1. Meeting the Needs of Children
and Families
By: Jiayi Chen
Section: 063
Due Date: April 2, 2014
Instructor: Lisa McCaie

2. Introduction to the child and family
 Faith is a young and
cute girl, but she is
struggling with self
regulation and anxious
when she feels
stressful.
 Her mother identifies
Mental illness to
Faith's ECE teacher.

3. Introduction to the child and family
 Faith was diagnosed Anxiety Disorder at the
age of 7.
 She might experience hard time at home and
in daycare.
 Her mother does not tell Faith's ECE about
her specific condition.

4. Needs of the child and her family
 The child needs special care in daycare
settings. The child should to be
observed carefully in daily program
and supported as needed. (i.e. adaptive
equipments, planning fexible
schedules and program plan, labeling)
For example, she has difficulties to
build relationship with peers when she
is in activities. ECE teacher should
notice immdiately and help her to talk
and deal with problems. When as
needed, ECE plan an Individual
Program Plan (IPP) baded on her
development.

5. Needs of the child and her family
 The child needs doctor's treatment in
timely. The child's specific condition
(i.e the level of disability, medicine
taking) should be reported to the
supervisor in daycare. For exmaple,
the child's doctor report that she
would have depressive and negative
behaviour when she was in crowd.
ECE teacher should avoid putting
her in this situation. Also, ECE
could provide some agencies
treatment information to parents as
needed to seek help.

6. Needs of the child and her family
 The child's family background needs
to be reported to daycare. For
example, her parents' situations. Is
she from single family or other
nontranditional families? Do her
parents notice her disability and
support the treatment? Does she feel
more anxious at home than in
daycare? These information needs to
be comfirmed and supported helping.

7. Introduction of Anxiety Disorder
 Anxiety Disorder is one of Social/Emotional
Disorders.
 Anxiety Disorder is caused by anxious and
tense excess in daily situation. Anxiety and
fear last over months and evolve to mental
disability.
 Children with Anxiety Disorder are difficult
to build relationship with others and hard to
cope with stressful situations. They might
have extreme negative behaviours.

8. Typs of Anxiety Disorder
 Generalized anxiety disorder: excessive,
uncontrollable and often irrational worry.
 Phobic disorder: a persistent fear of an
object or situation.
 Panic disorder: behavioral changes and
worried about concerns having attacks.

9. Resource of Anxiety Disorder
 According to Lisa's class note, "Children express their
anxiety by withdrawing from situations; Often difficult to
deal with because people assume that the child is shy,
perceived as a loner; A concern is it is less noticeable
because it is not an obvious problem that needs to be dealt
with. Therefore, often ignored." (Lisa, week 3)
 Here are websites with case and information about
children's anxiety disorder:
http://kidshealth.org/parent/emotions/feelings/anxiety_diso
rders.html#
 http://www.anxietybc.com/parent/anxiety.php

10. The Video of Anxiety Disorder
 http://www.youtube.com/watch?v=GM4LEA5jnjI

11. How does Anxiety Disorder affect to the
child?
 In physically, racing heart and shakiness.
 Thinking. The thinking of situation makes
children to be more worried and tense.
 Behaviour. Anxiety makes children to avoid
participating situations that cause them
distress. It also makes children hard to cope
with stress at home, in school, and in social
settings.

12. Essential Support to the child with Anxiety
Disorder
 Parents in the child's family make small talk to the
child in daily routines.
 Being comfortable in the child's experiences.
 Dealing with problems with the child and showing
confidence in the situation.
 Offering the child encouragement.
 Here is the video including parents and expert's
support to the child with social Anxiety Disorder:
https://www.youtube.com/watch?v=ynPzoAPH04
o

13. Meeting the needs in child care centre
Modification of physical environment
 Materials, toys and equipment.
 Placing materials for social development to help
the child to reduce anxiety, such as balls, books,
toys for collaborative playing.

14. Example 1: Bowling: Two or three
children take turns to play bowling
games together. Follow the game rules.
According to class note, "Model by
tapping your chest, starting 'my turn'
before throwing the ball. Set up again
and repeat for 'your turn'." (Toy Shop
Workshop) This activity develop social
skills. ECE teacher has to explain to the
child with Anxiety Disorder about the
rules and help her to join and play with
peers.
Meeting the needs in child care centre
Modification of physical environment

15. Meeting the needs in child care centre
 Example 2: My house: 3-4 children
use box to make pet house together.
They communicate and solve
problems together. According to
class note, "When playing, make
the play as realistic as possible by
using all the necessary props, It is
lots of fun to change roles with the
child."(Toy Shop Workshop) ECE
teacher has to collaborate with the
children to make house and make
an effort to help the child with
Anxiety Disorder to solve problems.

16. Meeting the needs in child care centre
Modification of physical environment
 Labeling System
Example 1: Post some
happy face and happy
animal pictures on the
child's level to release
the child's anxiety.
Also, label words
under the picture, such
as "Smile", "Fun" and
"Relax".

17. Meeting the needs in child care centre
Modification of physical environment
 Example 2: Make the child's cabin colorful and encourage
the child to talk.
 Label the child’s needs on her cabin or bed. “I’m Faith. I’m
7 years old. I like music and book reading, but sometimes I
don’t like too loud. I like block playing!”

18. Meeting the needs in child care centre
 There are some Pro’s and Con’s in using
labeling.
 According to Lisa’s class note: “Positive use
of Labels: Make children eligible for special
education services, supports and funding;
Concrete way of describing some aspects of
the child’s development; Assists with
researching information for families and
professionals; A common language.”

19. Meeting the needs in child care centre
 According to Lisa’s class note: “ Negative
use of Labels: Only describe one dimension
of the child’s development, not the whole
child; A wide variation among children with
the same label; They can mislead, make
false assumptions or overlook a child’s
strengths; Labels will not predict individual
needs; May lead to unrealistic expectations
or needlessly lower expectations.”

20. Meeting the needs in child care centre
Teaching strategies
 Flexibility in Routines,
Schedules & Activities.
 For the child with special
needs, we make a personal
schedules for her.
 For example, planning and
implementing adaptive
activites for her. Some
music for relaxing,
reading quiet story, and
yoga are helping the child
to release anxiety.

21. Meeting the needs in child care centre
Teaching strategies
 Specific activity: yoga
 Do up to 1 1/2 minutes /
exercise and the kids yoga
session can last up to 25
minutes.
 Encourage the child to do
the pose correctly, along
with the breathing, but
don’t force perfection. We
can use lots of positive
reinforcement to help the
child learn and improve.
 Here is a Video for release
Anxiety Disorder for kids:
 http://www.youtube.com/
watch?v=jRZh2oCPi0s

22. Meeting the needs in child care centre
Teaching strategies
 Stability & Predictability
 In daycare settings, we could set developmentally
appropriate and flexible goals for the child to meet the
expectation. For example, some story books show new
words and helps the child to rewrite the words and
meaning in workbook.

23. Meeting the needs in child care centre
Teaching strategies
 Procedure:
 Prepare the book described songs and number;
 Sing the song and the words with the child.
 Help the child write down the words and the
meaning of words in her workbook;
 Ask the child developmental appropriate questions
and answer the child's concerns.

24. Meeting the needs in child care centre
 Safety and Safe Risk taking
 When the child struggles in self regulation, we
should keep the safe environment for the child and
other children.
 For example, placing mat and pillow in the
environment to prevent getting hurt to the child
and other children.; Checking the indoor and
outdoor environment daily to ensure the
equipments are safe; Cleaning and sanitizing the
toys and environment to prevent speading germs.

25. Meeting the needs in child care centre
 The important thing
for safety is ensuring
if the child needs to
take medicine directed
by the doctor.
 Follow the medicine
taking time and
amount to offer the
child to take.
 Ensuring not bother
other children's daily
eating and playing
routine.

26. Meeting the needs in child care centre
 Collaboration with other staff, parents and
community
 Planning daily program plan with other staff.
 Seeking information from parents that if the child
needs other care in day care settings.
 Seeking information from parents that if their
family needs help from the larger community.
 Preparing some Agencies information for parents
to review and check.

27. Meeting the needs in child care centre
 What information can we provide to parents
to cope with the situation in which their
child with Anxiety Disorder?
 Confident.
 Secure.
 Control.
 Video:
https://www.youtube.com/watch?v=Khdi1u
XowQQ

28. Agencies
 Adventure Place
 This agency includes
treatment, autism, prevention,
early intervention services for
parents, children, and their
families.
 They believe that every child
has right to be in healthy
development and achieve full
potential.
 6492 Parents and children
received services last year!

29. Agencies
 The treatment includes Day Program which
provides services for children aged 4-7 were
experiencing difficulties and challenges.
 To make a referral, call 416 925-5141for
more information and cost.
 Early child development program operates
from September through June.

30. Agencies
 Adventure Place Contact
Information
 155 McNicoll Ave , North
York, Ontario, M2H2C1
(Main Location)
 Intake Phone: 416-744-7650
 Fax: 416-744-8055
 Hours of Operation:
 8:30 a.m. to 5:00 p.m.
Flexible evenings
 Website:
http://www.adventureplace.c
a/

31. Agencies
 Aisling Discoveries Child and Family Centre
 The Agency provides service for the children aged
under 12 who are experiencing or at risk of
social/emotional and behavioural problems.
 The Agency provides treatment, prevention, and
intervention services.

32. Agencies
 The Agency's mission and value is providing
children reponsive service in promoting social and
developmental well belling of children.
 The Agency has Day Treatment service for the
children whose social/emotional and behavioural
needs. For cost and further information about Day
Treatment, contact 416-321-5464, ext. 233.
 The program is available to elementary school-age
children.

33. Agencies
 Aisling Discoveries Child
and Family Centre Contact
Information
 325 Milner Ave, Suite 110,
Scarborough, Ontario, M1B
5N1 (Main Location)
 Intake Phone: 416-321-5464
 Fax: 416-321-1510
 Website:
http://www.aislingdiscoveries.
on.ca/

34. Agencies
 Jewish Family & Childcontinually
 This Agency is adapting to changing
community needs. They provide services
include poverty, violence and abuse. They
respond with a wide range of services and
programs designed to intervene and assist.

35. Agencies
 One of this Agency services is Cognitive
Behaviour Therapy. This treatment has
counselling which has been proven to be effective
for depression, anxiety disorder and self esteem
issues.
 To learn more, call JF&CS Intake at 416-638-780
 Fees are based on ability to pay

36. Agencies
 Jewish Family & Child
 4600 Bathurst St.,
Toronto, Ontario, M2R
3V3 (Main Location)
 Intake Phone: (416) 638-
7800
 Fax: (416) 638-1943
 Website:
http://www.jfandcs.com/

37. Reference
 http://bodhichita.deviantart.com/art/portrait-of-
happy-little-girl-279647608
 Lisa class note
 http://www.whattoexpect.com/family/what-is-
childhood-anxiety-disorder
 http://childrens-
books.lovetoknow.com/Books_for_Children_on_S
ocial_Anxiety_Disorder
 http://www.education.com/magazine/article/child-
anxiety/http://www.pinterest.com/craftalot/child-
care-ideas/

38. Reference
 http://brainfitness.co.nz/2-easy-ways-to-help-your-kids-
learn-to-read-youve-never-thought-of/
 http://occupational-therapy-toronto.com/general/what-are-
gross-motor-skills/
 http://www.edu.gov.on.ca/eng/dna/child_care_setting/?roo
m=18&item=77
 http://mylittledrummerboys.blogspot.ca/2014_02_01_archi
ve.html
 http://kindergarten.dpsnc.net/helping-your-child/skills-for-
school
 http://www.childdevelop.ca/programs/healthy-child-
development

39. Reference
 http://www.aislingdiscoveries.on.ca/what_w
e_do/day_treatment
 http://jacstoronto.org/support-jacs/our-
partners/
 https://donation.jfandcs.com/tribute-cards-
pictures
 http://www.thrivelife.com/blog/index.php/2
009/10/20/zeroing-store-medicine/