week 9 Flashcards
age range to the most critical years of development
the first 5 years
5 factors of why early years matter
- Positive conditions during childhood have long lasting effects on health and the
development of disease during adulthood (Bryant et al, 2011). - Early childhood development is affected by the type of relationships a child has
with others—how nurturing those relationships are. - The convergence of DOH compromises the growth trajectory of children. The neighborhood that children live in has long term impact on cognitive development, literacy, numeracy memory development Child development is affected by limited access to age-appropriate play spaces and social groups and affordable preschool engagement
- Family stress/history of mental health negatively influence mental health of children (socialization of mental health). In fact, Child mental health is seen as a new morbidity for Canadian children and youth
- Family resources influence children well-being. Families headed by single parents
living in substandard housing affect early childhood development (but we also know
that single parents have and continue to raise strong resilient children).
why is pathologically the first 5 years important?
During the first years of life, the higher parts of the brain become organized and more
functionally capable. From 0-5 years, the brain is constantly creating new connections and
developing at the most rapid pace it will ever be in a person’s life, before it begins to stabilize at
age 6. By age four, a child’s brain is 90% adult size.
-this is the time that the brain is most venerable to neglect and inappropriate or abusive caregiving
what happens when the baby is upset?
- When a baby is upset, the brain produces cortisol; in normal amounts this is helpful.
However, if the baby is continually overexposed to stress, the brain becomes flooded with cortisol. After repeated stressors, the cortisol thermostat gets jammed, permanently,
with the smallest stimulus triggering a great secretion or no secretion. Low cortisol levels are associated with detachment and aggression and high cortisol levels, with fearfulness
and depression.
The relationships children have at this stage with family and community contributes to their brain development. Bonding is necessary for their brains to make the connections for trust and security, and positive relations in a secure environment allow children to develop strong bonds for healthy relationships.
what is the greatest impact during these early years?
Stress and trauma seem to have the greatest impact in the early years. This is why there has been so much attention on ACE (adverse childhood experiences)
Adverse Childhood Experiences (ACE)
Adverse Childhood Experiences study (Anda and Felitti)
- Measure adverse childhood experiences including physical and sexual abuse, emotional neglect, household dysfunction (divorce, family incarceration, mental illness or
addictions) - Higher ACE score the worst outcome on addictive behaviour, depression, anxiety, suicide
ACE score of 4 or higher
more likely to smoke, 7x more likely to be
alcoholics, 7x more likely to have sex before 15, 2x more likely to have cancer and heart disease
ACE score of above 6
—30x more likely to attempt suicide, 46x more likely to
use drugs
the impact of ACE score on the body
Psychologist had always believed that ACE could produce low self-esteem, and they thought it was reasonable to assume that it also produced addiction and depression and suicide. But then ACE study started showing links to liver disease, diabetes, lung cancer WHY? —through behavours such as heavy drinking, overeating, smoking—all these linked back to stress!
What would emotional abuse look like?
—manipulation, put downs, undermining, making one believe they are incapable.
when does trauma for a child start?
Trauma that affects children starts before a child is born. Remnants of trauma is carried down in generational trauma—carried through narrative (trauma stories) and actions(the normalizations of brutalization).
-can lead to early death
ACE pyramid
- generational embodiment/ historical trauma
- social conditions/ local context
- adverse childhood experiences
- disrupted neurodevelopment
- social, emotional & cognitive impairment
- adoption of health risk behaviour
- disease, disability, & social problems
- early death
Piaget’s Theory of Childhood Development- Sensorimotor
-birth 2 years
-understands world through senses and actions
ex. a nurse working in a day care and be able to decide and develop a care plan from birth to 2 years- part of your care plan will have – focus on sense and touch, different textures the baby can explore- different toys, softs, cold and hot– sensory motor will be the focus will be the focus for any care plan
Piaget’s Theory of Childhood Development- Preoperational
2-7 years
-understands world through language and mental images
* example, pictures. show picture and child says apple
They are unable to see things from any perspective other than their own; they cannot see another’s point of view, nor can they see any reason
-Thought is dominated by what they see, hear, or otherwise experience.
- e.g., the stars have to go to bed just as children do
Piaget’s Theory of Childhood Development- Concrete operational
-7-12 years
-understands world through logical thinking and categories
-this is when the child has previous exposure. they start connecting that apple is red, colour and fruit together but is not abstract thinking - they can link
-They do not have the capacity to deal in abstraction; they solve problems in a
concrete, systematic fashion based on what they can perceive.
- Thinking has become more socialized
- For example, a child can classify objects according to several features, such as choose dolls with blond hair and blue eyes and put dolls in order along a single dimension such as size
-Children can classify, sort, order, and otherwise organize facts about the world to use in problem solving.
Piaget’s Theory of Childhood Development- Formal Operational
-12 years onwards
-understands world through hypothetical thinking and scientific reasoning
-this is pure world problems example you show 2 pictures of an apple. 1 apple and 1 apple is 2 apples
-Adaptability and flexibility
-Adolescents can think in abstract terms, use abstract symbols, and draw logical
conclusions from a set of observations.
-for example, they can solve the following question: If A is larger than B, and B is
larger than C, which symbol is the largest? (The answer is A.)
- They can make hypotheses and test them; they can consider abstract, theoretical,
and philosophical matters.
Tasks of childhood (Erikson)
-infancy -18 months: trust vs mistrust
-18 months- 3 years: autonomy vs shame
-3-7 years- initiative vs guilt
-8-12 years- industry vs inferiority
-adolescent years- identity vs role confusion
Trust vs. Mistrust
-Mistrust develops when trust-promoting experiences are deficient or lacking or when basic needs are inconsistently or inadequately met
-baby uses senses to take everything in
Autonomy vs. shame and doubt
-The development of autonomy during the toddler period is centred on children’s
increasing ability to control their bodies, themselves, and their environment
- They want to do things for themselves, using their newly acquired motor skills of
walking, climbing, and manipulating and their mental powers of selecting and decision making
-here present choices to give them a sense of autonomy - if not can result in problem solving in the future
ex. do u want a fork or a spoon?
Initiative vs guilt
-Children explore the physical world with all their senses and powers. They develop a conscience
need to be able to take the consequences - that’s when they pick a choice but they need to feel the consequences of their choices. do u want a doll or do u want a bowl. pick bowl and regrets not choosing the doll
-guilt can arise when children choose activities that are in conflict when their parents
Industry vs inferiority
-They want to engage in tasks and activities that they can carry through to completion; they need and want real achievement.
- Feelings of inadequacy and inferiority may develop if too much is expected of them or if they believe that they cannot measure up to the standards set for them
by others.
-The ego quality developed from a sense of industry is competence.
Identity vs confusion
-the development of identity is characterized by rapid and marked physical changes
-Adolescents struggle to fit the roles they have played and those they hope to play with the current roles and fashions adopted by their peers, to integrate their concepts and values with those of society, and to come to a decision regarding an
occupation.
- Inability to solve the core conflict results in role confusion. The outcome of successful mastery is devotion and fidelity to others and to values and ideologies.
how do children develop this level of mastery?
- the cognitive hypothesis
- non-cognitive skills (personality traits characters)
the cognitive hypothesis
-The CH proposes that children’s ability to recognize letters and words and calculate (practiced early and regularly) is what has the best outcome for intelligence and other positive outcomes. - Meeting the needs of our youngest children. The report says that the problem with child development is that children were not getting enough cognitive stimulation because of single parent families and working mothers so they were getting to kindergarten unready to learn.
-the crucial difference in children’s upbringing and the reason for divergence in their outcomes in life was account of 1 thing—the number of words children heard from their parents between age 0-3 years. They noted that children raised by professional parents heard 30 million words as opposed to ten million heard by children of parents on welfare. In fact, they stated that welfare children would need 41 hours of intensive language training each week to close the vocabulary gap.
-the IQ- keep talk to kids, early exposure, practice and repetition will affect the IQ -Non-cognitive skills (personality traits and characters)
Key Early Years Development- Physical development
(dexterity, hand eye coordination,)
* Language: It is estimated that by the age of three, 50% of our language is in place.
At five, it’s 85%. Language is either there or missing by the time a child starts primary school
Key Early Years Development-Cognitive development
- Reading and writing
Key Early Years Development-Social development
(empathy, conflict resolution)
* Empathy: Empathy is the single greatest inhibitor of the propensity to violence.
* The aim is to help the children come to terms with empathy and sensitive responsiveness in their own life and as they grow up and become parents.
Empathetic children show improvements in emotional knowledge, social understanding, and pro-social behaviour with peers, and decreased aggression and bullying with peers. -Harsh discipline is a recipe for violent, antisocial children,
plus harsh discipline is most likely to produce a difficult child and a violent adult.
Key Early Years Development-Emotional development
(self-confidence, resilience)
- Optimism/resilience: children who were likely to succeed academically were those who had skills of optimism, resilience, and social agility. These were learned in environments that build empathy and perseverance (give e.g failing a
test). Resilience can help mitigate impact of other challenges. - Self-confidence: Encourage your child to be a problem-solver early in life. Letting him look for solution for every day dilemmas
- Self-control and will power: Delaying gratification predict better academic outcomes.
- Character strength: Can character strength be taught? courage/bravery, self-sufficiency, industriousness, fairness, integrity. In his state of the Union address, Clinton said, I challenge all our schools to teach character education
Improving early childhood development WHO guidelines
- responsive caregiving
- promote early learning
- integrate caregiving and nutrition intervention
- support maternal mental health
Factors central to child development
Relationships:
-Attachment and security and mental
- Developing resilience and other character skills
Nutrition:
- Access to health foods and life chances
- Developing healthy eating patterns
Physical Activity:
- Opportunities for physical activity
Opportunities for cognitive development:
- Literacy, numeracy and language acquisition
- Supporting exploration
What are the determinants of early childhood development?
-Income: There is evidence that a health gradient in childhood development exists according to social and economic factors
-Effective parenting and family functioning: Parental involvement in children’s early learning is important to success across all groups.
-Positive social interaction: Can improve children’s progress through activities that engage and stretch the child’ imagination.
-Play: Playing allows children to practice skills, demonstrate what they learn, understand, think and establish self-confidence and self-esteem
-Poor Neighborhoods: are less likely to have access to timely assessment and treatment
-Safe home environment: A good household culture can ride out the effects of poverty
Poverty has lasting impacts: “Early catastrophe”
-Families in poverty are much more likely to struggle with parental mental-health issues, such as: distress, depression, and high stress levels, which collectively can impact family functioning, parenting behaviours, level of parent involvement, quality of parent–child interactions, and a wide range of child outcomes
-Study in Kansas City showed that children in richer homes were exposed to 30 million more words by age 3 than children in lower income households
“poor people become resilient” yes but – poverty by itself cannot prepare resilence – resilience is adaption ex. How u going to be resilient if ur hungry- it’s a basic need
If u don’t have food or clean water- but u are hungry for a month and expect resilence ?
Resilence cannot happen on it’s own
Poverty effect development
Home Learning Environment matters-
-A supportive home learning environment can help mitigate the negative impacts of poverty on cognitive development
-HLE has a very powerful effect on children’s development at three to four years of age.
-A better HLE is associated with increased cognitive and social abilities, including ‘cooperation / conformity’, ‘peer sociability’ and ‘confidence’.
-The effect on cognitive development is particularly pronounced. The persistent effects of HLE are still noticeable at age 10
Who is responsible for early childhood development?
-Parents: Poor parenting skills are a strong predictor of anti-social behaviour.
-Family: Family members who could provide support now live hundreds of miles away.
-Communities – all members of the community have a responsibility for the healthy development of children.
-Government: Provision of accessible social programs-. Communities need to provide accessible health and social programs and resources for families with children. Good day care enriches the experience of children and, if rooted in the community, can support parents and demonstrate appropriate caring skills.
comprehensive school health - components four interelated parts
- social and physical environment
- teaching and learning
- partnerships and services
- healthy school policy
comprehensive school health
-Health and Education are interconnected
understands that schools can directly influence students’ health and behaviours
-recognizes that healthy young people learn better and achieve more
-encourages healthy lifestyle choices, and promotes students’ health and wellbeing
-Helps students develop the skills needed for academic success and to be physically and emotionally healthy for life
-Better-educated individuals are healthier
social
-promoting quality of the relationships
-emotional well-being of students
-relationships with families and the wider community
-Supportive of the school community building competence, autonomy, and connectedness
physical
-buildings, grounds, play space, and equipment
-sanitation, air cleanliness, and healthy foods
-promote student safety and connectedness and minimize injury
-Safe, accessible, and supportive community
teaching and learning
-Formal and informal provincial / territorial curriculum, resources, and associated activities
-Knowledge, understanding, and skills for students to improve their health and well-being
-Professional development opportunities for staff related to health and well-being.
healthy school policy
-Policies, guidelines, and practices that promote and support student well-being and achievement e.g. respectful, welcoming school environment for all
what is the nurses Rollin school health promotion?* exam
-Assessment, support, counseling and referral of students to needed services.
- Health education and skill development with students, families, school staff.
- Provision of some clinical services per locally identified need.
- School-based health or wellness clinics or youth health centres in secondary schools.
- Consultation and coordination with school staff.
- Participation in case conferences.
- Communication and coordination with families via school visits, home visits, calls.
- Coordination with other service or care providers
- PHNs providing counseling services to students on stress or coping-related issues, self-esteem, sexual health, relationship difficulties and lifestyle issues
Board-Wide and/or Community-Level Health Promotion
-Contributing to health policy development on school board working groups.
-Participating on board / inter-agency committees related to school services to ensure equitable access.
-Engage young people in the development and implementation of health-related communications/campaigns
-Acknowledging school successes at board or community events.
-Collecting statistics to identify trends and prevailing issues.
Conducting evaluations as indicated.
School-Wide Health Promotion
-Assessment, surveillance, and data analysis to identify priority strengths and needs in school populations.
-Ensuring a group to address school health or school improvement issues is established, significant student participation and leadership.
-Supporting the group in creating comprehensive action plans
-Encouraging youth across the school to become involved in health action.
-Working with school staff, students and communities to develop and implement healthy school policies and to create supportive school environments.
-Ensuring equitable access to health and social services for the school population.
School-Wide Health Promotion
-Assessment, surveillance, and data analysis to identify priority strengths and needs in school populations.
-Ensuring a group to address school health or school improvement issues is established, significant student participation and leadership.
-Supporting the group in creating comprehensive action plans
-Encouraging youth across the school to become involved in health action.
-Working with school staff, students and communities to develop and implement healthy school policies and to create supportive school environments.
-Ensuring equitable access to health and social services for the school population.
Recommendations on healthy lifestyle on test*
-Encourage walking or biking to school instead of taking the bus.
-Support parents to schedule active time for children after school.
-Combine periods of moderate activity like walking or biking with periods of more vigorous activity such as running or playing soccer or tag.
-Activities like swimming, soccer, baseball, dancing, gymnastics, skiing, and basketball provide promote learn new skills.
-Check with local schools and community centres for affordable programs.
-Encourage family to set a positive example by being physically active
-Plan regular outings to hike, cycle, walk, or skate.
-Remember to praise children for being active.
**Confidence is the key to success!
Recommendations pt 2.
-Collaborate with school leaders to assess elementary-school environments for risk and protective conditions that influence childhood obesity, including: student demographics,
school policies, and food and physical activity environments.
- Assess neighborhoods for community-level risk and protective conditions that influence childhood obesity.
- Collaborate with school communities to promote regular physical activity among elementary-school children.
- Facilitate and support the integration of health and nutrition education into elementary-school programs and support the improvement of the school food environment.
-Evaluate the effectiveness and sustainability of school- and community-based primary-prevention initiatives.
- Collaborate with organizations to establish, or critically examine and work to improve, healthy public policies that address the school food environment and the marketing of unhealthy food and beverages to children.
