School Readiness Flashcards

(95 cards)

1
Q

Erikson’s Stages of Psychosocial Development: Preschool (3-5yo)

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Initiative vs Guilt

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2
Q

Characteristics of Erikson’s “initiative vs guilt” stage

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(preschool - 3-5yo)

Children begin to assert themselves, plan activities, make up games, and initiate activities

Resolution: Purpose

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3
Q

Erikson’s Stages of Psychosocial Development: School age (6-11yo)

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Industry vs inferiority

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4
Q

Characteristics of Erikson’s “industry vs inferiority” stage

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(School age - 6-11yo)
Children need to cope with new social and academic demands

Resolution: Competence

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5
Q

Piaget’s Stages of Cognitive Development: 2-7 yo

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Preoperational Stage

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6
Q

Characteristics of Piaget’s Preoperational Stage

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(2-7 yo)
Key feature: Centration
Egocentrism
Language development
Symbolic representation
Irreversibility
Animism
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7
Q

Piaget’s Stages of Cognitive Development: 7-11 yo

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Concrete operational

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8
Q

Characteristics of Piaget’s Concrete operational stage

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Key feature: Conservation
Thinking logically about concrete events
Reversibility
Seriation 
Decentering
Ability to do math
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9
Q

Kohlberg’s stages of Moral Dvpt: stage all children are in

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Preconventional

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10
Q

Characteristics of Kohlberg’s pre-conventional stage (stage 1)

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Authority is outside of the individual and reasoning is based on the physical consequences of actions
Stage 1: Obedience/Punishment
Child is good in order to avoid being punished
If punished, they must have done something wrong

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11
Q

Characteristics of Kohlberg’s pre-conventional stage (stage 2)

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Authority is outside of the individual and reasoning is based on the physical consequences of actions

Stage 2: Self-interest driven
What’s in it for me?
Child is good in order to obtain rewards
Begin to recognize that there is not just one right view

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12
Q

Social and emotional dvptl milestones at 3 years

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Copies adults and friends
Shows affection for friends without prompting
Shows a wide range of emotion
Understands concept of “mine” and “his” or “hers”

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13
Q

Language/communication dvptl milestones at 3 years

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Follows instructions with 2 or 3 steps
Talks well enough for strangers to understand most of the time
Carries conversation using 2 to 3 sentences

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14
Q

Cognitive dvptl milestones at 3 years

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Plays make-believe with dolls, animals, and people
Copies a circle
Builds towers of more than 6 blocks
Does puzzle with 3 or 4 pieces

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15
Q

Movement/Physical Development

milestones at 3 years

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Climbs well
Runs easily
Walks up and down stairs, one foot on each step

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16
Q

Social and emotional dvptl milestones at 4 years

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Is more and more creative with make-believe play
Would rather play with other children than by himself
Talks about what she likes and what she is interested in

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17
Q

Language/communication dvptl milestones at 4 years

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Tells stories
Knows some basic rules of grammar
Can say first and last name
Sings a song or poem from memory

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18
Q

Cognitive dvptl milestones at 4 years

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Names some colors and numbers
Draws a person with 2-4 body parts
Starts to understand time
Tells you what he thinks is going to

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19
Q

Movement/Physical Development

milestones at 4 years

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Hops and stands on one foot for up to 2 seconds
Catches a bounced ball most of the time
Pours, cuts with supervision, and mashes own food

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20
Q

Social and emotional dvptl milestones at 5 years

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Wants to please and be like friends
More likely to agree with rules
Is aware of gender
Can tell what is real and what is make-believe

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21
Q

Language/communication dvptl milestones at 5 years

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Speaks very clearly
Tells a simple story using full sentences
Uses future tense
Says name and address

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22
Q

Cognitive dvptl milestones at 5 years

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Counts 10 or more things
Can draw a person with at least 6 body parts
Can print some letters or numbers
Knows about things used every day like money or food

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23
Q

Movement/Physical Development

milestones at 5 years

A

Hops; may be able to skip
Uses a fork and spoon, sometimes a table knife
Can use toilet on their own
Swings and climbs

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24
Q

In 1991, the National Education Goals Panel adopted as its first goal that …

A

“by the year 2000, all children will enter school ready to learn”

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25
Components of School Readiness
Readiness of the child School’s readiness for children Family and community supports contributing to child readiness (multidimensional, interdependent)
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Common Misconceptions about school readiness
Learning happens only at school Readiness can be measured easily Readiness is mostly a function of time (maturation) and some children need a little more Children are ready to learn when they can sit quietly at a desk and listen Children who are not “ready” do not belong in school
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Five Dimensions of Readiness
Physical Well-Being and Motor Development Social and Emotional Development Approaches Toward Learning Language Development Cognition and General Knowledge
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``` 5 Ds #1: Physical Well-Being & Motor Development: Physical ```
Growth Height, weight, maturation Physical Fitness Strength, energy, stamina, flexibility Physiology Optimal functioning of body systems
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``` 5 Ds #1: Physical Well-Being & Motor Development: Motor ```
Gross Motor Skills Walk, run, jump, climb Fine Motor Skills Use scissors, fasten buttons Sensorimotor Skills Hear, see, touch, kick rolling ball Oral Motor Skills Sucking, producing sound, coordinating breathing
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Significance of motor delays when assessing school readiness?
Motor delays may be first or most obvious sign of global developmental disorder Early identification >> Early interventions
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AAP recommendations regarding motor delay screenings
Standardized developmental screening (including motor development) at 9, 18, and 30 months Additional screening test at 4 years before child enters Kindergarten
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Motor expectations at 9mo visit
infant rolling to both sides, sitting without support, showing motor symmetry without established handedness, grasping and transferring objects from hand to hand
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Motor expectations at 18mo visit
toddler should sit, stand, walk independently; grasp and manipulate small objects; mild motor delays undetected at 9 months may be apparent at 18 months
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Motor expectations at 30mo visit
most motor delays will have already been identified at previous visits; more subtle gross motor, fine motor, speech, and oral motor delays may emerge at 30 months; progressive neuromuscular disorders may emerge as loss of previously attained motor skills
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Motor expectations at 48mo visit
preschooler should have early elementary school skills; emerging fine motor, handwriting, gross motor, communication, and feeding abilities that promote engagement with peers in group activities
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``` 5 Ds #2: Social and Emotional Development: Social ```
Ability to form and maintain social relationships with adults and peers Communicate with adults and understand adult roles Cooperate with peers “Treat others as you would like to be treated” Listen to others Provide help and support for friends
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``` 5 Ds #2: Social and Emotional Development: Emotional ```
Ability to separate from parents Self-regulation of emotions Joy, fear, anger, grief, disgust, delight, horror, shame, pride, guilt, etc. Self-confidence Ability to understand feelings of others Empathy, acceptance
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``` 5Ds #3: Approaches Toward Learning ```
Inclinations, dispositions, or styles that reflect how children become involved in learning Predispositions: Gender Temperament (easy, slow to warm up, difficult) Cultural Patterns and Values Learning Styles: Openness to and curiosity about new tasks and challenges Initiative, task persistence, and attentiveness Reflection and interpretation Imagination and invention Cognitive styles
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``` 5Ds #4: Language Development ```
Listening Speaking Questioning Social Uses of Language:Express emotions, get/give information, manners Vocabulary: Understand words and sentences, Create complex sentences Creative Language: Rhyming, storytelling Literature Awareness: Interest in books/magazines, recall familiar stories Print Awareness: Assigning verbal sounds to letters, recognize own name in writing Aware of Story Sequence: Beginning, Middle, End Writing: Ordered scribbling
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``` 5Ds #5: Cognition and General Knowledge ```
Physical Knowledge Learning about objects by observation and experience E.g. A red, heavy ball rolling downhill Logic-Mathematical Knowledge Similarities, differences, and associations between objects, events, or people E.g. A red and blue crayon are different based on color, but are the same based on size Conventional Knowledge ABCs, colors, numbers, etc. Ability to use problem-solving and imagination
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Ways to evaluate Development & School Readiness (generally)
Developmental Surveillance Screening Tools Neurologic Exam Artwork
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Developmental Surveillance: AAP recommends...
Developmental surveillance at ALL well-child visits
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5 Components of developmental surveillance
Eliciting and Attending to the Parents’ Concerns Maintaining a Developmental History Making Accurate and Informed Observations of the Child Identifying the Presence of Risk and Protective Factors Documenting the Process and Findings
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Developmental Screening Tools
``` Ages & Stages Questionnaire Denver II Parents' Evaluation of Developmental Status (PEDS) M-CHAT-R/F Pediatric Symptom Checklist ```
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ASQ: what and who?
Ages 1 month to 5 ½ years Parent-completed questionnaire Screens communication, gross motor, fine motor, problem-solving, and personal adaptive skills
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Denver 2: what and who?
Ages 1 month to 6 years Directly administered to child Screens expressive & receptive language, gross motor, fine motor, and personal-social skills
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PEDS: What and who?
Birth to 8 years Parent interview form Screens for developmental & behavioral problems needing further evaluation
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M-CHAT-R/F: what and who?
Ages 18 months and 24 months (AAP Recommendation) Parent-completed questionnaire Identifies children at risk for Autism Spectrum Disorder
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PSC: what and who?
Ages 4 to 18 years Parent-completed version and youth self-report (ages 11+) Psychosocial screen to recognize cognitive, emotional, and behavioral problems
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Components of neuro exam
While taking history, observe child Cranial Nerve Exam Fundoscopic Exam: Detectable and symmetric red reflexes? Facial Expressions: Quality of smile, cry Oromotor Movement: Palate, tongue, Observe using straw or blowing kisses Sensation: Test touch & pain sensation Strength Assessment: Posture, grasp Gait Assessment: Unsteady? Deep Tendon Reflexes: Diminished? Absent? Increased? Gross Motor Skills: Hop, run, skip, throw, stair climb, 1-foot stand Fine Motor Skills: Button, zip, snap, tie, draw
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Dyspraxia =
inability to formulate, plan, and execute complex movements (test with gross and fine motor skills)
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Why use Draw-a-person test?
Originally developed to predict intelligence, now shows cognitive, motor, creative, visual, spatial, etc
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Stages of draw a person test
``` Scribble stage (2-4y) Pre-schematic stage (3-7y) Schematic Stage (6-11y) ```
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Scribble stage of draw a person test
(2-4 years): Random marks, dots, and lines Kinesthetic and imaginative
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Pre-Schematic stage of draw a person test
(3-7 years): Representative symbols for objects in environment Circles, squares, and lines Pictures are “floating”
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Schematic stage of draw a person test
(6-11 years): Repetition of symbols for familiar objects Ex. Lollipop tree, scarecrow-type people, row of identical houses) Use of the “base-line”
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Standardized testing and school readiness?
Standardized testing may not be accurate or reliable indicator of school readiness concerns re: labeling
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Current Connecticut Enrollment Requirements: Kindergarten
All children who turn 5 before January 1st of the current school year may enroll in kindergarten Child must be enrolled in school by 7 years old Children must have physical within last year Up to date immunization records CT Department of Early Child Education petitioning for change in date to October 1st of current school year
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Why would parents chose to delay kindergarten enrollment?
Age of child close to enrollment cut off ``` Development of child: Delay in motor and gross development Delay in social or emotional development Delay in cognitive development Delay in language development ``` Preference of parent : Want child to enter old, taller, with higher cognitive and emotional skills
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What is Academic Redshirting?
4-5.5% of children delay kindergarten Tend to be Male, White, High SES Birthday close to cut off date Low birth weight
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Performance differences in delayed enrollment?
Studies show that initially older children perform better, but that differences disappear by the 3rd grade
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What is academic greenshirting?
Early enrollment | Tends to be black, asian, low SES
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Why enroll early?
Cost of an additional year of preschool
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Child based RFs associated w/decreased school readiness
``` Physical Disabilities Learning Disabilities Intellectual Disabilities Emotional and social maladjustments Adverse Childhood Events ```
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Family based RFs associated w/decreased school readiness
``` Low maternal education Single parent households Low parental literacy Household with few or no books English second language ```
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School based RFs associated w/decreased school readiness
Schools that fail to recognize or accommodate special health problems, developmental needs, and cultural differences of incoming students
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Protective Factors for School Readiness
High maternal education level Living with both parents High parental involvement in education Supportive student teacher relationships
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Red Flags For School Problems
Bullying Toxic Stress Mental Health Disorders Media
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Effects of bullying:
Lower achievement, feeling unsafe, feeling as if one does not belong at school, and feeling sad were all positively associated with being a victim
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Signs of Bullying
``` Insomnia Sadness Stomachaches Headaches Enuresis Difficulty Concentrating Symptoms of Anxiety or depression High rates of school absence ```
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What is toxic stress? What causes it?
When a child experiences strong, frequent, and/or prolonged adversity without adequate adult support. Physical or emotional abuse Chronic neglect Caregiver substance abuse or mental illness Exposure to violence Accumulated burdens of family economic hardship
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Consequences of toxic stress
Impaired educational achievement, economic productivity, health status, and longevity. Anxiety Impaired memory and mood control Mental Health Conditions (increased stress hormone alters brain architecture >> linguistic & cognitive probs)
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Primary prevention of toxic stress
Routine anticipatory guidance that strengthen a family’s social supports Encourage a parent’s adoption of positive parenting techniques Facilitate a child’s emerging social, emotional, and language skills: Promotion of the 7Cs of resilience (competence, confidence, connectedness, character, contribution, coping, and control); Reach Out and Read
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Secondary prevention of toxic stress
Screening for developmental delays at 9, 18, and 24/36 months ``` Screening for risk factors for toxic stress: Maternal depression Parental substance abuse Domestic or community violence Food scarcity Poor social connectedness ```
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In children transitioning to formal schooling, approximately___ in ____ (__%) will have a psychiatric disorder with impairment and may benefit from services
one in five (21.6%)
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Risk Factors for psych DOs with impairment
Poverty Paternal depressive or anxiety symptoms Childhood stressful life events Exposure to violence
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Adverse effects of screen time
``` Obesity Inactivity Attention Problems Aggression Sleep Problems ```
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In a study of children 15-48 mos, “Children who started watching television at 2 h/day were approximately ___ times more likely to have language delays.”
six
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AAP Recommendations on Media
No screen time for children less than 2 No more than 2 hours of screen time per day after two TV off during mealtimes No TVs in child’s room Substitute TV time with reading, games, hands on time together
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Dimensions of Readiness | of the school itself
Goals of Early Education School Systems Classroom and teaching environment APRN involvement
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``` #1: Goals of early education The “5 Rs” in the first 1000 days of life ```
1. Reading together → daily fun family activity; 2. Rhyming, playing, talking, singing, and cuddling together → throughout day; 3. Routines and regular times for meals, play, and sleeping; 4. Rewards for everyday successes → helping, cleaning etc. 5. Relationships that are reciprocal, nurturing, purposeful, and enduring,
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``` Readiness of school #2: School Systems ```
NEGP (2010) outlined some characteristics of schools that support learning and development: Sensitive to the needs of the child – “individualized learning” Welcoming of parental involvement Sensitive to cultural diversity and differences, including poverty, race, and disability Help kids make the transition between home/childcare and school
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``` Readiness of school #3: Strong Classrooms ```
Teachers have knowledge of early child development Small-group, child-led/ teacher-supported learning. Lessons should be meaningful to the child Hands-on activities
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What to look for in quality childcare/preschool
Small staff-to-child ratios and low staff turnover Developmentally appropriate curriculum Help ease the transition to kindergarten affordability
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What is head start?
Enrollment based on federal poverty guidelines Head Start mandates COMPREHENSIVE SERVICES to children and families - a unique feature of the program
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Services provided by head start
comprehensive Health Services – physical health, oral health, mental health, nutrition and physical activity; prenatal care Education Services, including Disabilities/Special education Family Services thru Family Partnership Agreement, parent engagement and governance, fatherhood initiative, etc. Community Partnerships
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APRN role in readiness of school
Consider school setting as a factor when children are frequently ill, fearful, anxious, and “inattentive or impulsive” Know schools in the area (type of school, environment) Ask parents about their experience with school Maintain connections with school nurses, APRNs and school counselors Refer to school for IEP and 504 plans APRNs are welcomed in school settings (ex. PPT meetings) as advocates of the child Ask questions and inquire about school at every WCC – Be proactive!
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Barriers to aprn role in readiness of school
Time consuming and requires intensive follow-up and coordination Requires connections, contacts and relationships with school system How to bill and get paid for these services? Telephone codes, care plan coordination codes, case management codes Reimbursement is unreliable, dependent on insurance and documentation
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Dimensions of support systems for school readiness
Family Characteristics Community Systems Special Populations Children with Special Education Needs
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#1 family characteristics How can I help my child grow and develop and be a part of the family?
Parents as a child’s first teacher Parental involvement in child’s development is crucial Reading together Rhyming games Memory games Cooking together Sleep hygiene and routines
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#2: Community Systems
``` Prenatal care Clean and healthy environment Birth-to-Three Access to high quality preschools Youth programs Local libraries ```
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``` #3: Special Populations LGBT parents Undocumented/refugee families Cultural and language barriers (ESL, immigrants) Single parent households Father involvement Talented and gifted students And many more… ``` How do you assimilate all these diverse populations, backgrounds, experiences and biases into a standard public educational/healthcare framework?
You can’t. But the APRN should try and provide as much support as possible Refer to community groups, forums where like-minded parents can share experiences. Connect families to government-funded resources TAG students – local groups, f/u with school for evaluation ESL classes for immigrants
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#4: Children with Special Education Needs Who needs additional support in the classroom?
``` Motor delays Sensory delays Intellectual delays Chronic medical condition Diabetes Asthma Sickle cell disease Juvenile idiopathic arthritis Epilepsy And many more… ```
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What is IDEA? APRN Role
Individuals with Disabilities Education Act (IDEA) – “Special Ed” IFSP (Individual Family Service Plan): for children birth to 3 years IEP (Individual Education Plan): 3-21 years Assessment by multidisciplinary team IEP might include: tutoring, PT, OT, speech therapy
95
What are 504 plans? APRN role
504 Plan: Section 504 of the Rehabilitation Act Accommodations in regular classroom (eg: for ADHD, T1DM, allergies, etc) APRNs can and should write letters to school for IEP and 504 plan referrals