Problem Checklist (ECED 13)

 Problem Checklist

Put Check if the situation is occurred.

             He/ She was crying

                 He/ She injured from his/her classmates

             He/ She have damage on his/her head, arms, thigh, etc.

             He/ She has bite marks and wounds

             He/ She is often easily disturbed y extraneous stimuli

             He/ She is often loses things necessary for tasks or activities such as toys, school assignment etc.

             He/ She I can’t talk or speak well because he/she feels shame and afraid

             He/ She is often spiteful by his/her classmates

             He/ She is often loses one’s temper

 He/ She was hitting, kicking, or threatening to his/her classmates

 He/ She pushed his/her classmates.

 He/ She don’t get his/her personal things, and then he/she spanked his/her

             He/ She has bullying his/ her classmates

             He/ She was biting his/her classmates

             He/ she always aggressive

             He/ She is always say bad words to his/ her Classmates

             He/ She are often angry and resentful to his/her classmates.

  He/ She blame other classmates for one’s mistakes or misbehavior.

FOR TEACHERS

 He/ She asked each of the children regarding the problem

 He/ She were shouting to his/her children.

 He/ She ignored the problem situation

 He/ She shocked in the situation

 He/ She is angry and take the children outside the room

 He/ She used force to stop the quarreling or fighting between two children

 He/ She used activities to catch up their attention

 He/ She hurt his/her children.

 He/ She talked to the children about the situation

 He/ she didn’t know what happened and what he/she can do

 He/ She were crying.

Please answer all items as well as you can, even if some do not seem to apply to the child.

A = Not True (as far as you know) B = somewhat or Sometimes True 

C = Very True or Often True

A B C 1. Cries a lot

A B C 2. Cruel to animals

A B C 3. Defiant

A B C 4.. Demands must be met immediately

A B C 5. Destroys his/her own things

A B C 6. Destroys things belonging to his/her family

or other children

A B C 7. Diarrhea or loose bowels (when not sick)

A B C 8. Disobedient

A B C 9. Disturbed by any change in routine

A B C 10. Doesn’t want to sleep alone

A B C 20. Doesn’t answer when people talk to him/her

A B C 21. Doesn’t eat well (describe): ________________

______________________________________

A B C 22. Doesn’t get along with other children

A B C 23. Doesn’t know how to have fun; acts like a

little adult

A B C 24. Doesn’t seem to feel guilty after misbehaving

A B C 25. Doesn’t want to go out of home

A B C 26. Easily frustrated

A B C 27. Easily jealous

A B C 28. Eats or drinks things that are not food—don’t

include sweets (describe): _________________

______________________________________

A B C 29.Fears certain animals, situations, or places

(describe): _____________________________

______________________________________

A B C 30. Feelings are easily hurt

A B C 31 Gets hurt a lot, accident-prone

A B C 32. Gets in many fights

A B C 33. Gets into everything

LANGUAGE DEVELOPMENT 

Be sure to answer all items.

I. Was your child born earlier than the usual 9 months after conception?

G No G Yes how many weeks early? ________weeks early.

II. How much did your child weigh at birth? ________ pounds ________ounces; or ________ grams.

III. How many ear infections did your child have before age 24 months?

G 0-2 G 3-5 G 6-8 G 9 or more

IV. Is any language beside English spoken in your home?

G No G Yes—please list the languages: ___________________ ___________________

___________________ ___________________

V. Has anyone in your family been slow in learning to talk?

G No G Yes—please list their relationships to your child; for example, brother, father:

________________________________________________________________________

VI. Are you worried about your child’s language development?

G No G Yes—why? ________________________________________________________

_____________________________________________________________

VII. Does your child spontaneously say words in any language? (not just imitates or understands words)?

G No G Yes—if yes, please complete item VIII and page 4.

VIII. Does your child combine 2 or more words into phrases? For example: “more cookie,” “car bye-bye.”

G No G Yes—please print 5 of your child=s longest and best phrases or sentences.

For each phrase that is not in English, print the name of the language.

1. _______________________________________________________________

2. _______________________________________________________________

3. _______________________________________________________________

4. _______________________________________________________________

5. _______________________________________________________________

Please circle each word that your child says SPONTANEOUSLY (not just imitates or understands).

FOODS

1. apple

2. banana

3. bread

4. butter

5. cake

6. candy

7. cereal

8. Cheese

9. coffee

10. cookie

TOYS

11. ball

12. balloon

13. blocks

14. book

15. crayons

16. doll

17. picture

18. present

19. slide

20. swing

BODY PARTS

21. arm

22. belly button

23. bottom

24. chin

25. ear

26. elbow

27. eye

28. face

29. finger

30. foot

Other words your child says,

including non-English words:

______________________________

______________________________

______________________________

______________________________

If Problems Arise

Sometimes child care programs

that are wonderful take a sudden

turn for the worse. That’s why it

is important to keep a watchful

eye and to continually monitor

your child care situation. If you

believe that your child care

arrangement is not safe, take

immediate action. If the situation

is serious, do not hesitate to find

alternative care right away. After

all, you alone are most

responsible for your child’s

health and safety.

Remember also that you have a

responsibility to other children to

see that they are well cared for.

Express your concerns to the

caregiver, and report concerns to

the Department of Human

Services or your local licensing

agency. It may feel uncomfortable

at first, but it is the right

thing to do. Our children deserve

the very best care that we can give

them.

eced13(usual problems experienced by early childhood)

Early Childhood

Pre-school years (2-5 years)
This phase brings a rapid increase in intellectual abilities, especially in the complexity of language. Social development occurs as the child learns to live within the family. He begins to identify with the parents and adopt their standards in matters of conscience. Social life develops rapidly as he learns to interact with siblings, other children, and adults. Temper tantrums continue, but diminish and should disappear before the child starts school. At this age, the child has much curiosity about the environment and may ask a great number of questions.
In children aged 2-5, fantasy life is rich and vivid. It can form a temporary substitute for the real world, enabling desires to be fulfilled regardless of reality. Special objects such as teddy bears or pieces of blanket become important to the child. They appear to comfort and reassure the child, and help sleep. They have been called 'transitional objects'.
The child begins to learn about his own identity. He realizes the differences between males and females in their appearance, clothes, behavior, and anatomy. Sexual play and exploration are common at this stage.
According to psychodynamic theory, at this stage defense mechanisms develop to enable the child to cope with anxiety arising from unacceptable emotions. They include repression, rationalization, compensation, and displacement.

Common problem in early childhood

In children from birth to the beginning of the fifth year, common problems include difficulties in feeding and sleeping, as well as clinging to the parents (separation anxiety), temper tantrums, oppositional behavior, and minor degrees of aggression.

Social Emotional Problems and Peer Relationships
Social interaction with peers builds upon and improves the rules and customs of social interaction that children first
encounter in their families. Although many adults assume that the influence of peers on adolescents is negative, the
repercussions of peer relationships are often more positive than negative. Peer relationships can provide cognitive,
social, and physical stimulation through mutual activities and conversations. Friendships in particular can provide
emotional security and compassion and can often serve as an additional source of support outside of the family,
especially in times of crisis.

Children must be provided an emotionally secure and safe environment that prevents any form of bullying or violence,
where they can be effective learners and integrate the development of social and emotional skills within all aspects of
school life. These skills include problem-solving, coping, conflict management/resolution and understanding and
managing feelings. Gaining social and emotional skills enables children to learn from teachers, make friends, express
thoughts and feelings, and cope with frustration. These kinds of skills, in turn, directly influence cognitive learning such
as early literacy, numeracy and language skills.

Early rejection by peers has been associated with persistent academic and social difficulties in elementary school. That
is why it is important to have skilled preschool teachers who can intervene when they see children having difficulties
with peers and help the children learn how to resolve conflicts, control emotions, and respond to the feelings of others.
Social Emotional Problems in the Family
Parents and families play a huge part in determining a child’s social and emotional development. Early relationships with
parents lay the foundation on which social ability and peer relationships are built. Parents who support positive
emotional development interact with their children affectionately; show consideration for their feelings, desires and
needs; express interest in their daily activities; respect their opinions; express pride in their achievements; and provide
support during times of anxiety. This encouragement significantly raises the probability that children will develop early
emotional capability, will be better prepared to enter school, and less likely to display behavior problems at home and at
school. This is why many preschool programs include a focus on parent involvement and parenting education.

Interactions with siblings are an important part of child development. These interactions influence the course of a child’
s social and moral development, including the development of good citizenship and good character. In general, having
an encouraging relationship with parents and siblings is important to positive adolescent development. Children who
disconnect from parental influence are at particular risk for delinquent activities and psychological problems.