A

CASE NARRATIVE

IN

EARLY CHILDHOOD CARE

In Partial Fulfillment of the Requirement

For the degree of

BACHELOR OF SCIENCE IN MIDWIFERY

LEVEL IV

Ms. Maria Khristina C. Huerto, RM, BSM

Submitted to:

Violy Kindipan Cabigat, BSM-4

Submitted by:
 TABLE OF CONTENTS

I. INTRODUCTION

II. PERSONAL DATA OF THE CHILD

III. MEDICAL HISTORY OF THE CHILD

a) Physical Examination/Assessment

b) Diagnostic/Laboratories

c) History of Past and Present Illnesses

d) Immunization and Well Baby Book

IV. FAMILY HISTORY OF THE CHILD

a) Family Medical History

b) Personal/Social History

V. BACKGROUND OBSERVATION OF THE CHILD

a) Physical development

b) Cognitive development

c) Social and Emotional development

d) Communication and Language development

VI. OUTCOME/EVALUATION

VII. RECOMMENDATION
 INTRODUCTION

Observing and documenting the child's progress provides an opportunity to learn more
about the child’s growth and development milestones. It is about creating a holistic
understanding and picture for the caregiver to use in conjunction with collecting other
information to document and assess a child’s development and learning. Observation
will facilitate planning and reflecting on ways to offer experiences to support and
enhance a child’s learning and development.

This case narrative study will provide an evaluation for my chosen child subject, which
will cover the four key areas of child developmental milestones such as cognitive,
physical, language, and socio-emotional development. Moreover, provide the parents
and guardians with feedback regarding their child's milestone development status and
parenting strategies to support their child's optimal development.
 PERSONAL DATA OF THE CHILD

Name: SOFIA JANE TOMINEZ

Nickname: Sofia

Sex: Female

Age: 5 years old

Religion: Roman Catholic

Date of Birth: September 04, 2017

Time of Birth: 10:00 AM

Place of Birth: Santiago City Isabela

Weight at Birth: 3,400 Grams

Height at Birth: 51 cm

Mode of Delivery: Normal Spontaneous Delivery

Mother’s Name: Jolly Michelle Tominez

Father’s Name: June Tominez.

Address: PSG Paco, Manila

Height: 130 cm

Weight: 25 kilograms
Sofia’s Photo “First day of school”
 MEDICAL HISTORY OF THE CHILD

A. Physical Examination/Assessment

NORMAL FOR ABNORMAL NOT

AGE OR EVALUATED
DELAYED
a) General Appearance 
b) Posture, Gait  
c) Speech 
d) Head 
e) Skin 
f) Eyes 
g) Teeth 
h) Heart 
i) Lungs 
j) Abdomen 
k) Upper Limbs 
l) Lower Limbs 
m) Neurological/Social

1) Gross Motor 
2) Fine Motor 
3) Communication Skills 
4) Cognitive 
5) Self-help Skills 
6) Social Skills 

n) Gland (Lymphatic/Thyroid) 
o) Muscular Coordination 

B. Diagnostic/Laboratories: None

C. History of Past and Present Illnesses

Viral Infection such us cough and colds

D. Immunization and Well-baby Records
 FAMILY MEDICAL HISTORY OF THE CHILD

A. FAMILY MEDICAL HISTORY

DISEASE MOTHER FATHER SIBLINGS GRAND GRAND

FATHER MOTHER
BOTH SIDES BOTH SIDES
Asthma

Diabetes 

Cancer

Heart disease  

Hypertension

Kidney
disease
Thyroid
disorder

B. PERSONAL/SOCIAL HISTORY

Sofia is the only girl and the second of her two siblings, her older brother is now 7 years
old and her youngest brother is 2 years and 9 months old. She is currently attending a
kindergarten near their home. Her parents are both college graduates and have been
married for almost 8 years. Her father works as a self-employed while her mother
works for the presidential security group at Malacañang Palace. They are living in the
provided housing near her mom’s work. Their place is a surrounded by neighbors and
within the housing compound there is playground for children where she usually plays
with her siblings. Her primary caregiver is her father, who spends most of the time with
them since his job is not demanding, unlike her mom. When her parents were not
around, they were taken care of by the relatives living with them who are her secondary
caregivers. Although both of her parents are working, they make sure their needs have
been well met. It could be challenging for her parents to look after three kids but
alongside the caregivers, they were able to keep track of their growth and
developmental milestones.
 BACKGROUND OBSERVATION OF THE CHILD

THE FOUR KEY DOMAINS OF SOFIA'S GROWTH AND DEVELOPMENTAL MILESTONES.

A. PHYSICAL DEVELOPMENT MILESTONES

Objectives:

 Define cognitive development and discuss the importance of physical

development and physical activity for preschool children.
 Identify examples of gross-motor and fine-motor skills in preschoolers.
 Discuss how physical development is linked to overall health and learning.
 Recognize common physical developmental milestones in preschool children.
 Discuss observation of Sofia’s cognitive developmental Milestones.

Physical development is an aspect of development that refers to how children can use
and control their bodies. This involves the growth and development of the brain and
body, and the development of muscle control and physical coordination. This
development occurs primarily in gross-motor and fine-motor skills, which are vital to
the overall health and well-being of children.
Gross motor skills include the use of large muscles in the arms or legs are used in
conjunction with general strength and endurance to perform gross motor tasks.
Leaping, kicking, throwing, climbing, sprinting, and jumping are some examples of these
abilities. Fine motor skills, on the other hand, include the use of the small muscles in the
arms, hands, and fingers and are supported by the progression of perception. Examples
of these skills include stringing beads, scribbling, cutting, or drawing. These help
children perform various self-help tasks, such as using utensils and dressing up.
The motor abilities of preschoolers develop through physical development as their
bodies mature; children progressively build up their muscles and can better control
their bodies. However, mastery and skills development are also associated with brain
growth and development. It is therefore important for children to participate in physical
activity and maintain an active lifestyle to maintain a healthy weight, get better sleep,
keep their bones strong, and prevent obesity-related illnesses. Hence, it also provides
access to learning and improves their mental health. Children are explorers, and their
brains grow as a result of activity and movement. If they learn how to develop these
healthy habits, they are more likely to maintain them through adolescence and
adulthood.
 PHYSICAL DEVELOPMENTAL MILESTONES OF PRE-SCHOOLERS

3 YEARS 4 YEARS 5 YEARS

 Climbs well
 Runs easily
 Pedals a tricycle
 Walks up and down
stairs, one foot on each
step
 Washes and dries hands
 Kicks and throws a small
ball
 Draw a circle with a
crayon, pencil, or marker
 Uses a fork
 Dresses self in
comfortable clothing
 Hops and stands on one  Stands on one foot for 10
foot for up to 2 seconds seconds or longer
 Pours, cuts with  Hops, and may be able to
supervision, and mashes skip
their own food  Can do a flip over or
 Catches a bounced ball somersault
most of the time  Uses a fork and spoon
 Draws a person with two and sometimes a table
to four body parts knife
 Uses scissors  Swings and climbs
 Jump over objects and  Can use toilet on own
climb playground  Can print some letters or
ladders numbers
 Begins to replicate some  Copies a triangle and
capital letters other geometric shapes
 Get dressed with
minimal help (zippers,
snaps, and buttons may
still be a little hard)

OBSERVATION ON SOFIA’S PHYSICAL DEVELOPMENT AND MILESTONES

In my observation, Sofia is an active child; she likes to move all the time. She can climb well,
jump, hop into something, run, skip, and can use swings, which means that her gross motor
skills are well developed. Her parents recalled that she began to walk when she was 1 year old
and progressed well. But I noticed that she has unusual gait and sometimes walk on her toes.

However, her parents noticed that she has some delays in her development since, at her
age, she cannot feed herself using a fork and spoon, cannot dress herself up, and her
writing skills are also not developed. Her aunt describes instances where she can feed
herself alone, but by picking through her fingers, with finger foods such as fries,
nuggets, and hotdogs.

She is unable to use the toilet on her own. Her parents indicate that she must be on
diapers to poo and uses the toilet with assistance when she pees. Additionally, she has
difficulty using scissors and pencils and has minimal skills in manipulating objects like
her toys.

Moreover, although she has some delayed developments on some level her physical
growth is within normal, such as her body size, height, and weight. Her parents are both
physically tall, so genetically she carried these characteristics from her parents.
B. COGNITIVE DEVELOPMENT MILESTONES
Objectives:

 Define cognitive development.

 Describe what cognitive development looks like during preschool.
 Recognize common cognitive developmental milestones in pre-schoolers.
 Discuss observation od Sofia’s cognitive developmental Milestones.

Cognitive development is about learning and thinking, including memory development,

symbolic thinking, and problem-solving skills. According to Dodge, Colker, and Heroman
(2010), this refers to the mind and its functioning. It involves how children think, how
they see their world, and how they use what they learn.”
Developmental psychologist Jean Piaget presents a theory of cognitive development
which explains how a child develops an understanding of their world and a process
resulting from environmental interactions. Based on his theory, there are four stages of
cognitive development, which are listed below. All children will progress at this stage in
a similar order, but the age at which they go through these stages varies.
 Sensorimotor (birth to age 2)
 Preoperational (from age 2 to age 7)
 Concrete (from age 7 to age 11)
 Formal Operational (from age 11 through adulthood)

The preschool-age children are likely to be working through the preoperational stage.
During this time, children think about things symbolically. This is what allows them to
use a word or object as something other than itself. Additionally, during this time,
children’s thinking is still egocentric, so they have difficulty seeing the viewpoint of
others. Preschool-age children are still working toward understanding that other people
may see, hear and feel differently than they do. As children progress through this stage,
they begin to see others’ perspectives and their memories are also becoming stronger,
which means they often remember surprising details. They can share their ideas in new
and interesting ways. Their imaginations are becoming a primary vehicle for play and
learning. They begin to compare, contrast, organize, analyse, and come up with more
and more complex ways to solve problems, which helps their math skills and scientific
reasoning become more sophisticated.
 COGNITIVE DEVELOPMENTAL MILESTONES OF PRE-SCHOOLERS

3 YEARS 4 YEARS 5 YEARS

 Can work on toys with
buttons, levers, and
moving parts.
 Plays make-believe with
dolls, animals, and
people.
 Does puzzles with three
or four pieces.
 Understands what “two”
means.
 Copies a circle with a
pencil or crayon.
 Turns book pages one at
a time.
 Builds towers of more
than six blocks.
 Screws and unscrews jar
lids or turns door
handles.
 Names some colors, and  Counts ten or more
some numbers. things.
 Understands the idea of  Can draw a person with
counting. at least six body parts.
 Starts to understand  Can print some letters or
time. numbers.
 Remembers parts of a  Copies of a triangle and
story. other geometric shapes.
 Understands the idea of  Knows about things used
“same” and “different.” every day, like money
 Draws a person with two and food.
to four body parts.
 Uses scissors.
 Starts to copy some
capital letters.
 Plays board or card
games.
 Tells you what he thinks
is going to happen next
in a book.

OBSERVATION ON SOFIA’S COGNITIVE DEVELOPMENT AND MILESTONES

Upon observation of Sofia's cognitive developmental milestones as related by her

parents, according to them, she started playing and building blocks when she was three
years old, learned to count and read the alphabet at the age of 3, and can recognize
things such as animals, food, fruits, and body parts.

But at her age now, her parents have noticed that it is difficult for her to communicate
and process information. I have learned that she rarely pretends or plays imaginary
games. She loves to play but with her toys alone, has limited interest and focuses
primarily on a single activity. She could play with blocks and lego, but had difficulty
manipulating them.

Additionally, she has difficulty paying attention and cannot sit still for any length of
time. She has poor eye contact or response to other people and is unable to say her full
name. Sometimes have repetitive interests in something, as related by her aunt, there
was one time when they went to the park where she saw an ATM machine. She was very
interested in it and kept pressing the button keys, so her aunt tried to stop her and
move her away, but she kept returning to it.
C. EMOTIONAL AND SOCIAL DEVELOPMENT MILESTONES
Objectives:
 Define socio-emotional development and discuss its importance in our lives.
 Discuss how socio-emotional learning promotes development in young children.
 Recognize typical socio-emotional milestones in preschool-age children.
 Discuss observations on Sofia’s socio-emotional developmental Milestones.
Children start to develop socio-emotional skills at birth and are prepared to connect
with others in their surroundings. When a child’s emotional and physical needs are met,
learning pathways in the brain are formed, which lead to learning in all developmental
domains. Emotional signals are smiles, tears, or expressions of interest and attention
that strongly influence others' behaviors. Similarly, emotional responses by others
influence children's social behaviors.

Early childhood is a critical age to form positive feelings about oneself, others, and their
environment. They develop and learn through relationships, and when encouraged,
nurtured, and accepted by adults and peers, they are more likely to be well adopted. On
the other hand, children who are neglected, rejected, or abused are at risk of social and
mental health challenges.
Supporting the social and emotional health of pre-schoolers is important because:

 Early relationships set the stage for healthy or unhealthy brain development
 Poor social, emotional, and behavioral development predicts early school failure,
which in turn, predicts later school failure
 Early intervention can reduce the need for later, higher-cost interventions
 Supporting children early in life will allow them to give back to society later

According to the Collaborative for Academic, Social, and Emotional Learning (CASEL),
social and emotional development (also called socio-emotional learning) has five basic
components:
Self-awareness - the ability to accurately identify emotions, thoughts and their
influences on behavior. This includes an accurate evaluation of one's strengths and
limitations and a strong sense of confidence and optimism.
Self-management - the ability to effectively control emotions, thoughts, and behaviors
in various situations. This includes stress management, impulse control, motivation, and
establishing and working to achieve personal and academic goals.
Social awareness - the ability to take the perspective of and empathize with people
from different backgrounds and cultures, as well as to recognize family, school, and
community resources and supports.
Relationship skills - the ability to build and sustain healthy and rewarding
relationships with diverse individuals and groups. This includes clear communication,
active listening and cooperation, avoiding social pressures, resolving conflicts and
getting or delivering assistance when necessary.
 Responsible decision-making - the ability to make constructive and respectful choices
about personal behavior and social interactions. This includes consideration of ethical
standards, safety concerns, social norms, the realistic evaluation of the consequences of
various actions, and the well-being of self and others.

EMOTIONAL AND SOCIAL DEVELOPMENTAL MILESTONES

FOR PRE-SCHOOLERS

3 YEARS 4 YEARS 5 YEARS

 Plays make-believe with  Interested in new  Wants to please friends

dolls, animals, and experiences  Wants to be like friends
people  Pretends to be  Follows rules when
 Copies adults and friends something else during playing games with
 Notices other children play (teacher, dog, others
and joins in on their play superhero)  Takes turns when
 Shows affection for  Make-believe play is playing games with other
friends without more creative and children
prompting complex  Likes to sing, dance, and
 Shows concern for the  Would rather play with act
crying friend other children than play  Is aware of gender
 Shows a wide range of alone  Can tell what’s real and
emotions  Can name two or more what’s make-believe
 Calms down within 10 friends  Shows more
minutes after you leave  Comforts others who are independence
 May become agitated by hurt or sad  Does simple chores at
significant changes in  Cooperates with other home
routine children  Can tell you their first
 Often can’t tell what’s and last name and age
real and what’s make-
believe
 Talks about what they
like and what they are
interested in
 Likes to be a “helper”
 Changes behavior based
on where they are
 Avoids danger, like not
jumping from tall heights
on the playground
 Says sentences that are 4
or more words
 OBSERVATION ON SOFIA’S EMOTIONAL AND SOCIAL
DEVELOPMENTAL MILESTONES
In terms of Sofia's emotional development, she has extreme emotional responses. Her
parents and babysitter report that when she is upset, she throws temper tantrums and
cannot be easily consoled. She was really happy when she got what she wanted. For
instance, when she saw you eating fries and gave her some, you could see her giggle and
say "yummy". She could also get irritated easily when she can't satisfy herself, as when
she handles her toys. I heard her say "Mama, Papa" once, as if she needed help but
couldn't express herself verbally.
Her parents also said that she is unaware of the danger sometimes, so there should be
someone to look at with her always. At other times, she was unable to express her
feelings of being hurt by something. But she might be envious of her siblings because
they get so much more attention than she does.
With regard to Sofia's social development, she has difficulty with social engagement
with other kids except with her family. There are instances that she resists cuddling and
holding and appears not to hear you, but can also sometimes respond to others request.
Her pre-school teacher reports that she would rather be alone than play with other
children. She is mostly engaged in solitary and parallel play, even at home with her
siblings.
D. COMMUNICATION AND LANGUAGE DEVELOPMENT MILESTONES

Objectives:

 Define communication, language development and discuss its importance in life.

 Discuss how communication promotes development and learning in young
children.
 Identify typical language and communication milestones in preschool.
 Observation on Sofia’s communication and language developmental Milestones.

Language development is the process that allows children to develop their ability to talk
and communicate. First, they slowly understand basic language patterns and gradually
increase their vocabulary before reaching fluency. It begins with sounds and gestures,
followed by words and phrases. At the same time, communication is a tool used by
humans to meet their physical, social, and emotional needs. It is not only a matter of
sharing information, but for it to be effective there must be a common understanding of
the message and its meaning between the sender and the receiver.

Preschoolers are natural communicators. They absorb the details of society around
them, and that’s why they enjoy playing imaginary games. And as their vocabularies
grow, language is not only a tool to express desires or needs. They use language to learn
new things, imagine unknown worlds, explore ideas, tell jokes, create stories, and make
friends. It is a fascinating period of incredible growth. When parents, caregivers, and
teachers consistently communicate and respond well, they will learn to rely on language
as a tool to address their needs, solve problems, and get to know the world.

Each child's communication is unique. At three years of age, most children communicate
in simple sentences and can be understood by a stranger most of the time. You may hear
mispronounced words like “ice cleam” for ice cream or “pish” for fish.

Pre-school children are still experimenting with and learning basic grammar. For
example, a five-year-old might say, "I put my toys in the box". Here, they're trying to
apply the grammar rules they've learned. Young preschoolers can continue to
understand how language works as significant others respond with the correct
pronunciation or form, like “I see the kids in the park" or "Oh, yes! You cleaned up your
toys today. You did a good job."

Language and communication skills develop rapidly during the early childhood years.
During the pre-school years, children increase their vocabulary, use longer and more
complex sentences to solve problems and talk about what is happening at the moment,
about things that have occurred in the past and what will happen in the future.
 COMMUNICATION AND LANGUAGE DEVELOPMENTAL MILESTONES
FOR PRE-SCHOOLERS

3 YEARS 4 YEARS 5 YEARS

 Carries on a  Says sentences that are 4  Tells a story with at least

conversation using at
least two or more back-
and-forth exchanges
 Asks “who”, “what”,
“where,” or “why"
questions
 Says what action is
happening in a picture
book when asked like
“eating” or “running”
 Says first name when
asked
 Talks well enough for
others to understand
most of the time
 Uses sentences that are
three or four words long.
or more words
 Says some words from a
familiar song or story or
nursery rhyme
 Talks about at least one
thing that happened
during their day like, “I
played ball.”
 Answers simple
questions like, “What is a
crayon for?”
 Says first and last name
when asked
 Knows some basic rules
of grammar, such as
correctly using “he” and
“she”
two events that they’ve
either heard about, or
made up
 Answers simple
questions about a book
or story read or told to
them
 Carries on conversation
using at least three or
more back-and-forth
exchanges
 Uses or recognizes
simple rhymes (bat, cat,
ball, tall)
 Can define common
items by their use (eg., a
fork is a thing you eat
with)
 Tells a simple story using

OBSERVATION ON SOFIA’S COMMUNICATION AND LANGUAGE

DEVELOPMENTAL MILESTONES

In connection to other aspects of Sofia’s developmental milestones, I noted some delays in

her language development. According to her parents, her first word was "mama" when she
was over one year old. At three, she could talk one word until four years old, and recently, at
the age of five, she can now say two to three words like "that's mine".

She could recite the alphabet, name things and animals, and count numbers, but struggles to
express herself in words, like when she's hungry or thirsty. She also has difficulty carrying
on conversations, cannot use longer sentences, and cannot speak her mind, tell stories, or
describe her feelings. Her parents also relate that she can understand and follow
instructions, like when they ask her to clean up her toys or bring this or that to a specific
place. She knows how to sing and dance, but her lyrics are not well understood and
sometimes use monotonous words.

I have learned that her parents provide her with toys appropriate to her age and learning
materials such as books, posters, coloring materials, pens, and pencils. Although she has
delayed language development, she can always find ways to express herself that only her
hands-on caregiver can understand. Like when she is hungry, she will just say "milk" or
"dede," or by pointing her finger when she's interested in something.
 OUTCOME/EVALUATION

Based on the overall observation of Sofia's growth and developmental milestones, I have
noted some delays in her development.

Physically, she is growing normally. I noticed that she is taller than her age, but she got this
genetically from her parents. Her gross motor skills are developed, but there are some
delays with her fine motor skills. She has an unusual gait and sometimes walks on her toes;
she cannot use a spoon to feed herself, and she struggles to manipulate objects like her toys.
She also has poor self-help skills, as she cannot dress herself alone and still needs toileting
assistance. This could mean that she has difficulty with motor coordination, which affects
her ability to perform tasks.

There are also apparent delays in her speech development, as she hasn't met the typical
speech milestones for her age. Normally, her spoken words still fall into the category of a
two-year-old child. Evidently, she cannot carry on a conversation with others, although she
can recite the alphabet, numbers, and name animals. Another way she can easily
communicate her needs and interest in something is by pointing finger or pulling hands. She
can repeat words or verbal phrases but doesn't understand how to use them.

Her social awareness and relationship skills are obviously lacking, as she had poor
interactions with other kids. As well as her self-awareness, sometimes she feels a variety of
emotions but is unable to recognize or identify them, like she lacks impulse control over her
emotion. She has also reduced sensitivity to pain and is unaware of danger in her
surroundings or the people around her. In terms of cognitive development, she
demonstrates a strong, repetitive interest in something and a strong desire for routines. She
should be functioning at the pre-operational stage of Piaget's cognitive development, able to
think about things symbolically, but she has a deficient memory and imagination.

Despite the fact that each child develops at their own rate according to growth and
development principles, Sofia's development exhibits characteristics or symptoms
associated with developmental disorders. As a result, I advised her parents to consult with
medical experts about her case in order to determine if there are any factors affecting their
child's development and to assist them in seeking appropriate management and support to
help their child improve and achieve maximum developmental progress. I learned that they
had not sought any medical screening for developmental delays since she had been in well-
baby consultation, and her pediatrician had not recommended such an evaluation.
 RECOMMENDATION

Below are the recommendations on promoting and Supporting Sofia’s developmental

skills during her Preschool Years, for parents and teachers.

ACTIVITIES TO ENCOURAGE SPEECH AND LANGUAGE DEVELOPMENT AT HOME:

 Focus on communication. Talk with your child, sing, and encourage imitation of
sounds and gestures.

 Read to your child. Start reading books to your child. Look for age-appropriate
soft or board books or picture books that encourage kids to look while you name
the pictures.

 Use everyday situations. To build on your child's speech and language, talk
your way through the day. Name foods at the grocery store, explain what you're
doing as you cook a meal or clean a room, and point out objects around the
house. Keep things simple, but avoid "baby talk."

WAYS TO HELP CHILDREN DEVELOP AND IMPROVE THEIR FINE MOTOR SKILLS

 Play-dough - a great way for kids to experiment and build fine motor skills.

 Puzzles - picking up and moving puzzle pieces into place helps develop pincer
grasp.

 Drawing, coloring in and painting - this helps not only their fine motor skills,
but also creativity and imagination too.

 Cutting with scissors - great way to strengthen fine motor skills as well as
improve hand-eye coordination and concentration.

 Build with blocks and Lego - as children build and even pick up LEGO pieces
they will, build stronger muscles in their hands and improve co-ordination. This
will help them to improve with other skills, such as learning to hold a pencil and
learning to write.
PLAY IDEAS FOR ENCOURAGING PRESCHOOLER COGNITIVE DEVELOPMENT

 Play simple board games like ‘Snakes and ladders’ with your child or simple card
games like “Go fish” or “Snap”.

 Read books and tell jokes and riddles.

 Encourage stacking and building games or play with cardboard boxes.

 Do simple jigsaw puzzles and memory games.
 Play games that combine moving and singing – for example, “If you’re happy and
you know it “

 When you’re driving or on public transport, try “spot to” games – for example,
“Who can see something green?”

 Encourage your child to help you with cooking – preschoolers can learn a lot
from measuring, counting and naming healthy ingredients for family meals.

 Play outside. For example, you could make mud pies or go on a nature
walk together.

PROMOTING SOCIAL-EMOTIONAL DEVELOPMENT

 Love your child and show your affection for them. Hug, cuddle, read, and talk
with them throughout the day.
 Encourage your child to try new things. Help them see what they are capable of.
Let your child know you are pleased with their accomplishments.
 Give your child opportunities to play with other children their age. Help them
explore their world and get to know the people in it. When interacting with other
adults and children, model kind and generous behaviors.
 Show your feelings. Let your child see when you are happy or sad. This helps
them develop empathy for others.
 Establish daily routines. Your child will feel confident and secure. They will learn
that events can happen in an organized way. Create routines that are predictable
but flexible.
 Acknowledge your child’s feelings. Help them talk about what they feel and how
they are feeling. Comfort your child when they are upset. Hold them and speak
softly and calmly.
PRESCHOOL CLASSROOM SAFETY TIPS FOR PRE-SCHOOL TEACHERS

 Keep dangerous supplies out of reach: Sharp objects, choking hazards,

poisonous materials, and other potentially hazardous supplies should be stored
on a high shelf or in a cupboard.

 Wash your hands: Set a good example by getting into the habit of hand washing
properly. Make hand washing a regular part of the daily routine, washing hands
before and after meals, after bathroom breaks, and during other messy times of
the day.

 Sanitize everything: At the end of each school day, make sure to sanitize all of
the toys, tables, chairs, and other surfaces. It is important that these items are
thoroughly sanitized rather than simply wiped clean.

 Practice emergency plans: Teachers must practice the emergency plans with
their students because no emergency plan will work if they are not exposed to it.
To avoid any screaming or panicked sobbing, walk them through the experience
before the school's first fire drill. Role-play the scene, from the alarm of the
moment when it is absolutely safe to return to class.

 Follow through with the consequence: There should be some rules and
guidelines in place to ensure class discipline. They must stay within their
boundaries to feel safe, and they must never cross them. If someone violates a
safety rule, make sure it to follow through with a consequence. Consider logical
consequences, such as having to hold a teacher's hand while walking to the
playground or library to help students remember the safety rule.

 Design the room properly: The arrangement of the classrooms in child care
facilities should be designed in a way that the teachers can always watch their
students. Open bookshelves or closet doors, may prevent teachers to constantly
monitor their students. Shelves and large furniture should be positioned in a
location that will not obstruct the view of the room.

 Watch the floors: Children spend a lot of time on the floor for most preschools.
In order to prevent students from slipping and falling, make sure the floor is
clean and dry.

 Keep communication open: Maintaining open line communication with parents

and students can help ensure that the students feel comfortable and secure in the
classroom.
 REFERENCES:

https://www.virtuallabschool.org/learn
https://www.walnutmontessori-preschool.com
https://www.languageproguide.com
https://www.tutortime.com
https://www.healthykids.org.nz
https://southernpedtherapyclinic.com