Biting
Investigation:
Young children investigate anything new by tasting touching, feeling, hitting, kicking, talking, or biting. From birth, they have explored their world through their senses. Everything goes into their mouths. It is the primary way they categorize new things. They are encouraged to eat new foods.
Infants and young toddlers are not sophisticated enough to know if something is edible or not.
What to do? Provide a variety of sensory/motor experiences in the child care facility. Infants and toddlers should experience closely supervised play with water, paints, play dough, and other wonderful materials. Allow them to fully explore the new items. The magic phrase is “closely supervised” play. Providers that care for young children should be aware of the possibility of biting and be on the lookout for “opportunities” and situations that will encourage biting.
Expression:
They are learning vocabulary as quickly as possible, but they do not yet have the words to explain feelings that are not understandable.
What to do? The most important issue is to help the young child develop a repertoire of behaviors for handling frustrations and angry feelings. We can teach our children to say “No” and move away when another child tries to take a toy from them. Teach the child the words to match the feelings swirling around inside him. Brain research shows us that when a child is in an agitated state, using the vocabulary to explain the feeling lowers the agitation and allows the child to use reason and self-control.
Teething
What to do? Provide the infant/toddler with teething toys, frozen bagels and chewy foods that will disintegrate in their mouth and won’t cause choking. Clean frozen cloths can be kept on hand to provide cooling relief for the teething toddler (and for the child who has been bitten).
Engagement with Peers
Infants and toddlers are just beginning to learn how to engage peers in positive ways. They usually do not understand they are hurting others when they bite them. It is not their intent to cause pain. Infants and toddlers do not know how to approach their peers in acceptable ways. They often express an interest in others by biting, pulling hair, pushing, etc. They are interested in textures, reactions, tastes, and exploring new ideas and things.
Take the child’s hand as they reach out to another roughly and say “gentle touches”, or whatever other phrase you use in your class.
Instrumental Aggression is where the child goes after something she wants and he has it! It is a typical act where a young child grabs, pushes, or shoves to take a toy or something else that is wanted. The aggressive child does not intend to hurt the other child. However, the provider must deal with each child and patiently explain to both children the “right” and “wrong” of the situation. “No, you cannot take things from other children”, and “It is alright to tell Sara ‘NO’ when she tries to take something away from you,” are a couple of examples of how to speak to children. You must remember that if children are upset, it is necessary to help them calm down before any rationalization can take place.
Hostile aggression is different. The attacking child intends to hurt, control or exert power over another child. It is much more difficult to deal with for the intent is more frightening to both the adult, the victim and the other children observing the episode. It is also natural and occurs regularly with young children.
While each child is unique, temper tantrums usually start around 12 months and become less intense and less frequent by age 4 or 5.
What is H.O.T.? When a behavior becomes a problem, ask yourself, Is the child:
Hungry,
Overwhelmed, or
Tired
- Choose your Battles
- Set Clear Limits
- Offer an Alternative
- Remove temptations
- Don’t overwhelm your child
- Remember personalities and temperaments
- Handle field trips carefully
- Know the warning signs
- Stay calm.
- Never argue with a toddler.
- Ignore the tantrum if you can.
NEW CHAPTER
Visual: A visual learner may prefer to read, or learn from pictures, charts, or graphs. Visual learners watch demonstrations and learn from that observation. They take in information through their eyes and process the details. Visual learners can easily recall printed information in the form of numbers, words, phrases, or sentences.
Auditory: An auditory learner will learn more effectively through verbal instruction, either from others or from themselves. They are always talking. They will forget faces, but never a name. An auditory learner will remember by repetition. They will remember details from conversations.
They have strong language skills that include well-developed vocabularies and appreciation of words and sounds. They will have strong oral communication skills and have finely tuned ears that may make learning foreign languages relatively easy. Music is very special and auditory learners often have exceptional musical talents.
Kinesthetic: The third type of learning style is kinesthetic. This person learns by doing, by direct involvement in the process. The term "hands-on learning" was created for a kinesthetic learner. They are great performers, including athletes, actors, and dancers. They are generally well-coordinated with a strong sense of timing and they have fluid body movements. These are the type of people often labeled as "hyperactive", for they have difficulty sitting still. They are in motion even when sitting: wiggling, tapping their feet, and moving their arms and legs.
Kinesthetic learner attack problems physically, they often select the solution that involves the greatest activity. They are described as impulsive. They are not good listeners, for listening doesn't involve body movement. They use action words often in their conversations, such as take, make, get, do.
"Control Time" Method: "Control Time" is a method I have developed over the past 10 years as an answer to the ever popular “time-out” technique. Time-out is a reactive process: the child misbehaves, the child gets time-out. The designed purpose for time-out was to give the child an opportunity to calm down and take a break from a negative situation, then return the child to the activity. There are various guidelines as to how long time-out should last for different age groups and situations. There are as many variances as there are children. I have heard from hundreds of child care providers: “time-out doesn’t work, what should I do?”
Mandatory reporting
By law we are mandated to report any suspicions of CA/neglect
Who Must Report?
Anyone with good faith
Most states designated professions whose memb4rs are mandated by law to report CA
Individual designated reporters:
- Social workers
- Teachers and other school personnel
- Physicians and other health-care workers
- Mental health professionals
- Childcare providers
- Medical examiners or coroners
- Law enforcement officers
18 states and Puerto Rico, are required to report
of these 18, only 16 and Puerto Rico specify certain Professionals, also require persons suspected abuse or neglect regardless of profession
NJ and Wyoming require all persons to report without specifying any professions.
Reporting
Those who fail to make a report shall be guilty of a gross misdemeanor.
Two categories :
Gross misdemeanors: Punishable by up to 1 yr in jail/ 5,000 fine
Misdemeanors: Punished up to 90 days in jail/ 1,000 fine
First opportunity within 24 hours
Reporting protocols that assign reporting responsibilities
Law intended to identify/protect children who are victims of abuse/neglect/
investigations to determine if abuse is occurring and services designed protect
The purpose of the law is to protect children who have been non-accidentally injured, sexually exploited, or deprived of the right to minimal nurture, health and safety by their parent, guardian or custodian.
Governing agencies respect the bond between child and parent/guardian, however, they do assert the right to intervene for the general welfare of the child where there is a clear and present danger to the child's health, welfare, and safety. They do not intend to interfere with reasonable parental discipline and child-rearing practices that do not injure the child.
Making a report: Does not constitute a proven fact, merely raising a question about the condition/state of a particular child.
Reasonable suspicion based on objective evidence is all that is needed to report
Elements of a report that are universal. Mandated reporters are required to give their names to the intake worker when making a report. Reporting anonymously does not meet the mandated reporting requirements. Providing your name will provide documentation that as a mandated reporter, you did indeed make a report. Under most conditions, maintaining confidentiality is of minimal concern, because your duty is to report. The intake worker will need as much information about the child as possible. You will be asked for the child's name, address, siblings, other adults in the home and addresses for parents not in the home and any other relevant information.
Details of suspected abuse, bruises, and unusual marks and who you believe did this.
While the report is being made, the intake worker begins a risk assessment of the report. The intake worker uses a risk management matrix to decide whether the case meets state abuse definitions and if the case will be sent on for further investigation.
Each incident of abuse or neglect constitutes a new report. You must make a new report every time additional suspicions arise.
Law Enforcement
LE take the child to protective custody w/ court order when an emergency occurs that deals with the child's health, welfare, or safety.
2 types of cases that do not normally meet the state's definition of CA are head lice and truancy
Approximately 15% to 20% of all cases accepted for investigation are emergent, needing to be dealt with within 24 hours. The collaboration of many resources is required to protect children. You are one of these resources.
Types of Child Abuse
Physical Abuse
Any non-accidental physical injury to the child such as; Bruises in an unusual area of the body, burns, fractures, bites, intr4nal injuries, auditory, dental, ocular, or brain damage to any action that results in physical impairment of the child
36 states and American Samoa, Guam, the North4rn Mariana Island, Puerto Rico, and the Virgin Islands, the definition of abuse also includes acts or circumstances that threaten the child with harm or cr4eate substantial risk of harm to the kid's health/welfare
Sexual Abuse
There is a wide range of abuses that include: indecent liberties, communication with a minor for immoral purposes, sexual exploitation of a minor (allowing the child to engage in prostitution or in the production of child pornography), child molestation, sexual misconduct with a minor, and rape of a child.
Negligence
An act that constitutes a clear and pr4esent danger to the child's welfare, health, and safety. Failing to seek medical help or exposing children to hazards is considered neglectful
Frequently defined in terms of deprivation of adequate food, clothing, shelter, medical care, or supervision. Approx 21 states and American Samoa, Puerto Rico, and the Virgin Islands include failure to educate the child as required by law in their definition of neglect. 7 states further define medical neglect as failing to provide any special medical treatment/ Mh. 4 states define medical neglect with the withholding of medical treatment or nutrition for disabled infants with life-threatening conditions
Emotional Abuse
All States and territories except Georgia and Washington include emotional maltreatment as part of their definitions of abuse or neglect.
Approximately 22 States, the District of Columbia, the Northern Mariana Islands, and Puerto Rico provide specific definitions of emotional abuse or mental injury to a child. The typical language used in these definitions is "injury to the psychological capacity or emotional stability of the child as evidenced by an observable or substantial change in behavior, emotional response, or cognition," or as evidenced by "anxiety, depression, withdrawal, or aggressive behavior".
Signs of Abuse!
PA: Signs of abuse include, but are not limited to: bruises, burns, bites, cuts, swelling, vomiting, and dizziness.
Bruises: Bruises and marks on the soft tissue of the face, back, neck, buttocks, upper arms, thighs, ankles, legs, or genitals are likely to be caused by physical abuse
Another sign to look for bruises at various stages of healing, as if they are the result of more than one incident.
The ages of bruises can be detected by the following consecutive colors: red; blue; black-purple; dark green tint; pale green to yellow. It is very difficult to detect the color of bruises in children of color, particularly darker skinned children. If you have concerns, a physician can distinguish the age and color of bruises in any child regardless of color.
EA: blaming, belittling or rejecting a child; constantly treating siblings unequally, or a persistent lack of concern by the caretaker for the child’s welfare and safety. It also includes bizarre or cruel forms of punishment.
most difficult form of child abuse to identifying because the signs are rarely physical.
The effects of mental injury, such as lags in physical development or speech disorders, are not as obvious as bruises. They can be attributed to other issues and are very difficult to prove. Parents of an emotionally maltreated child often blame the child for all problems, refuse all offers of help, and are unconcerned about the child’s welfare.
SA: devastating to everyone involved.
vary in their behavior and actions
Some signs of sexual abuse include but are not limited to withdrawal, excessive knowledge of sexual acts beyond their developmental level, aggressive behavior, and regressive behavior.
suspect a child of being sexually abused, do not attempt to ask the child leading questions, or suggest any situations to a child. Find someone who specializes in this area and be sure to make a CPS report. Closely supervise all children when in the presence of someone who is known to have been abused. It is highly likely that an abused child will attempt the same things they have experienced.
Common themes
There are several common themes to be aware of when looking for indicators of abuse or neglect:
- Patterns of bruising, cuts, physical injury.
- Patterns of unexplained injuries or explanations that do not make sense.
- Consistent failure for child to receive medical attention when it is needed.
- Lack of child supervision whenever there is potential danger of injury to the child.
- A child's inappropriate "sophistication" regarding sexual issues or seductive behavior in a child.
- Consistent verbal abuse: demeaning, criticism or insults.
- Significant changes in child's behaviors, usually regression.
TIPS
DO:
- Check states requirements first
- Make sure the ECE professional is someone the child knows and trusts
- Sit next to the child at his/her level, don't stand and "Dominate"
- Ask the child to clarify the words or terms that are not understand
- Engage the child in a conversation. Don't interrogate/push more than the kid is ready for
- Conduct the discussion in a place that allows for privacy but familiar to the child.
DON'T
- Suggest answers for child
- Probe/press for answers
- Force the child to remove clothing
- Display horror/shock/disapproval of the parent (s), child or situation
- Leave the child alone w/ stranger
- ask why question
Tips for Talking with a Parent
Do:
- Select the person most appropriate to the situation to meet with parents.
- Conduct the discussion in private. No audiences.
- Tell the parent(s) why the discussion is taking place.
- Be direct, honest, and professional.
- Reassure parent(s) of the program’s support to them and to their child.
- Tell the parent(s) if a report was made or will be made.
- Advise the parent(s) of the program’s legal and ethical responsibilities to report.
Do Not:
- Try to prove the abuse or neglect; that is not an ECE’s professional role.
- Display horror, shock, or disapproval of the parent(s), child, or situation.
- Pry into family matters unrelated to the specific situation.
- Place blame or make judgments about the parent(s) or child.
Prevention
Education
A good way to prevent some incidents of abuse is to provide opportunities for parents to ask questions, get information in a non-threatening manner, and admit when they need help.
Early Intervention
It is your responsibility to know your students well enough to know when something isn't "right". When you pay attention to indicators and signs children give, you can get help and assistance for families before the abuse gets out of control.
Child Care Providers
Child Abuse and Neglect is a serious issue. Child care providers have an opportunity to help children receive help before a situation gets out of control. However, do not see abuse in every little bruise and conversation. All young children fall down when they are learning to control their muscles. Be cautious, observant, and knowledgeable about the children in your care.
