Wednesday, February 23, 2011

ECED 11 LEARNING QUESTIONS

Group1

1. Give one factor that can affect the learning behavior of a child. Explain

2. What is the importance of having theory learning style and learning environment?

3. Which is the best approach among the authoritarian and authoritative that you will use when you are in the field of teaching?

4. How can experiences affect the growth and development of a child?
5. How the creativity of a person may affect the behavior?

Group2

1. As a teacher why do we need to know the child's growth development learning as a additive info.?

2. What are the advantages and disadvantages of authentic assessment that help the teacher to assess the child?

3. What is the relationship of sociopolitical influences on assessment practices in the authentic assessment of young children?

4. How does the teacher implement the process of authentic assessment?

5. What is the importance of integration of both content and info. skills in the authentic assessment?

Group3

1. What is the importance of circular questioning?

2. What is the disadvantages of using time line in teaching longitudinal in sequence?
3. How can the therapist use the facts and assumption discuss in the circular questioning to help the client?

4. If you were the therapist how can you help your client to solve their family problem?

5. How will ou create and establish a sense of movement to the client?

Tuesday, February 22, 2011

SUMMARY OF TRANSACTIONAL ANALYSIS

TRANSACTIONAL ANALYSIS (summary)

"The unit of social intercourse is called a transaction. If two or more people encounter each other... sooner or later one of them will speak, or give some other indication of acknowledging the presence of the others. This is called transactional stimulus. Another person will then say or do something which is in some way related to the stimulus, and that is called the transactional response."³

With this definition, Dr. Berne defined the basic unit of analysis. At its simplest level, Transactional Analysis is the method for studying interactions between individuals. By identifying and standardizing upon a single unit, development and promotion of this theory was easily facilitated. Psychotherapists were able to read about Berne's theories and test them out in their own practices. Dr. Thomas Harris stated in I'm OK - You're OK that in Transactional Analysis, "we have found a new language of psychology."

It should be noted that this approach was profoundly different than that of Freud. While Freud and most other psychotherapists took the rather simplistic approach of asking the patient about themselves, Berne took an alternate approach to therapy. Berne felt that a therapist could learn what the problem was by simply observing what was communicated (words, body language, facial expressions) in a transaction. So instead of directly asking the patient questions, Berne would frequently observe the patient in a group setting, noting all of the transactions that occurred between the patient and other individuals.

Berne's Three Ego States

In addition to the analysis of the interactions between individuals, Transactional Analysis also involves the identification of the ego states behind each and every transaction. Berne defined an ego state as "a consistent pattern of feeling and experience directly related to a corresponding consistent pattern of behavior."⁴

As a practicing psychiatrist in Carmel, California in the early 1950s, Berne treated hundreds of patients. During the course of their treatment, he consistently noted that his patients, and indeed all people, could and would change over the course of a conversation. The changes would not necessarily be verbal - the changes could involve facial expressions, body language, body temperature, and many other non-verbal cues.

In one counseling session, Berne treated a 35 year old lawyer. During the session, the lawyer (a male) said "I'm not really a lawyer; I'm just a little boy." But outside the confines of Dr. Berne's office, this patient was a successful, hard-charging, attorney. Later, in their sessions, the lawyer would frequently ask Dr. Berne if he was talking "to the lawyer or the little boy." Berne was intrigued by this, as he was seeing a single individual display two "states of being." Berne began referring to these two states as "Adult" and "Child." Later, Berne identified a third state, one that seemed to represent what the patient had observed in his parents when he was small. Berne referred to this as "parent." As Berne then turned to his other patients, he began to observe that these three ego states were present in all of them. As Berne gained confidence in this theory, he went on to introduce these in a 1957 paper - one year before he published his seminal paper introducing Transactional Analysis.

Berne ultimately defined the three ego states as: Parent, Adult, and Child. It should be carefully noted that the descriptions of these ego states do NOT necessarily correspond to their common definitions as used the English language.

Before describing each of the three ego states, it is important to note that these are fundamentally different than Freud's Ego, Id, and Superego. Berne describes this best when he writes in Transactional Analysis in Psychotherapy:

"It will be demonstrated that Parent, Adult, and Child are not concepts, like Superego, Ego, and Id, or the Jungian constructs, but phenomenological realities."⁵Stated another way, Freud's ego states are unobservable, theoretical states; but Berne's three ego states can be confirmed with observable behaviors.

The following are detailed descriptions of the three ego states:

Parent - The parent represents a massive collection of recordings in the brain of external events experienced or perceived in approximately the first five years of life. Since the majority of the external events experienced by a child are actions of the parent, the ego state was appropriately called Parent. Note that events perceived by the child from individuals that are NOT parents (but who are often in parent-like roles) are also recorded in the Parent. When Transactional Analysts refer to the Parent ego state (as opposed to a biological or stepparent), it is capitalized. The same goes for the other two state (Adult and Child)

Examples of recordings in the Adult include:

· "Never talk to strangers"

· "Always chew with your mouth closed"

· "Look both ways before you cross the street"

It is worth noting that, while recording these events, the young child has no way to filter the data; the events are recorded without question and without analysis. One can consider that these events are imposed on the child.

There are other data experienced by the child that are not recorded in the Parent. This is recorded in the Adult, which will be described shortly.

Child - In contrast to the Parent, the Child represents the recordings in the brain of internal events associated with external events the child perceives. Stated another way, stored in the Child are the emotions or feelings which accompanied external events. Like the Parent, recordings in the Child occur from childbirth all the way up to the age of approximately 5 years old.

Examples of recordings in the Child include:

· "When I saw the monster's face, I felt really scared"

· "The clown at the birthday party was really funny!

Adult - The Adult is the last ego state. Close to one year of age, a child begins to exhibit gross motor activity. The child learns that he or she can control a cup from which to drink, that he or she can grab a toy. In social settings, the child can play peek-a-boo.

This is the beginning of the Adult in the small child. Adult data grows out of the child's ability to see what is different than what he or she observed (Parent) or felt (Child). In other words, the Adult allows the young person to evaluate and validate Child and Parental data. Berne describes the Adult as being "principally concerned with transforming stimuli into pieces of information, and processing and filing that information on the basis of previous experience"⁶ Stated another way, Harris describes the Adult as "a data-processing computer, which grinds out decisions after computing the information from three sources: the Parent, the Child, and the data which the adult has gathered and is gathering"⁷

One of the key functions of the Adult is to validate data in the parent. An example is:

"Wow. It really is true that pot handles should always be turned into the stove" said Sally as she saw her brother burn himself when he grabbed a pot handle sticking out from the stove.

In this example, Sally's Adult reached the conclusion that data in her Parent was valid. Her Parent had been taught "always turn pot handles into the stove, otherwise you could get burned." And with her analysis of her brother's experience, her Adult concluded that this was indeed correct.

In an attempt to explain Transactional Analysis to a more mainstream audience, Dr. Thomas Harris developed the following summary. Although this is a very good tool for beginners to learn, keep in mind that this a wildly simplified approach, and can have the effect of "dumbing down" Transactional Analysis. The summary is as follows:

Parent - taught concept
Child - felt concept
Adult - learned concept

But not all transactions proceed in this manner. Some transactions involve ego states other than the Adult.

This leads us to Parent - Child transactions, which are almost as simple as Adult-Adult transactions. Quoting Dr. Berne in Games People Play: "The fevered child asks for a glass of water, and the nurturing mother brings it."⁸ In this, the Child of small child directs an inquiry to the Parent of his/her mother. The Parent of the mother acknowledges this stimuli, and then gives the water to the child. In this example, the small child's request is the stimuli, and the parent providing the water is the response.

One of the tools used by a TA practitioner is a structural diagram, as represented on the left. A structural diagram represents the complete personality of any individual. It includes the Parent, Adult, and Child ego states, all separate and distinct from each other.

Transactional Analysts will then construct a diagram showing the ego states involved in a particular transaction. The transaction to the right shows a Parent - Child transaction, with the Child ego state providing the transactional stimulus, and the Adult responding with the transactional response.

This transaction matches the Parent - Child example listed above, with the fevered child asking his/her mother for a glass of water.

So far, the two transactions described can be considered complementary transactions. In a complementary transaction, the response must go back from the receiving ego state to the sending ego state. For example, a person may initiate a transaction directed towards one ego state of the respondent. The respondent's ego state detects the stimuli, and then that particular ego state (meaning the ego state to which the stimuli was directed) produces a response. According to Dr. Berne, these transactions are healthy and represent normal human interactions. As Berne says in Games People Play "communication will proceed as long as transactions are complementary."⁹

GROUP 5 MEMBERS:
ALMONICIDO, MARY JANE
FRANCISCO, CHRISTINE JOY
SANTANDER, MARLYN
GARCIA, NANCY
LOREZO, JACKYLYN

The amazing Talents of Filipino

ECED 11 GROUP REPORT SUMMARY

Group 2: DETERMINE IF ADDITIONAL INFORMATION IS NEEDED

As teachers begin to engage in the authentic assessment process, or perhaps even before they may become aware of the need for additional information. As teacher evaluator must be aware about the children’s growth development and learning in order to know the children’s ability, skills in the particular age or stage of development, so that the teacher will think what kind of authentic assessment and teaching strategies can be used to DAP. And also teacher must be aware on how to integrate the past learning experiences to the present and bring you to going back to reality. Teacher begins to understand the instruction and assessment in one setting can produce multiple learning’s and assessment in a variety of developmental and curricular areas. Lastly the teacher must understand the individual differences and the developmental benchmarks.

Teachers will need to think through their management and recordkeeping system in implementing the authentic assessment process. Again, there is no one correct way to operate. It is important for the teachers to select a management procedure that works for them.

*Internalizing ongoing Authentic Assessment

Teachers need to internalize the place of the authentic assessment process within the total evaluation system and ultimately, in going improvement of the curriculum.

*Mandated Test

There are many mandated test that teacher can be used to assess the children’s weakness and strengthens and using the test scores the teacher should not be classified, labeled, grouped the students to intensive remediation on the basis of one standardized. There are some common mistakes in the use of standardized test information should be avoided such as halo effect, deficit effect, subject success effect, skill drill effect, because it can create biases to the students.

*Plan for Summative Assessments

The summative assessment is done during the implementation of a program on a curriculum and it provides feedback for the improvement of instruction on the improvement of a particular program. Based on the test result the teacher will think the next step. While the summative assessment is conducted after the completion of a unit on a program. It provides an overall judgments of a success or failure. The summative assessment process includes five steps:

· Identify the child’s strengths.

· Document evidence of progress in learning and development.

· Identify concerns.

· Identify strategies to continued development.

· Celebrate emerging development with the child and parent.

Group 2: Members

BEED 3-A

Herson Bello

Mary Jane Alminicido

Denise Joy Boloy

Christine Joy Francisco

Geraldine Tanayan

Jenesis Mateo

Tuesday, January 4, 2011

Christmas for Sale!!!

It's that time of the year again; We are no longer shocked to hear Christmas carols in September, or to see lanterns, plastic trees and glitter balls being sold in the stores even before the Halloween ghosts and pumpkins appear. We have songs about the birth of a Savior and light of the World playing alongside advertising jingles telling you to buy gifts and Christmas ham. We have Santa Claus, symbol of goodwill and generosity. Traditionally, it is a time spent with family, friends, and loved- ones. Relatives who are scattered all over tend to get together at Christmas. But Christmas is also a shared experience in that it is a major yearly event in the lives of millions of other people around the world. We may celebrate in different ways, and with different personal habits and traditions. But this time of year, and this common experience, connects us with others. It connects us as a nation and as a world. The true spirit of Christmas is togetherness with humanity, then it has meaning for all of us, and can never be superficial.

A millennium Notes that really inspired me!

What Really Counts

By Queena N. Lee-chua

The bustle of December is now upon us, and it is tempting to focus more on the festivities rather than the Savior behind the season. To help us go into a reflective vein.

To realize the value of ten years, ask a newly separated couple.
To realize the value of four years, ask two, now single, high school, sweethearts.
To realize the value of one year, ask a student who failed a final exam.
To realize the value of nine months, ask a mother who gave birth to a still- born.
To realize the value of one month, ask a mother who give birth to a premature baby.
To realize the value of one week, ask the editor of a weekly news magazine.
To realize the value of one hour, ask a lover who are waiting to meet.
To realize the value of one minute, ask someone who missed the plane.
To realize the value of one second, ask someone who survived an accident.
To realize the value of one millisecond, ask someone who got silver in the Olympics.

Happy Thoughts

" Joy is a deep sense of contentment, hope and gratitude all bundled up together"

Zoe,15

GOD FAMILY LOVE- ONES

FRIENDS ACHIEVEMENTS MONEY

It had been a great day. I had made it out of the house without a major blowup with my mom. My room was filled with things I loved- pictures of my family, notes from my friends. I was surrounded with reminders from my love-ones. And I smiled as I laid my head back down on the pillow. I love it. This things gave me great joy. Most precious to me was my time with the Lord. I was so grateful to know that my life was right with God, that I was his child, that my sins had been forgiven, and that my destination was heaven. I'm happy because things were going my way. And I realized that happiness is dependent upon what's happening around you, the behavior of others, and the events or circumstances surrounding your life. But life is fickle and people are undependable. There is no such thing as a perfect life! What happens when I fights with my mom, fails to achieve something, and totally ignored by my friends and love-ones. Still happy? Nope. Happiness is not the beautiful quality that the Holy Spirit brings into our lives. He brings something much deeper, much longer lasting, much more fulfilling. He brings joy. I had discovered this secret key to joy.

I am a Joy Builders!

-Contentment

-gratefulness

-Generosity

-Forgiveness

-Encouragement

-Excitement

-Delight

-Peace

-Flexibility

-Calmness

-God- focus

-Confidence

-Friendliness

Random Acts of Joy

I can do a lot more than just jump for joy. I can put a smile on my face and someone else's, today!

-tell someone about Christ

-smile at a stranger

-take a friend out to lunch

-look through family photo albums

worship the Lord! it will absolutely lighten my heart

-Get outside

-learn to laugh at myself

-everytime I get blessed, I write it down and put it in a special jar then when I need to be encouraged, pull a blessing out to read.

Wednesday, December 1, 2010

Common Problems in Early Childhood Education

Common Behavioral Problems in Children

Children experience behavior problems both in and out of the classroom. Read on to learn about these behavioral problems and what you can do as a parent.

Parents whose children exhibit signs of poor behavior can become frustrated and do not know what they can do to help correct their child's behavior. They find that grounding their children for getting into problems at school does not always help the situation, and sometimes causes their behavior to deteriorate further. Fortunately there is help for students who have behavioral problems.

Cheating

Cheating can start as a minor problem but left unchecked will develop into a major issue. According to the American Academy of Pediatrics, www.aap.org, cheating often is due to the competitiveness of the American culture and often starts during early childhood when a child is confronted with the competitive nature of games and sports. If a child is presented with homework and sports that are too complex for them to understand and to handle, they may develop a habit of cheating as a self-defense mechanism to help them prevent failure and embarrassment.
The American Academy of Pediatrics recommends that parents deal with each cheating episode by teaching the child that cheating is wrong and discussing how they might have handled the situation differently. Also, discuss the stress and pressures the child is facing and make sure you, the parent, doesn't have too high expectations for your child in school and in sports. Most importantly, too severe of a punishment rarely works to correct the cheating habits.

ADD and ADHD

Attention Deficit Disorder, also known as ADD, and Attention Deficit and Hyperactivity Disorder, more commonly known as ADHD, can occur in up to 20% of children, reported a 1999 study conducted by the U.S. Department of Health and Human Services.
Children who have these disorders often have problems focusing their attention and are easily distracted. Other symptoms include difficulty taking turns, remaining still, and keeping quiet. All of these symptoms must be present in both the school and home environment in order for a child to be properly diagnosed with ADD or ADHD.
One of the most widely-used treatments for these disorders is drug therapy. The most common drug prescribed to youth who have ADD/ADHD is Ritalin. Ritalin helps calm children and is effective in 70 percent of those treated. As with any medication, however, there can be some negative effects. Ritalin is classified among 'Schedule II' controlled substances, all of which have a high drug abuse potential. Therefore, if a child is taking Ritalin, it is important to discuss the dangers of drug abuse. Additionally, discuss with them why they are taking the drug to ensure they know that taking drugs will not solve all of their life problems.

Common Psychological Problems of School Children

Just as adults, children can suffer from psychological problems. These may be considered to be behavioral, mental, emotional or learning disorders. Treatments exist for each type of disorder and a mental health professional can determine if a child indeed has a particular problem. Many psychological problems cycle with periods of worsening followed by periods of improvement. Some issues resolve while others persist through adulthood. Prompt diagnosis and appropriate treatment increases the likelihood of successful management of these disorders.

Depression and Bipolar Disorder

Depression may begin in childhood, particularly if the child has close biological relatives who suffer depression. Depression is often marked by a lack of interest in activities, sadness and exhibition of poor self-esteem. Bipolar disorder, a disorder in which periods of depression cycle with periods of mania, can also become apparent by late childhood. Depression and bipolar disorder occasionally lead to suicide attempts, and parents must monitor the child as well as seek appropriate treatment. Therapeutic techniques for these disorders involve medication and counseling.

Anxiety is a Living Hell. www.healing-anxiety.com

Your website brought tears to my eyes. Visit to see why.

Autism

Autism is a pervasive disorder in which the child does not communicate at the same level as her peers and may show little interest in contact with others. She may have learning difficulties and become focused on a rigid routine and particular objects instead of showing interest in new things. Autistic children often have particular mannerisms, such as flapping their hands and an exaggerated startle response. While no medication directly treats autism, treatment and a specialized learning environment can maximize the child's potential.

Conduct Disorder

The American Academy of Child and Adolescent Psychiatry describes conduct disorder as a mental illness in which the child encounters difficulty behaving in the way that is expected of him. He may run away from home, steal, set fires, destroy property or harm animals, siblings or peers. This serious disorder requires treatment that may include medication, counseling and behavioral management.

Anxiety Disorders

Children can experience a variety of anxiety disorders, including generalized anxiety disorder, panic disorder and obsessive-compulsive disorder. According to the Substance Abuse and Mental Health Services Administration, these disorders are characterized by significant fear and uneasiness that lasts for a month or longer and affects the child's quality of life. Treatments include medication and counseling.

Substance Addiction

Older children may fall into substance abuse and addiction. Substances commonly abused include alcohol, marijuana and prescription drugs, among other drugs. Inhalants such as gasoline, paint, glue and solvents are also used for getting "high." Some children become psychologically or physically addicted to substances and require treatment for recovery. Parents must become familiar with signs of substance abuse. Common treatments include counseling and inpatient hospitalization.

Eating Disorders

Some children fall victim to eating disorders, including anorexia nervosa and bulimia. Typical symptoms are being underweight, feeling she is fat even when she is thin, obsession with counting calories, and frequent excuses for not eating. Treatment for eating disorders usually involves counseling.

Attention-deficit Hyperactivity Disorder

Attention-deficit hyperactivity disorder is suspected when a school-aged child has difficulty focusing on homework, paying attention in class, sitting still, staying in line or waiting his turn to speak. This disorder is frequently treated with medication and occasionally with behavior modification.

Learning Disorders

Some children have difficulty learning at the same level as their peers. It may help to determine how the child learns best. For some children, reading is easier for them, while other children benefit from a visual demonstration. Still others work best by having hands-on learning. Testing is required to determine the specifics of the disorder and develop a specialized learning plan.

Schizophrenia

This psychotic illness may strike children during their late school years. Early manifestations may include withdrawing from friends, developing unusual speech patterns, seeming to have no emotions, acting peculiar and elevating suspiciousness. Schizophrenia is commonly treated with medication and may require periods of hospitalization.

Common School Age Problems

Constipation: a very common and frustrating problem in children. It is usually defined as the passage of hard and painful stools or going four or more days without a bowel movement. Constiption is most commonly caused by a diet that is low in fiber, but can also be caused by drinking too much milk (more than 16 to 24oz/d), not drinking enough water or waiting too long to go to the bathroom. Initial treatment is increasing the amount of fluids he drinks and increasing the amount of fiber and bran in his diet. It is usually also helpful to decrease the amount of constipating foods in his diet, including cow's milk, yogurt, cheese, cooked carrots, and bananas. Stool softeners may be necessary if these steps don't work.
Upper Respiratory Infections: these are very common and include symptoms of a clear or green runny nose and cough and are usually caused by cold viruses. The best treatment is to use salt water nasal drops and a bulb suctioner to keep their nose clear. Call your Pediatrician if your child has high fever, difficulty breathing or is not improving in 7-10 days
Vomiting: usually accompanies diarrhea as part of a viral infection. If your child starts vomiting, it is best to give them a break from eating and drinking for an hour or so and then start to give small amounts of Pedialyte (1 teaspoon) every five or ten minutes. Once your child is able to tolerate drinking these small amounts you can increase the Pedialyte to about a tablespoon every five or ten minutes and then larger amounts as tolerated and then change back to his regular formula. Avoid giving just Pedialyte for more than 12 hours. Call your Pediatrician if the vomit has blood in it, if it is dark green, or if your child is showing signs of dehydration (which includes not urinating in 6-8 hours, having a dry mouth and weight loss).
Diarrhea: a common problem and is often caused by a viral infection. Call your Pediatrician if the diarrhea has blood or pus in it, if it is not getting better in 1-2 weeks or if you see signs of dehydration (which includes not urinating in 6-8 hours, having a dry mouth and weight loss). You should continue with their regular diet, but may give 1-2 ounces of Pedialyte each time that he has large diarrhea stool to prevent dehydration.

School Problems

Going to school usually is an exciting, enjoyable event for young children. For some it brings fear or panic. Parents have cause for concern when their child regularly feels sick from tension, "plays sick" or with minor physical complaints wishes to stay home from school. Not wanting to go to school is most common in children ages 5 to 7 and ages 11 to 14. These are times when children are dealing with the new challenges of elementary and middle school. These children may suffer from a paralyzing fear of leaving the safety of their parents and home. The child's panic and refusal to go to school is very difficult for parents to cope with, but these fears can be treated successfully, with professional help. At the Counseling Corner we have that help available for your family.
Refusal to go to school often begins following a period at home in which the child has become closer to the parent, such as a summer vacation, a holiday break, or a brief illness. It also may follow a stressful occurrence, such as the death of a pet or relative, a change in schools, or a move to a new neighborhood.
The child may complain of a headache, sore throat, or stomachache shortly before it is time to leave for school. The "illness" subsides after the child is allowed to stay home, only to reappear the next morning before school. In some cases the child may simply refuse to leave the house.
Children with an unreasonable fear of school may have the following traits:

feel unsafe staying in a room by themselves
display clinging behavior
display excessive worry and fear about parents or about harm to themselves
shadow the mother or father around the house
have difficulty going to sleep
have nightmares
have exaggerated, unrealistic fears of animals, monster, burglars
fear being alone in the dark, or
have severe tantrums when forced to go to school

Such fears are common among children with separation anxiety disorder.
The potential long-term effects (anxiety and panic disorder as an adult) are serious for a child who has persistent fears and does not receive professional assistance. The child may develop serious educational or social problems if away from school and friends for an extended period of time.
The parents and child can benefit from seeing a child therapist with experience in treating this issue. At the Counseling Corner we have child therapists who commonly treat this issue and can usually help resolve the problem. The child therapist can work with the parents and the child in an effort to immediately return the child to school and other important daily activities. Since the panic comes from leaving home rather than being in school, frequently the child is calm once in school. Refusal to go to school in the older child or adolescent is generally a more serious illness, and often requires more intensive treatment.
Unreasonable fears about leaving the home and parents can be successfully treated, and parents should not hesitate to seek professional help. A trained child therapist can make all the difference in treating this issue before it causes more problems for the child. Again these types of services are all available at the Counseling Corner.

Vision Problems of Schoolchildren

By Gretchyn Bailey; review and updates by Gary Heiting, OD

Your child's vision is essential to his success in school. When his vision suffers, chances are his schoolwork does, too.

Vision problems are common among school-age kids. According to Prevent Blindness America, one in four school-age children have vision problems that, if left untreated, can affect learning ability, personality and adjustment in school.
School-age children also spend a lot of time in recreational activities that require good vision. After-school team sports or playing in the backyard aren't as fun if you can't see well.

Warning Signs of Vision Problems in Kids

Refractive errors are the most common cause of vision problems among school-age children. Parents, as well as teachers, should be aware of these 10 signs that a child's vision needs correction:

Consistently sitting too close to the TV or holding a book too close
Losing his place while reading or using a finger to guide his eyes when reading
Squinting or tilting the head to see better
Frequent eye rubbing
Sensitivity to light and/or excessive tearing
Closing one eye to read, watch TV or see better
Avoiding activities which require near vision, such as reading or homework, or distance vision, such as participating in sports or other recreational activities
Complaining of headaches or tired eyes
Avoiding using a computer, because it "hurts his eyes"
Receiving lower grades than usual

Schedule an appointment with an optometrist or ophthalmologist if your child exhibits any of these signs. A visit with the doctor may reveal that your child has myopia (nearsightedness), hyperopia (farsightedness) or astigmatism. These common refractive errors are easily corrected with eyeglasses or contact lenses.

	Fidgets or squirms during circle or story time
	Talks a great deal while engaged in other activities (such as an art project)
	Interrupts frequently when the teacher is reading to the group
	Has difficulty completing simple projects that most other children complete
	Can't follow directions unless the teacher is supervising her or walking her through the task step by step (washing hands, putting toys away, getting item from cubby)
	Blurts out answers to questions before the teacher has finished asking the question
	Has difficulty waiting for a turn in group situations
	Engages in dangerous activities without considering the consequences (running into street, jumping off a high slide)
	Uses physical actions (grabbing, hitting) rather than words
	Easily distracted when listening to a story
	Looks up from activity when other children walk by
	Has trouble following a sequence of more than one direction (such as "Take this book to the table, then come back here and sit down")
	Wanders around classroom unless told what to do
	Hits, pushes, or shoves other children without apparent cause
Are there any other comments you'd like to make about this child's behavior?

christine