W10 C9 - PROMOTING CHILDHOOD DEVELOPM

why do the early years matter

• lots of brain development happens

• by age 4 90% size of brain develops

• dont finish growing until we are 25-30 yrs old

why is the first five years of a childs life important

• learning is rich in the first 5 years

• early years are crucial for health well-being and lifetime after

• more stimulus they receive is better - they are more absorbent to information = more learning, more development, mmore skill

• impoverishd stimulation response = neglect, absence emotional connection, physical, touching, meeting baby needs hunger, crying, pain, ex. even not changing diaper

• neglected or violent environments = develop different coping styles different set biological connections causing issues later on

• child early on - physically aggrevis by school age, not socializing experiences to reduce physical responses into verbal communication

about brain development

• size - depends on the number of neurons and neural pathways

• how those connections work differ based on the exposure to stimulus

• neglected - never been stimulated or exposed to things

• stimulation - more exposed to stimulus

what are adverse childhood experiences (ACE)

• based on a study by anda and felitti - adverse childhood expereinces study

• measure adverse childhood experiences

  • physical and sexual abuse

  • emotional neglect

  • household dysfunction

  • (divorce, family incarceration, mental illness or addictions)

• higher ACE = wrost outcomes on addictive behaviour, depression, anxiety, suicide

  • ACE scores of 4 or higher

    • more likely to smoke

    • 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

• key channel through which early adversity cause these damage is through stress

Questionaire areas - 67% of people have had adverse child hood experience, ex. not enough to eat, not enough child hood clothing, losing parent divorce, mental illness/suicid, substance use disorders, domestic violence, arrested family, verbal abuse, physical assaulted, emotionaly neglected, sexual abuse

ACE’S DIAGRAM

• use to look at to calculate childhood experiences

• as hcp how we related to childhood experiences: first memeory fo the hospital can be impactful ex. if we exercise neglect in some way - long lasting impacts

• adversity - poverty, bullying in school

diagram of mechanisms by which adverse childhood experiences influence health and wellbeing throughout the lifespan

STORY - HOME ENVIRONMENTS - RATS

experiment - nothing about ACE but that they put rats and weigh them to check their growht and development about weight gian.

every week measured their growth - one tester noticied that some mom when the rat comes back to the mouse show them affection vs some mom who dont even care.. caring mom who licks and cares vs the other who does.

seeing fi that has imapact on their cognitive,emotional social development,

do another experienment about putting in seperate box and see if teh rats can find their way to the cheese - cared mom vs neglect mom - those babies who cared rlly confident and navigation, other rat - stuck to the corner, took a while until they though its the time to find food which also took a while - CONNECTION TO NEURAL PATHWAYS- hesistant when get to food but are hesistant - speaks ot cognitive development pathway and being developed in each environment impacting their confidence

importance of nurturing relationships

parenting and stress

attachment

PIAGET’S THEORY OF CHILDHOOD DEVELOPMENT  Categories (important)

• sensorimotor

• preoperational

• concrete operational

• formal operational 

this focuses on the thinking and cognitive development for kids

neglect - cna be unintentional but if they dont have that sensory experience - lack it

- importance of letting them fall , but not preventing everything, dont be overly cautious - be careful not dont voer protect it limits them

PIAGET’S THEORY OF CHILDHOOD DEVELOPMENT  - SENSORIMOTOR

• birth - 2 years

• understands world through senses and action

• at this stage it is about learning object performance in this stage

  • ex. peakaboo

• 1-2 years how is the mother going to stimualte the baby - talk about the senses

PIAGET’S THEORY OF CHILDHOOD DEVELOPMENT  - PREOPERATIONAL

• age 2-7 years

• understands the world through language and mental images

• not cause and effect mastery - think everyone sees the world as they see it

• expand - looking at through symbols, intuition, imagination

• language development - 3 yrs old more than 50% acquisition in this stage

  • offer textual piece - link to image

PIAGET’S THEORY OF CHILDHOOD DEVELOPMENT  - CONCRETE OPERATIONAL

• age 7-12

• understands world through logical thinking and categories

• they dont have abstrct thinnking cannot think outside the box

• no theoretical thinking

• skill learning - inductive reasonging, logical

PIAGET’S THEORY OF CHILDHOOD DEVELOPMENT  - FORMAL OPERATIONAL

• age 12 years onward

• understands world through hypothetical thinking and scientific reasoning

• deductive reasoning develops

• plan in advance

• thinking beyond present moment

• think abt concepts in major level 

tasks of childhood - eriksons developmental model - stages

• TRUST VS MISTRUSTS

  • infancy - 18 months

• autonomy vs shame

  • 18 months - 3 years

• initiative vs guilt

  • 3-7 years 

• industry vs inferiority

  • 8-12 years

• identity vs role confusion

  • adolescent year

this focuses on the psychological aspects

tasks of childhood - eriksons developmental model - TRUST VS MISTRUST

• Infancy -18 months

• trust

  • safer as go on

  • attachment

  • ex. needing diaper changed and they change when needed

• mistrust

  • anxious avoident future

  • ex. hunger and food is not given

tasks of childhood - eriksons developmental model - autonomy vs shame

• 18 months - 3 years

• discovering our bodies

• explore and self acceptance

• autonomy - self independence

• shame - discourage self, about body, impulses

• ex. toilet training

tasks of childhood - eriksons developmental model - INITIATIVE VS GUILT

• 3-7 years

• efficacy in the world - is what i do okay?

• discovering things

• ex. trying running, painting

• what u like , capable, interactions

• if this learning is stunted someone develops impoerly

• allow imagination otherwise guilty about what i like or want to do

• ex, spilling stuff and getting yelled at - GUILY DEVELOPMENT

tasks of childhood - eriksons developmental model - INDUSTRY VS INFERIORIRTY

• 8-12 years

• developing work ethic

• interest

• we are different from other people thoughts are unique

• disciplined when its appropriate happens at this stage - knowing ethics

• positive reinforcment - work hard soemthing we enjoy

• negative feedback and no encouragement

  • why bother working hard whats it gonna lead to

tasks of childhood - eriksons developmental model - IDENTITY VS ROLE CONFUSION

• adolescent years

• developing sense of self

• seperate ourselves from our families

• soemthing unique to ourselves

• roles and societies in different settings

• not allowed autonomy to identify who u want to be - role confusion

• social expectations - influential here

• peers - listened to more than their mom or parent - that is their role model

successful mastery od developmental tasks leads to a child who can:

• engage in age appropriate independent decision making

• look at issues through multiple perspectives

• problem solve effiectiveyl at an age appropriate level

• develop and maintain age appropriate relationships

• demonstrate a sense of resilency

give sense of confiedence that they can continue

egocentric perspective - lack empathy and feeling we are centre

need to develop centre of compassion and empathy

the key things of early years development

• physical development:

  • this is dexterity, hand eye coordiantion

  • language - estimate that by the age 3, 50% of language i in place

  • more u talk, better coping of the language to use

  • ex. using spoon, coordination…..

• cognitive development

  • reading adn writing

  • lack of exposure - struggles in liteacy

  • more exposure - better acquisition

• social development

  • empathy, conflict resolution - reaction

  • empathy

    • single greatest inhibitor of the propensity to violence

    • never taught - be expereince

  • age appropraite - activities or skill

• emotional development

  • self cofidence, resilience

  • optimism/resilience

    • children who were likely to succeed academically were those who had skills of optimis, resilience, social agility

      • think positive - be problem solver

      • praise child 0 sense of accomplishment

  • self condifence 

    • encoruage your child to be a problem solver early in life

  • self control and will power

    • delaying gratification predict better academic outcomes

  • character strength 

    • can character strength be taught

    • readiness, ability , determinants, lived expereinces

    • getting excited about the learning process, exploring and get the answer

    • experiement

      • kids exposed to more poverty - more inclined to eat it and not trust if more harm

    • those who waitied - better outcomes

*********** FACTORS CENTRAL TO CHILD DEVELOPMENT

• relationships

  • attachment and ecurtiy and mental

  • developing resilence and other charcater skills

• nutrition

  • access to healthy foods and lief chances

  • developing healthy eating patterns

• physical activity

  • opportunities for physical activity

• opportunities for cognitive development

  • literacy, numeracy, language acquisition

  • support exploration

improving early childhood development WHO guideline

what are the determinants of early child hood development

• income

  • evidence that health gradient in childhood development exists according to social adn economic factors

• effective parenting adn family functioning

  • parental invovlement in childrens early learning is important to success across all groups - consistency 

• positive social interaction

  • can improve childrens progress through activities that engage and stretch the childs imagination - positive effect

• play

  • playing allows children to practice skills, demonstrate what they learn, understand, think, and establish self confidence adn self esteem 

    • motivated, engaged to learn skills, problem solve, socila interaction - learn through playing

    • age appropriate

• poor neighbourhoods

  • less likely to ahve access to timely assessment adn treatment

  • well resources, safe, parks, bikes expensive

• safe home environment

  • a good household culture can ride out the effects of poverty

neighbourhood early childhood development

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 (Newland, 2014). •

• 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 (Hart & Rislev, 1995).

  • • Not just words – types of words, as well as context:

  • • Higher SES children heard more affirmative words than prohibitions (more encouragement than discouragements

poverty affects development 

• think about how can the following affect healthy development

  • access to healthy food 

    • health at risk

    • not enough nutirnets to sustain body 

    • healing abilities improper

  • precarious housing

  • exposure to violence - scary, starting

  • access to safe play space

  • access to recreational activities

    • lack income - stress parents

  • stress in parents

intergenerational persistence of poverty

• a persons life outcomes are closely related to family charcateristics

  • parental outcome

  • ses 

  • parental education

• born in lwoer socio eocnomic does not mean they wont have highe educatin - stong careers but cna make thing smore difficult from an earlier stage

• children from low income families

  • more likely to have lower income as adults as compared to children from higher SES

• chidlren with multiple risk factors from generation poverty are more likely to

  • expereince engative outcomes later in life

resilence does not mitigate poverty completely 

• Despite initial higher cognitive and social skills, adult life outcomes of low SES resilient kids are lower than those of advantaged/privileged underachievers. •

  • In 1 study, only nine per cent of resilient men and three per cent of resilient women attained a degree versus 23 per cent and 22 per cent respectively of privileged underachieving men and women.

  • • Resilient women were more likely to be economically inactive than their more privileged counterparts

• This suggests that SES has a very strong influence both on individuals’ early development and on life chances. (Schoon & Parsons, 2002

resilent and motivated - fewer degrees, still have advantages provided as support and get throgh shcool

positive learning environment can extend to childcare

there is a alck of accessible, affordbale child care in canada

• Lack of social policies to support healthy child and family development •

• Evidence on OECD nations’ spending on childcare and pre-primary spending show that Canada is 36th of 37 nations •

• Despite Federal promises to create a national childcare program, one does not exist in Canada

increase access to childcare

governemnt is slowly working toward 19$ a day childcare

home learning environment matters - can mitiagate effects of poverty on cognitive development

• 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

enriching home environments, home conflict how we grant social contact

who si repsonsible for early childhood development

• parents

  • poor parenting skills - strong predictor of antisocial behaviour

• family

  • family members who could provide support now live hundreds of miles away

• communities -

  • all memebrs of the community have a responsbility for the health development of children

• government

  • provision of accessible social programs

sense of responsibility to other children in the environment

communal thought

y do some communities have more access versus others

diagram for support a healthy child development

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

4 components distinct but interrelated

• social and physical environment

• teaching and learning

• partnerships adn services

• healthy school policy

what are the 4 compoents of comprehensive school health

4 components distinct but interrelated

• social and physical environment

• teaching and learning

• partnerships adn services

• healthy school policy

compoents of comprehensive school health SOCIAL + PHYSICAL

• social 

  • promoting quality of the relationships

  • emotional wellbeing of students

  • relationships with families and teh wider community

  • supportive of the school community builing competence, autonomy, connectedness

• physical

  • buildings , grounds paly space, equipment

  • sanitation, air cleanliness, healthy foods

  • promote student safety and connectedness and minimize injury

  • safe, accessible and supportive community

compoents of comprehensive school health - TEACHING AND LEARNING

• formal and informal provincial/territorial curriculum, resources and associated activities

• knowledge, understnading and skills for students to improve their health and wellbeing

• professional development opportunities for staff related to health and well being

compoents of comprehensive school health - HEALTHY SCHOOL POLICY

• policies, guidelines, and practices that promote and support student well being and achievement

• ex. respectful, welcoming school enviornment for all

compoents of comprehensive school health - PARTNERSHIPS AND SERVICES

• building connections between the school and students families

• supportive working relationships among schools, organizations and representative groups

• health education and other sectors working together to advance school health

• community and school based services tht support and promote health adn wellbeing

nurses role in school health promotion

• assessment, support, counselling and referral of students to needed services

• health educaiton 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

• consultations with school staff

• participation in case conferences

• communication and coordination with families via school visits, home visits, calls

• coordiantion with other service or care provider

• PHNS providing counseiling esrves to students on stress or coping related issues, self esteem, sexual health relationship difficulties and lifestyle issues

CHILDHOOD OBESITY IN CANADA

• IMPORTNACE OT NOTE THE PHYSIOLOGICAL OUTCOMES

physical activity requirements for children

reccomendations - physicap activity for kids

health promotion and safety across the developmental stages of childhood

• early learning

• nutrition

• health

• respoonsive caregiving

• security and safety

the need for multi level streategies