PARENTING A

PRESCHOOLER

Melissa Jayne Jacinto

Milcah Joy Matira
Rei Angellie Biton
Ruwinna Jane Pasco
PREPARING THE CHILD FOR SCHOOL

 Your child's first day at primary school, nursery or

playgroup is a big step. However, there are plenty of
practical things that you can do to prepare them, like
talking to your child about school and helping to
develop their practical skills.
Talking to your child
Your child may be anxious about what to expect on
the first day at school. If so, one way of helping
them is to talk through their fears:
 explain where they'll be going, what they'll be doing and
for how long
 answer questions and iron out any fears by asking what
they think the school might be like
 emphasise the things they may enjoy doing
 tell them that you or their carer will be there to meet
them at the end of the day.
 Don't dismiss your child's fears - things that seem
obvious or silly to an adult can seem like terrible
obstacles to a five year old.
Building on practical skills
If children have a good idea of what school is going to be like
and have already experienced learning activities at home and
in other settings, they're less likely to find the experience
stressful.

Games, role-plays and reading at home can help your child

get into the right frame of mind and boost their confidence.

Activities for your child could include:

 playing games that involve taking turns or speaking in front of a
group
 playing with children of a similar age to develop social skills
 reading books about starting school
 using your child's favourite toys to role-play going to school
 painting and drawing, which involve sitting down for short
periods of time
In the weeks before school starts

In the run-up to the first day of term you could:

 involve your child in choosing things they need for
school like school bags or uniforms
 visit the school with your child so they become familiar
with the building and the local area
 most schools have arrangements to support your child's
transition into school which you may want to enquire about
 establish a routine and discuss what might be happening at
school at different times of the day
School can be a difficult time
for children. Every child is
hesitant to go somewhere new
and see people they’ve never
met before.
10 WAYS TO PREPARE YOUR
CHILD FOR SCHOOL

1 Let your child know what his schedule will be like. Tell
him what time school begins and ends each day.
2 Ask your child about her feelings -- both the excitement
and the concerns -- about starting school.
3 Visit the school with your child to see his new classroom
and meet his new teacher before school officially starts.
4 Point out the positive aspects of starting school. It will be
fun and she can make new friends.
5 Let your child know that all kids are nervous about the
first day of school.
6 Leave a note in your child's lunchbox that will remind him
you're thinking of him while he's at school.
7 Reassure your child that if any problems arise at school,
you will be there to help resolve them.
8 Try to have your child meet a classmate before the first day
of school so she will already have a friend when school starts.
9 Arrange for your child to walk to school or ride together on
the bus with another kid in the neighborhood.

10 Find out about after-school activities that your child can

join. Will there be a back-to-school party? Can she join a
sports team?
SEX AWARENESS/ SEX
EDUCATION
WHEN SHOULD SEX EDUCATION
BEGIN
 A child education begins
the day he is born.
 When mother loves him,
cares for him and plays
with him, she is indirectly
involved in sex education.
 A child is taught how he
should feel about his body
much earlier than we
might imagine.
WHAT SHOULD PARENTS DO WHEN THEIR
CHILD DISCOVER HIS SEX ORGAN?
 They should teach him the names
of his sex organs and organs of
elimination the same as they
teach him the names for the other
parts of his body.
 Good opportunities for teaching
also arise when words such as
urinating or menstruation are
used.

 Parts of his personality

development involves learning
which words are socially
acceptable and which are not.
 MODESTY
 A child learns modesty both by instruction and by
example.
 Small children must be told what is proper and
what is not.
 Naturalness and poise will let the child know
that the human body which God has created is
wholesome and worthy of dignity.
 It is important for a child to learn a healthy
respect for privacy.
QUESTIONS, QUESTIONS, QUESTIONS
 Children wants to know about everything from
stars to bugs.
 They are wholesomely curious about sex as they
are about cars, animals and electricity.
 Toileting, bathing and dressing are normal times
to see and learn.
A child may wonder where a baby comes
from…
A child may ask questions about his body or
little girls…
A child may ask questions about abortion,
adoption, adultery, artificial insemination,
contraception…
ABOUT THE CHILD WHO DOESN’T ASK
There are number of reasons why a child may
remain silent on the subject of sex.
 His interest may not have been stimulated
through natural family living.
 He may be an only child or last child who is not
alerted by the new baby.
 A child may try to be good, but somewhere he has
picked up the impression that certain questions
might be bad.
 Another child who has already got his
information outside the family circle may have
been embarrassed or ridiculed, and therefore
may not feel free to raise anymore questions.
ABOUT EXPERIMENTATION
 Sex play and experimentation are not uncommon
to children between the ages of 4 and 10.
 They want to compare, so behind close doors they
show each other their genitals.
 They experiment with different ways to urinate.
Girls stand up; boys sit down.
 They giggle about bathroom words.

 They play doctor and nurse.

 Sometimes parents become so upset that they
forbid their child ever to play with that group of
children again. Such an over emphasis makes the
incident stand out in the child’s memory as a
dirty and terrible experience, and wholesome
attitudes are not built on feelings of guilt and
shame.
 The best thing a parent can do is to talk quietly
with the child about the matter, answering his
questions and giving explanations.
 Wise parents will minimize the whole affair and,
without causing a scene, lead their child to other
activities.
ON SHARING BEDS
MASTURBATION
Nowadays medical authorities insist that masturbation is a normal part
of growing up. Almost all boys and at least 75% of girls practice self-
manipulation at some time or another during adolescence, for they have
discovered the pleasant sensations that come from pressing against,
rubbing or handling the genital organs.
Many times masturbation merely reflects the child’s search for
knowledge about his own body but some children resort to masturbation in
an effort to compensate for lack of love and attention.
By his focus on self, the masturbator can lose sight of spiritual things.

When the parents discover their child masturbating,

they should not threaten punishment or condemn or
embarrass him. They should check his play life.
Does he have enough physical exercise?
Does he have enough playtime?
Does he have appropriate playthings that he can
build, push, pull and handle in his own way?
 If he is older, does he have a hobby or an interest in
sports, music and a variety of Christian service?
 Does he have a skin irritation?
 Is his body clean?
 Do his clothes fit properly?

 Parents should make an effort to create a good play

situations and see that he enjoys active playtime.
 They should provide him with worthwhile tasks at
home and compliment him on tasks well done and
effort expended in doing them.
 They should include him more in family fun and
projects.
PORNOGRAPHY
 In discussing pornography with a teenager, point
out how it depicts genital contact only. It is not a
relationship containing affection, love or
commitment between two human beings.
 The child who receives a good sex education with
his parents is far less likely to turn to
pornographic materials.
 The sex education of the child is a privilege as
well as a responsibility and must be rooted in
biblical principles and not in human arguments
that change with the times and leave young
people with nothing to hung on to.
 It is a parental privilege to give to the world boys
and girls with healthy attitudes towards sex and
morals who can grow up to establish loving,
happy and unselfish families.
THINKING BACK: HOW IT WAS FOR ME
 The more positive the instruction from our early
year, the more likely we will be able to pas on
healthy attitudes to our children. In each of the
following statements, circle the number that
most closely matches your recollections.
1. Not true
2. Somewhat true
3. Largely true
4. True
1. During my own childhood my parents allowed
and encourage me to ask questions about sex.
2. My parents never made me feel guilty for
exhibiting curiosity about my sex organs.
3. My parents, not my peers, were my first and
primary source of sex information.
4. In reviewing what I was taught in my childhood,
I feel I grew up with healthy, comfortable
attitudes towards sex and reproduction.
5. Both of my parents participated in giving me
information about sex over the years.
6. (For males) One or both of my parents talked with me
about nocturnal emissions or ‘wet dreams’ prior to
the first time that I had one.
(For females) One or both my parents prepared me
for the onset of menstruation prior to the time I had
my first menstruation.
7. My parents were free in expressing appropriate
demonstrations of affection for one another in front
of me.

Pelt, Nancy Van. Train Up a Child. The Stanborough

Press Ltd. C.2010
COMMON BEHAVIOUR
PROBLEMS
1. Sibling Rivalry

2. Middle Child
Complex
 SIBLING RIVALRY

A TYPE OF COMPETITION OR
ANIMOSITY AMONG
CHILDREN, BLOOD-RELATED
OR NOT.
 What to Do When
the Fighting Starts

DON’T GET
INVOLVED
Why Kids Fight
Evolving Needs
Individual
Temperaments
Special Needs/ Sick
needs
Role Models
 When getting
involved, here are
some steps to
consider:

•Separate kids
until they're calm.
 •Don't put too much focus
on figuring out which child
is to blame.
•Next, try to set up a "win-
win" situation so that each
child gains something.
 Helping Kids Get
Along
Set ground rules for acceptable
behaviour
Make sure kids have their own space
and time to do their own thing
Post a schedule showing which child
"owns" that item at what times
during the week.
Don’t make comparisons.
Don’t dismiss or suppress your
children’s resentment or angry
feelings.
Try to avoid situations that promote
guilt in siblings.
When possible, let brothers and
sisters settle their own
differences
 MIDDLE CHILD
COMPLEX/SYNDROME –

A DISORDER THAT AFFECTS

MIDDLE CHILDREN BECAUSE OF
THE LACK OF ATTENTION THEY
SUFFER FROM AT THEIR EARLY
YEARS.
They…
Lack of Self-
Esteem
Becoming
Disconnected
Lack of Trust
1. Always be affectionate, even if they
try to push you away, they really
want it!
2. Spend quality alone time with your
middle child.
3. Take time to listen to their
problems, disappointments, hopes,
and dreams.
4. Take an interest in their activities.
5. Tell them that they are important.
6. If they try to distance themselves
from you, tell them that you
know what they are trying to do
and it won't work because you will
love them anyways.
7. Do not point out there bad
qualities and ask them why can't
they be more like their brother or
sister.
8. Do not let them hide behind their
sarcasm, anger, or bad attitude.

9. Be patient with them.

10.Tell them that you love them, hug

them and then when they test
your patience, do it again!
ROLE OF THE NURSE IN
THE CARE OF A FAMILY
NURSES RESPOND TO THE NEEDS OF INDIVIDUAL
CHILDREN AND SO THE ROLE IS VARIED, BUT
TYPICALLY INVOLVES:

 Co-ordinating a child transition from hospital to home,

ensuring that all necessary equipment, care and
support is in place for the family
 Co-ordinating the child’s care once at home and
providing nursing care

 Training parents and carers in the use of equipment

such as oxygen and feeding tubes

 Providing emotional and practical support day to day

and, crucially, at times of crisis
 Arranging respite care to give parents a much-
needed break

 Providing information and advice on support

services available including specialist schools,
equipment and financial support
PROMOTING GROWTH AND DEVELOPMENT
OF AN ILL CHILD

 Illness can limit autonomy and prevent children

from learning how to do new things
 Find ways to promote autonomy in toddlers and
initiative in preschoolers
 Urge parents to encourage children to make choices
about their care as much as possible
PROMOTE NUTRITION
 Maintain optimal nutrition during treatment
that interferes with adequate intake
 Correct nutritional deficiencies

 Encourage to follow nutritional care plan

 Nutrition-promoting procedure (I&O, enteral

feedings, gastrostomy tube feedings etc.
PROMOTE SAFETY
 Always be sure the location of children
 Check if siderails of beds and cribs are in good
repair
 Test crib rail after it is raised to ensure the lock

 Ensure electrical cords are not in reach of

children
 Never leave a child under 5 alone in the bathtub

 Never leave items that are harmful to eat within

reach of children
PROMOTE ADEQUATE SLEEP
 Factors preventing adequate rest:
 Postoperative pain
 Administration of medication
 Anxiety from sleeping in a different environment
 Nightmares

 Encourage parents to stay with children to

provide coomfort
PROMOTE ADEQUATE STIMULATION
 Prevent sensory deprivation (being deprived of,
or lack of adequate sensory, social, physical or
cognitive stimulation

 Prevent sensory overload (receiving more

stimulation than he/she can process)
PROMOTE PLAY
 Provide space and opportunity for play (helps a
child feel more comfortable and allows release of
energy)
 Pack the Childs favourite toys

 Encourage participant activities such as puzzles,

blocks, crayons
 Ensure safety with toys (washable, no sharp
edges or small parts to be swallowed