. Her both parents are doctors and because she is their only child she can get all the things that she need and want. Their ambitions for their daughter is also to become a doctor too like them but Sandara didn't like that profession. When Sandara is now on her right age, she tell to her parents that he wants to be a model but her parents did not agree on him so they have an conflict and Sandara decided to leave her parents and live alone. After a long years Sandara became a professional model in the industry and also an artist. Her parents heard about her and saw her on the television and they were so proud of her. Days passed Sandara and her parents saw each other they already accept Sandara and have an apology on her so they live again as a family and support Sandara in her profession being a Model.

Part 3
Weak points of the story
Parents are the one who is deciding on their children without asking their children if they want the decision they made.
Positive points of the story
Follow your heart and mind to the things that you want in your life because only yourself can know it and that will lead you to a successful person and a happy life.

Part 4
Reflection 
Ambitions in life is very important to everyone also in me. Like Sandara in the story, my mother wants me also to become a nurse someday like my Auntie but I don't want to be a nurse so I tell to my mother that I want to be a teacher. I enrolled the course BEED eventhough my mother don't want that course but because that what that I want she supports me until now so I am very thankful to my family.

Part 5
Realization
I realized that we are only the one can decide in your own life. I realized also that we also need support from other persons mostly in our family to hels us in fulfilling our dreams in your life.