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COMPETENCY-BASED LEARNING MATERIAL

Sector:

Health

Qualification Title:

Care giving NC II

Unit of Competency:

Provide Care and Support to Children

Module Title:

Providing Care and Support to Children

GEFI COMMUNITY COLLEGE INC. 3rd & 4th Floor Chiu (Rusty Lopez) Bldg., Rizal Avenue, Puerto Princesa City Tel No: 434 8330

HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL:

MODULES OF INSTRUCTION

UNIT OF COMPETENCY:

PROVIDE CARE AND SUPPORT TO CHILDREN

MODULE TITLE:

PROVIDING CARE AND SUPPORT TO CHILDREN

MODULE DESCRIPTOR:

This module covers the knowledge, skills, and attitudes required to provide care and support to children from 3-12 years old.

NOMINAL DURATION:

60 HOURS

LEARNING OUTCOMES: Upon completion of this module, the students / trainees will be able to: LO1: Explain the importance of instilling personal hygiene practices to children LO2: Maintain childrens paraphernalia LO3: Prepare children LO4: Prepare and introduce adequate nutrition and semi-solid food LO5: Prepare infant/toddlers crib

LEARNING OUTCOME 1

Explain the concepts and principles of caring, growth, and development of infants/toddlers

CONTENTS: 1. Definition of growth and development 2. Difference/comparison between growth and development 3. Milestones of growth and development (physical/motor and sensory) 4. Basic infant care 5. The dependent nature of infants and toddlers 6. Communication, creative and interpersonal skills 7. Empathy and ability to establish bonding with infant and toddler

ASSESSMENT CRITERIA: 1. Defined growth and development 2. Recognized the difference between growth and development 3. Stated the normal milestones of growth and development of infants/toddlers in chronological order 4. Recognized delayed or abnormal aspects of growth and development 5. Discussed the dependent nature of infants and toddlers 6. Enumerated basic infant care procedures 7. Exposed infants and toddlers to family members, relatives, and playmates for communication and interaction purposes 8. Provided infants/toddlers with manipulative or creative toys and games as needed Gave infants and toddlers exercise or activities as required

CONDITION: Students/trainees must be provided with the following: 1. CBLM 2. Computer laboratory with Internet access 3. Fully equipped classroom conducive for learning and other activities

ASSESSMENT METHOD: 1. Written test 2. Interview

Learning ExperienceLearning Outcome 1: Explain the concepts and principles of caring, growth, and development of infants/toddlers

Learning Activities

Special Instruction

Read Information sheet 1.1-1: Growth and Development: Definition, Difference and Comparison, and Milestones of Growth and Development Answer Self-check 1.1-1

Please dont hesitate to refer to your trainer for further discussion on the information sheets

Compare answer to answer keys. You should be able to get all items correctly. If not, read information sheet again, and answer afterwards.

Read Information sheet 1.1-2: Basic Infant Care Answer Self-check 1.1-2 Perform Task Sheet 1.1-2: Methods of carrying Refer to the Performance Criteria Checklist to the baby be guided Read Information sheet 1.1-3: The Dependent Nature of Infants and Toddlers Read Information sheet 1.1-4: Enhancing Physical, Social, Intellectual, Creative, and Emotional Development Answer Self-check 1.1-4

Information Sheet 1.1-1 GROWTH AND DEVELOPMENTINTRODUCTION: Growth and Development

Principles of Growth and Development Factors influencing Growth and Development Conception and Prenatal Development Child development refers to how a child becomes able to do more complex things as they get older. Development is different than growth. Growth only refers to the child getting bigger in size. When we talk about normal development, we are talking about developing skills like: Gross motor: using large groups of muscles to sit, stand, walk, run, etc., keeping balance, and changing positions. Fine motor: using hands to be able to eat, draw, dress, play, write, and do many other things. Language: speaking, using body language and gestures, communicating, and understanding what others say. Cognitive: thinking skills, including learning, understanding, problem-solving, reasoning, and remembering. Social: interacting with others, having relationships with family, friends, and teachers, cooperating, and responding to the feelings of others. Developmental Milestones are a set of functional skills or age- specific tasks that most children can do at a certain age range. Your pediatrician uses milestones to help check how your child is developing. Although each milestone has an age level, the actual age when a normally developing child reaches that milestone can be quite a bit. Every child is unique!

By the end of their first month, most babies: Make jerky arm movements Bring hands near face Keep hands in tight fists Move head from side to side while lying on stomach Focused on objects 8 to 12 inches away Prefer human faces over other shapes Recognize some sounds, including parents voices Startle at loud noises. By the end of their third month, most babies: Raise head and chest when lying on stomach Support head well Kick when lying on stomach or back Push down on legs when feet placed on firm surface Open and shut hands Bring hands to mouth Grab and shake hand toys Follow moving object with eyes Smile at familiar faces Begin to babble Enjoy playing with other people By the end of their seventh month, most babies: Roll over both ways (stomach to back and back to stomach) Sit up, first with, then without, support of hands Reach for object with hand, using raking grasp Transfer objects from one hand to the other Support whole weight on legs when held up right Laugh and squeal Respond to own name Babble chains of consonants (ba-ba-ba-ba-ba) Distinguish emotions by tone of voice Explore objects with hands and by putting them in the mouth Find partially hidden objects (so enjoy playing peek- a boo) By their first birthday, most babies: Sit without assistance Get into hands- and- knees position Crawl Pull self up to stand Walk holding onto furniture, and possibly a few steps without support

Use pincer grasp (thumb and forefinger) Finger- feed themselves Say dada and mama Use exclamations, such as oh-oh! Try to imitate words Respond to no and simple verbal requests Use simple gestures, such as shaking head no and waving bye- bye Explore objects in many ways (shaking, banging, throwing, dropping) Begin to use objects correctly (drinking from cup, brushing hair) Find hidden objects easily Look at correct picture when image is named By their second birthday, most children: Walk alone Pull toys behind them while walking Carry large toys or several toys while walking Begin to run Kick a ball Climb on and off furniture without help Walk up and down stairs while holding on Scribble with crayon Build tower of four blocks or more Recognize names of familiar people, objects and body parts Say several single words (by 15 to 18 months) Use simple phrases (by 18 to 24 months) Use two- to four- word sentences (want snack) Follow simple instructions Begin to sort objects by shapes and colors Begin to play make- believe Imitate behavior of others

DEVELOPMENTAL MILESTONES Cognitive Milestones A. Month 3-5: attends to and reaches for objects B. Months 4-8: pulls string to secure a ring C. Month 8-15: imitates patting doll D. Month 14-20: finds Hidden Object E. Month 18-28: Completes simple puzzles Language Milestones A. Month 1. 5-3: squeals B. Month 3. 5-8: turns to locate a voice C. Month 9-13: says Mama or Dada D. Month 14-24: combines two different words E. Month 21-36: use plurals Social and Emotional Milestones A. Month 1. 5-4: Smiles at others B. Month 4-9: Seeks primary caregiver C. Month 8-15: Stranger anxiety D. Month 10-15: Displays 2 or more recognizable emotions E. Month 11-20: Exploratory play by self F. Month 21-36: Cooperative play in small groups Gross Motor Milestones A. Month 2-4.5: Rolls Over B. Month 5-8: Sits without support C. Month 10-14: Stands Alone D. Month 14-20: Walks up steps E. Month 21-28: Pedals Tricycle F. Month 30-44: Balances on one foot G. By age 6: rhythmic skipping H. By age 8.5: alternates foot-hop in place I. By age 10: holds tandem stance for 10 sec (eyes closed) Fine Motor Milestones A. Month 2.5-4: Grasps rattle B. Month 4.5-7: Transfers cube hand to hand C. Month 8-12: Has neat pincer grasp D. Month 15-20: Builds tower of four cubes E. Month 18-24: Imitates vertical line

F. G. H. I. J.

Month 28-36: Copies circle By age 5 years: Tripod pencil grasp By age 7 years: Draws diagonal line By age 9: Draws cross with same dimensions By age 12: Draws three dimensional cube

Self Testing Milestones A. Month 4.5-8: Feeds self crackers B. Month 10-14: Drinks from cup C. Month 13-19: Removes clothes D. Month 18-28: Washes and dries hands E. Month 30-42: Dresses without supervision F. Attained on average by age 4.5 years 1. Rides a bicycle with training wheels 2. Cuts paper with scissors 3. Colors inside lines G. Attained on average by age 5.5 years 1. Ties shoelaces 2. Prints first and last names H. Attained on average by age 6 years 1. Rides a bicycle without training wheels

TILL PAGE 7

SELF-CHECK 1.1-1

ANSWER KEY

Information Sheet 1.1-2 BASIC INFANT CARE

INTRODUCTION: A new born genital enlarged and reddened, with male infants having an unusually large scrotum. The breasts may also be enlarged, even in male infants. This is caused by naturallyoccurring maternal hormones and is a temporary condition. Females (and even