PARENTING A

PRESCHOOLER
BY: KIRSTINE ANNE CAMILLE
FLORES NUEZ
 Preparing the child for school
It is never too early to start providing the kinds of experiences that will help your child enter school
ready to succeed. “School readiness” refers to the academic knowledge, independence,
communication, and social skills children need to do well in school. Getting your child ready for school
requires you to spend time reading, talking, and playing with your child.
ACADEMIC READINESS
Before entering kindergarten, children should have basic knowledge of themselves, their families, and
the world around them. Through play and interactions with caring adults, children can come to school
with many skills that teachers can build upon. To get your child academically ready for school, you
should:

◦ Read to your child daily and talk about what you’ve read.
◦ Visit the library. Check out books and attend story times.
◦ Sing rhyming songs and do finger plays.
◦ Put your child’s name on their clothing and toys to help him or her recognize their name in print.
◦ Encourage your child to write his or her name.
SOCIAL READINESS
Social readiness is as important as academic readiness. Being able to get along with other children,
follow directions, take turns, and say “good-bye” to parents are skills that kindergarten teachers hope
to see from incoming children. To get your child socially ready for school, you should:

◦ Set rules and give consequences for breaking them.

◦ Have regular routines for mealtime and bedtime.
◦ Encourage your child to play with and talk to other children.
◦ Encourage your child to take turns and share with other children.
◦ Encourage your child to finish difficult or frustrating tasks once they have begun them.
◦ Encourage your child to consider the feelings of others.
INDEPENDENCE
When children complete basic self-help tasks such as zipping their coats or tying their shoes, they feel a
great sense of pride. Independence builds confidence and selfesteem. In school, children will be
expected to do many things on their own. To make sure your child is independent in school, you
should:

◦ Buy shoes and clothing that are easy for children to buckle, zip, and fasten on their own.
◦ Let your child get dressed and put on shoes by him or herself.
◦ Encourage your child to take turns and share with other children.
◦ Let your child do simple chores like setting the table at mealtimes or cleaning up toys after playing.
◦ Encourage independent toileting and hand washing.
◦ Let your child work independently on activities such as completing puzzles.

COMMUNICATION SKILLS
 Listening and speaking are the first steps to reading and writing in the preschool years. Through
conversations with parents, teachers, and friends, children learn about the people, places, and objects
that they will later read and write about. It is through speaking that young children tell us what they
know and understand about the world. To make sure that your child can communicate his or her
thoughts and feelings in school, you should :

◦ Have regular conversations with your child.

◦ your child to listen and respond to others when they speak.
◦ Answer your child’s questions, even if the answer is “no.”
◦ Help your child learn and use new words.
◦ Explore language through singing, rhyming, songs, and chants.
◦ Model the language you want your child to use.
◦ Write notes to your child.
Sex awareness/sex education
• Ideally, talking to your child about sex is an ongoing process that begins when they are very young. It’s
best not to think of sex education as a single lecture given when a child reaches puberty. By the age of
four, most children are curious about certain sexual issues and they need clear, honest and brief
answers to their questions.
•
Preparing yourself
Parents may feel embarrassed, uncomfortable or hesitant when talking to their children about sex.
Suggestions include:

• Discuss your child’s sex education with your partner, and any other adults involved in the child’s
parenting, and decide on a consistent approach.
• If you can’t think of what to say, or are unsure how much information to tell your child, try giving a
little bit of information and see if they have more questions. There are lots of good books and websites
that help you learn a little more about the correct names for body parts, or find good examples of how
to explain different subjects.
• Decide which words you’re going to use. If you prefer to use slang words like ‘privates’ or ‘willy’,
remember that your child also needs to know the correct words for body parts such as the penis and
vagina.
• Your child may sometimes put you on the spot when you don’t have a ready reply. A phrase such as,
‘What a good question. Let’s talk about that later,’ can give you some time to think about what you’re
going to say. However, make sure you keep your word and talk about the issue.
Early exploration
As children learn to walk and talk,they also begin to learn about their bodies. Open the door to sex
education by teaching your child the proper names for his or her sex organs, perhaps during bath time.
If your child points to a body part, simply tell him or her what it is. This is also a good time to talk about
which parts of the body are private.

When your child asks questions about his or her body — or yours — don't giggle, laugh or get
embarrassed. Take the questions at face value, and offer direct, age-appropriate responses. If your
child wants to know more, he or she will ask.
 Expect self-
stimulation
Many toddlers express their natural sexual curiosity through self-stimulation. Boys may pull at their
penises, and girls may rub their genitals. Teach your child that masturbation is a normal — but private
— activity.
If your child starts masturbating in public, try to distract him or her. If that fails, take your child aside
for a reminder about the importance of privacy.

Sometimes, frequent masturbation can indicate a problem in a child's life. Perhaps he or she feels
anxious or isn't receiving enough attention at home. It can even be a sign of sexual abuse.
Teach your child that no one is allowed to touch the private parts of his or her body without
permission. If you're concerned about your child's behavior, consult his or her doctor.
Curiosity about others

By age 3 or 4, children often realize that boys and girls have different genitals. As natural curiosity kicks
in, you may find your child playing "doctor" or examining another child's sex organs.
Such exploration is far removed from adult sexual activity, and it's harmless when only young children
are involved. As a family matter, however, you may want to set limits on such exploration.
Everyday moments are key

Sex education isn't a single tell-all discussion. Instead, take advantage of everyday opportunities to
discuss sex.
If there's a pregnancy in the family, for example, tell your child that babies grow in a special place
inside the mother. If your child wants more details on how the baby got there or how the baby will be
born, provide those details.

Consider these examples:

• How do babies get inside a mommy's tummy? You might say, "A mom and a dad make a baby by
holding each other in a special way."
• How are babies born? For some kids, it might be enough to say, "Doctors and nurses help babies who
are ready to be born." If your child wants more details, you might say, "Usually a mom pushes the baby
out of her vagina."
• Why doesn't everyone have a penis? Try a simple explanation, such as, "Boys' bodies and girls' bodies
are made differently."
• Why do you have hair down there? Simplicity often works here, too. You might say, "Our bodies
change as we get older." If your child wants more details, add, "Boys grow hair near their penises, and
girls grow hair near their vaginas."
•
As your child matures and asks more-detailed questions, you can provide more-detailed responses.
Answer specific questions using correct terminology.

Even if you're uncomfortable, forge ahead. Remember, you're setting the stage for open, honest
discussions in the years to come.
 Common behavioral problems
The term “sibling” refers to children who are related and living in the same family. Sibling rivalry has
occurred as long as families have existed. Think back to biblical times and Joseph’s problems with his
brothers or of Disney’s “Cinderella” and the dreadful experience she had with her step-sisters!
It seems strange that whenever the word “sibling” comes up, “rivalry” seems sure to follow, despite
the fact that there are many solid sibling relationships in families (brothers and sisters who genuinely
like and enjoy one another). However, it’s typically rivalry that gets the most attention.
What causes sibling rivalry?
Think about it. Siblings don’t choose the family they are born into, nor do they choose each other. They
may be of different genders, probably of different ages and temperaments, and worst of all, they have
to share the one or two people they want most for themselves: their parents. Other factors which may
cause sibling rivalry include:

• Position in the family. For example, the oldest child may be burdened with responsibilities for the
younger children or the younger child spends his life trying to catch up with an older sibling.
• Gender. For instance, a son may resent his sister because his father seems more gentle with her. On
the other hand, a daughter may wish she could go on the fishing trip with her father and brother.
• Age. A five and an eight-year-old can play some games together but when they become ten and
thirteen, they will likely have very different interests.
•
The most important factor, however, is a parent’s attitude. Parents have been taught that they must
be impartial with their kids, but this can be extremely difficult. It’s inevitable that parents will feel
differently about children who have their own personalities with varying needs, dispositions, and
places in the family. Picture the age-old conflict of the young child whining: “It’s not fair. Why can’t I
stay up until nine-thirty like Johnny?” Fairness has nothing to do with it. Susie is younger and needs
more sleep. It’s as simple as that, and parents are advised never to give in to the old “it’s not fair”
strategy. Besides, when Susie is finally allowed to stay up until nine-thirty, it will feel like a privilege to
her.
How can I help my kids get along better?

• First and foremost, don’t play favorites.

• Try not to compare your children to one another. For example, don't say things like, "Your brother gets
good grades in math—why can't you?"
• Let each child be who they are. Don’t try to pigeonhole or label them.
• Enjoy each of your children’s individual talents and successes.
• Set your kids up to cooperate rather than compete. For example, have them race the clock to pick up
toys, instead of racing each other.
• Pay attention to the time of day or other patterns in when conflicts usually occur. Are conflicts more
likely right before naps or bedtime or maybe when children are hungry before meals? Perhaps a
change in the routine, an earlier meal or snack, or a well-planned quiet activity when the kids are at
loose ends could help avert your kids’ conflicts.
• Teach your kids positive ways to get attention from each other. Show them how to approach another
child and ask them to play, and to share their belongings and toys.
• Being fair is very important, but it is not the same as being equal. Older and younger children may have
different privileges due to their age, but if children understand that this inequality is because one child
is older or has more responsibilities, they will see this as fair. Even if you did try to treat your children
equally, there will still be times when they feel as if they’re not getting a fair share of attention,
discipline, or responsiveness from you. Expect this and be prepared to explain the decisions you have
made. Reassure your kids that you do your best to meet each of their unique needs.
Be there for each child

• Set aside “alone time” for each child, if possible. Each parent should try to spend some one-on-one
with each kid on a regular basis. Try to get in at least a few minutes each day. It’s amazing how much
even 10 minutes of uninterrupted one-on-one time can mean to your child.
• When you are alone with each child, you may want to ask them once in a while what are some of the
positive things their brother or sister does that they really like and what are some of the things they do
that might bother them or make them mad. This will help you keep tabs on their relationships, and also
remind you that they probably do have some positive feelings for each other!
• Listen—really listen—to how your children feel about what’s going on in the family. They may not be
so demanding if they know you at least care how they feel.
• Celebrate your children’s differences.
• Let each child know they are special in their own way.
What is a middle child?
A middle child is someone who is born in between two or more siblings. Being born in the middle, as
you’ll soon find out is not that simple. The middle child, unlike the eldest or youngest child, does not
get much attention. Middle children are also usually considered outcasts in their families and often
develop a condition called Middle Child Syndrome.
What is Middle Child Syndrome?

Middle child syndrome is a condition in which children born in the middle experience feelings of
emptiness, inadequacy and jealousy. It is also characterized by low self-esteem and extreme
introversion, sometimes even leading to psychotic behavior.
The middle child, unlike the eldest child and the youngest child, is not given much attention. They have
to go the extra mile just to get some of it. Middle children tend to be achievers because they need
awards to be recognized by their parents. Sadly, this also goes the other way around, they can be very
troublesome and determined to get noticed even if it means getting scolded at or punished.
Because they lack emotional support and guidance from their parents, they will always have a sense of
low self-esteem. These feelings of emptiness and loneliness make them not very friendly and maybe
even weird to other people. Most likely, these negative feelings will also stop them from pursuing what
they want.
Other observable traits of middle children are insecurity and jealousy. Being raised in an environment
where they have to compete for attention, it’s natural for them to have feelings of insecurity and
jealousy of others. Seeing others easily get attention while they continue to strive for attention, these
feelings of resentment towards others will continue to build up. All these repressed feelings of being
unloved, unwanted or even hated can trigger an extreme case of middle child syndrome where they
show psychotic behavior.
Possible Causes of Middle Child Syndrome
 After discussing the common traits of people with middle child syndrome, we can find two main
causes, identity crisis and lack of emotional support.
Identity crisis is very common to us all, and it’s something that we all experience at some point in our
lives. Wanting to be different from everyone else is very normal and there’s not much we can do about
it. The other cause is lack of support. Because the eldest and youngest are the common favorites, the
middle child is not given any support or attention. This unloved feeling makes them less confident and
envious of others, often leading to even more problems such as drug abuse.
Is there a Solution?

Some say that middle children should be given the love and attention that they should have had when
they were young, but I believe this will only make them more dependent on their parent’s approval.
There are also cases where middle children tend to separate from their family at a relatively early age
to have families of their own. While having a new family means getting another chance, I do not think
this is the best solution because escaping the past will not really resolve any childhood issues and these
issues may haunt them for the rest of their lives.
The main cause of middle child syndrome is lack of emotional support, which is the responsibility of the
parents. So logically, I would have to say that good and responsible parenting is the real and outright
solution for middle child syndrome. While this may sound more like prevention rather than treatment,
I think that it’s never too late for good and responsible parenting.
Role of the nurse in the care of a family with health/ill preschool child
The school nurse has a crucial role in the seamless provision of comprehensive health services to
children and youth. Increasing numbers of students enter schools with chronic health conditions that
require management during the school day. This policy statement describes for pediatricians the role
of the school nurse in serving as a team member in providing preventive services, early identification of
problems, interventions, and referrals to foster health and educational success. To optimally care for
children, preparation, ongoing education, and appropriate staffing levels of school nurses are
important factors for success. Recommendations are offered to facilitate the working relationship
between the school nurse and the child's medical home. This statement has been endorsed by the
National Association of School Nurses.

SCHOOL NURSE ROLE

The National Association of School Nurses identifies 7 core roles that the school nurse fulfills to foster
child and adolescent health and educational success.The roles are overarching and are applicable to
school nurses at all levels of practice, in all geographic settings, and with all clients.
1. The school nurse provides direct care to students. The school nurse provides care for injuries and acute
illness for all students and long-term management of students with special health care needs.
 Responsibilities include assessment and treatment within the scope of professional nursing practice,
communication with parents, referral to physicians, and provision or supervision of prescribed nursing
care. An individualized health care plan is developed for students with chronic conditions, and when
appropriate, an emergency plan is developed to manage potential emergent events in the school
setting (eg, diabetes, asthma). Ideally, this health plan is aligned with the management plan directed
by the child's pediatrician and regularly updated through close communication. The school nurse is
responsible for management of this plan and communication about the plan to all appropriate school
personnel.

2. The school nurse provides leadership for the provision of health services As the health care expert
within the school, the school nurse assesses the overall system of care and develops a plan for
ensuring that health needs are met. Responsibilities include development of plans for responding to
emergencies and disasters and confidential communication and documentation of student health
information.
3. The school nurse provides screening and referral for health conditions. Health screenings can decrease
the negative effects of health problems on education by identifying students with potential underlying
medical problems early and referring them for treatment as appropriate. Early identification, referral
to the medical home, and use of appropriate community resources promote optimal outcomes.
Screening includes but is not limited to vision, hearing, and BMI assessments (as determined by local
policy).
4. The school nurse promotes a healthy school environment. The school nurse provides for the physical
and emotional safety of the school community by monitoring immunizations, ensuring appropriate
exclusion for infectious illnesses, and reporting communicable diseases as required by law. In addition,
the school nurse provides for the safety of the environment by participating in environmental safety
monitoring (playgrounds, indoor air quality, and potential hazards). The school nurse also participates
in implementation of a plan for prevention and management of school violence, bullying, disasters, and
terrorism events. The school nurse may also coordinate with school counselors in developing suicide
prevention plans. In addition, if a school determines that drug testing is a part of its program, school
nurses should be included in school district and community planning, implementation, and ongoing
evaluation of this testing program.
5. The school nurse promotes health. The school nurse provides health education by providing health
information to individual students and groups of students through health education, science, and other
classes. The school nurse assists on health education curriculum development teams and may also
provide programs for staff, families, and the community. Health education topics may include
nutrition, exercise, smoking prevention and cessation, oral health, prevention of sexually transmitted
infections and other infectious diseases, substance use and abuse, immunizations, adolescent
pregnancy prevention, parenting, and others. School nurses also promote health in local school health
councils.
6. The school nurse serves in a leadership role for health policies and programs. As a health care expert
within the school system, the school nurse is a leader in the development and evaluation of school
health policies. These policies include health promotion and protection, chronic disease management,
coordinated school health programs, school wellness policies, crisis/disaster management, emergency
medical condition management, mental health protection and intervention, acute illness management,
and infectious disease prevention and management.
7. The school nurse is a liaison between school personnel, family, health care professionals, and the
community.The school nurse participates as the health expert on the IEP17 and 50418 teams. IEP
teams identify the special education needs of students; teams plan for reasonable accommodations
for students' special needs that impact their educational programs.As the case manager for students
with health problems, the school nurse ensures that there is adequate communication and
collaboration among the family, physicians, and providers of community resources. This is a crucial
interface for the pediatrician and the school nurse to ensure consistent, coordinated care. The school
nurse also works with community organizations and primary care physicians to make the community a
healthy place for all children and families.