Journal of School SocialPrice Work Rs 20.00 A National School Social W ork monthly dedicated to networking of parents and teachers.

Volume V

Issue 6

Contents

Editorial Role of Parents in Early Childhood Care and Development Moral Care of the Children Teaching Patience

November 2008

Page 02

Senthil S Dr Shanmugavelayutham K Subathra V Jane A. Henry Renjith R. Pillai Bino Thomas Dr Arul Kamaraj J M Arul Suresh J

Health Care in School Children Understanding Dr Janet Parameshwara Children with Cancer mportance of Play Schools Rajeswari M Dr Martin N C Parents’ Involvement

05 10

12 16 20 24 29

Hony. Special Editor: Dr Hemalatha K Head of the Department, Department of MSW, Christ University, Bangalore.

Focus: Parents and Teachers in Child Care Journal of School Social Work, 8 (New 14), Sridevi Colony, Seventh Avenue, Ashok Nagar, Chennai 600 083 Mobile: 98406 02325 E-mail: [email protected] Note: Contributors’ views are not necessarily the official view of the Journal.

Editorial

Collaboration in Child Care Honorary Special Editor: Dr Hemalatha K Head of the Department of MSW, Christ University, Bangalore.

Do you ever wonder if you’ve made a difference in this life? Whether any of those children who have come to your care have remembered anything you did for them – any ways you cared for them? I believe that by the time a child grows up, that child’s first teacher and second teacher and all the child’s important adults will have become incorporated into that child’s development. That’s the way it is with all children and, although they might not remember clearly, those of us who were the educators of their early lives will always be a part of who they are. Just like those who meant so much to us, when we were children, will always be a part of who we are.” ~Fred Rogers at the NAEYC (National Association for the Education of Young Children). A central commitment to partnership between teachers and parents exists within early childhood education philosophy. Ecological modelof Bronfenbrenner (1996) describes the multidirectional nature of contexts and influences on children’s development. In particular, the relationship between the home and the educational environment has been determined as an important complementary influence on young children’s

learning and growth. Three types of parent involvement are identified as being critical to a young person’s development. 1.Parents as first educators in the home 2.Parents as active partners with the schools 3.Parents as advocates for all children and youth in society. The second type of involvement is the central theme of this issue of Journal of School Social Work.

Considering the early entry of children in institutions of child care, this collaboration extends to areas such as nutrition of young children, immunizations and other health issues like safety and play habits. Research studies from the western world have shown the trend of forming early childhood PTAs in preschools, child care centers, places of employment, kindergartens, or other community centers furnishing the framework and resources to provide nurturing experiences for young children. The most important area of the collaboration of teachers and parents is the child’s learning. It can no longer be disputed that parental involvement enhances the learning experience. Family environment can create conditions, forces, and external stimuli that affect and impact an individual’s cognitive development. Learning goes on in both the home and the school, and it is the relationship between these two institutions that explains much of the learning success of children (Bloom, (1981). The teacher needs to ascertain the home environment and, if necessary, improve and coordinate the school activities so that they can

function together to achieve maximum learning experiences and help to eliminate or reduce any negative impact. In this capacity, the teacher can serve as a facilitator, bridging both cultures so as to ensure the ultimate success of student. Student’s learning increases when families and school act as educational partners at home and in the school and community. At all grade levels, such involvement provides educators and administrators with a valuable team for supporting student success. Students, parents, and schools benefit when this involvement continues throughout schooling. The role of parents in this partnership is as follows: a.Sustained collaborative relationship with their children’s teachers in order to be informed about learning expectations and student progress. b. Reinforcing successful learning strategies, acceptable school behaviour, time management, organization skills, and planning by limiting television viewing and computer use. c. Making reading a routine habit in the home by sharing stories\

songs with younger children; setting reading expectations for older students; modelling good reading habits and making a variety of age\ grade appropriate reading materials available at home. d. Establishing a regular time and appropriate space for children to do homework offering assistance as outlined by teachers. e. Conveying the benefits of planning, goal setting, and rising to challenges and linking effort to achievement. f. Engaging together in educational activities at home, school, and in the community by being role models for promoting lifelong learning and by demonstrating behaviours which reinforce proper development goals. The role of teachers in this partnership could be: a. Informing parents of the curricular goals for students in each area of study, suggesting ways to complement and support the curricula outside of school by guiding parents to à Help students meet individual expectations. à Find help and support to students to prepare for standard

assessments. à Develop skills and habits that promote life-long learning. b. Involving parents in setting children’s goals, c. Educating parents about differences in how children learn, particularly with regard to studying, motivation levels and other factors that impact learning through printed information, organizing workshops and training as needed. d. Educating parents about differences in the types and levels of involvement from prekindergarten to higher levels. Helping parents understand that parental involvement also has developmental stages. Most of these positive practices are possible through proper communication that fosters partnership between parents and teachers. Communication should be consistent, two-way, and meaningful. When homes and schools communicate effectively collaborative relationships develop; problems are identified early and more easily solved; and student achievement increases. What more do we require?

Role of Parents in Early Childhood Care and Development Senthil S* Shanmugavelayutham K** *Senthil. S, M.A (S.W), M.H.R.M., M. Phil, Research scholar in Social Work, Loyola College and Treasurer -PSWA **Dr Shanmugavelayutham K, Ph. D, Reader, Department of Social Work, Loyola College, Chennai.

Introduction Eighty percent of the brain development takes place during early childhood years (0-6yrs). This is the crucial period where foundation for future development is laid. Mostly, young children are at home with either or both parents and rest of the time in the pre school/ anganwadi/ creche/ day care center. Effective role of parents and teachers during early childhood will give a child the best possible inputs for maximum development of its potential as a human being. Early childhood care for growth and development aims at giving the child appropriate and comprehensive inputs in physical, cognitive, emotional, and social spheres as well as, value and communication inputs based on well researched child rearing practices, which are culturally and socially appropriate.

Members responsible àBoth parents. àOther family members. àMembers of the community. àChild care workers. àPre school teachers. àGovernment. Parenting attitudes Parent-child interactions affect different domains of development. Child- focused, responsive and moderately controlling parenting attitudes have been positively associated with self-esteem, academic achievement, cognitive development and fewer behaviour problems. Furthermore, high warmth and contingent responsiveness promote a wide range of positive developmental results. Parental management style and affective involvement may be especially salient for children’s prosocial development, self-control and internalization of behaviour

standards. The quality of parenting has been found to be important for child socialization, and parenting variables show direct links with child adjustment (Sankers, 2005). Parent-child relationships Parents are the child’s first role models. Children always watch their parents instinctively and pattern themselves which scientists refer to as modelling. Children learn to speak by modelling. They learn languages simply by listening, observing and imitating. Role of parents Rights based approach of parental responsibility is clearly described in UNCRC Guideline. It shall be the primary responsibility of (UNICEF, 2002; Ministry for Women and Child Development, 2006) both the parents and guardians to provide all their children under their control with a comfortable home, healthy surroundings, providing affection and not be cruel to them, provide them with all their requirements, render them the assistance necessary to bring them up in a healthy and safe surrounding so that they may not feel anything wanting and the children in turn would respect the feelings of their parents and guardians, satisfy them and live

up to their expectations. Article 5 (UNCRC) states the concept of ‘parental responsibilities’ and the ‘evolving capacities of the child’. These concepts balance the role of family as caregiver and the child as an active human being who can exercise his or her rights as a member of the family, as a member of the community and as a citizen. Article 18 addresses the balance of responsibilities between the child’s parents and the State. Specifically, it highlights the need to support parents to enable them to fulfil their responsibilities. While Article18 establishes the role of parents as primarily responsible for their children’s care and development, other articles (5 and 30) define family in a flexible manner and acknowledge the role of community, ethnic group, or culture in the child’s growth and development. Article 45 of Constitution of India, stipulates that State shall endeavour to provide early childhood care and education to all children until they complete the age of six years. For the first time the need for early childhood care and education for children below six years has found

a specific mention in the Constitution of India. Investment for children’s advancement and rights is essential to attain Millennium Development Goal (MDG) as well as goals of the National Policies and Plan. Concept of fathering A husband generally plays the role of a good friend, a patient listener, a guide, a counsellor, a true lover, and of course the head of the family (Bernard van Leer, Training Manual, 1999). The twentieth century has coined terms such as “Fathering” or “Modified Mothering” rendering his role in child care unavoidable. Father must not restrict his interest only to his work but also get interested in spending time for the child. A healthy atmosphere at home is the best environment a child can have and it should have ample amount of love, affection and attention. Equal participation of both parents in the child’s upbringing is the best solution. Many studies have also proved the need for “fathering” for promoting healthy children for a safer society (Sultana, 2003; Jenny, 2006; Johnson J et all, 2006). Father’s role in child care According to Sultana (2003) “Both parents have equal responsibilities

in child care”. Even then there are specific roles the father has to play. They are à Taking care of mother for periodical health checkup à Sharing the work and responsibilities of mother during pregnancy and after delivery. àEarning money for fulfilling basic nutritious need of the child. àProviding support system to the mother in terms of helping her in household activities when the mother feeds the child. à Ensuring a stress free environment in the family. àSpending quality time with the child to help him learn from the environment. Many studies (Margaret O’Brien, 2004; Bernard van Leer, Training Manual, 1999) reveal role of fathers in relation to their families and family support interventions. Family support programmes can be used to assess their impact on fathers. Studies in Germany have shown that sensitive and challenging play by fathers with their young children is associated with more positive attachment outcomes in children Attachment to mother In the early years, attachment relationships are most influential

relationships in a child’s life and in realizing children’s rights. They set the stage for emotional and cognitive interpretations of socialand non-social experiences, for language development, for acquiring meaning about oneself and others in complex social situations and for the child’s acceptance and acquisition of his or her culture. Attachment relationships with mother, which are vital in the early years, continue to influence thoughts, feelings, and motives and close relationships throughout life (Grossmann, 2005). Secure attachments are a protective factor, reducing the risk of poor developmental outcomes in later childhood and preparing children to be competent parents themselves. In the early years, attachment relationships are the predominant and most influential relationships (Grossmann Karin, 2005) in a child’s life. Social support is major part of attachment parenting (Sellappan Senthil, 2007). Mother-child relationship Child care may simply be defined as non-parental care in a child’s own home, someone else’s home, or in a center that can provide children with nurturance and learning

opportunities that complement and/ or supplement those provided at home (Lero, 2003). Child care can also provide support services for working parents and, in some cases, can contribute to reducing the number of children living in poverty, and provide respite care for children at risk of being harmed in their own families. Whether child care can enhance children’s social and emotional development depends on the quality of the care provided. Quality of care is defined not as the form of care (at home, or in a center), but as the provision of nurturing relationships, a stimulating environment, and basic health and safety facilities. Child care matters 1.Nutrition, Health, safe environment, pre school education, care and development for the children need to be ensured. 2.The quality of care in non parental settings is important for a child’s subsequent development. 3.Ample resources and training are needed to ensure that non parental care is of adequate quality. 4.Young child’s life spent out side family settings increases the risk of later behavioural problems and

hence adequate care should be taken. Conclusion “If you plan for three months, plant paddy;

If you are planning for five years, plant trees; If you are planning for a generation and for the future, give attention and invest on young children”

References: Early Childhood Care and Education – An Overview (Ministry of HRD, 2003) Forum for Creche and Child Care Services (FORCES, 2004) – Early Childhood in the CRC – Reflections on the status and participation of the young child in India. Grossmann, Karin (2005): The Impact of Attachment to Mother and Father at an Early Age on Children’s Psychosocial Development through Young Adulthood, University of Regensburg, Germany. Jenny Reynolds (2006): Parents’ Involvement in Children’s Learning and Schools, National Family and Parenting Institute, Germany. Johnson, J et al, (2006): A Parenting Education Programme for Men, Wahroonga, NSW Ministry of Women and Child Development (2006), Child Protection – A Hand Book for Panchayat Members , New Delhi. Senthil S (2007): Parenting Information in Anganwadi Center – A Social Work Intervention, Field Work Practicum requirement submitted to University of Madras (Unpublished) Shankar Rao, C N (2005): Primary Principles of Society with an Introduction to Social Thought, S. Chand and Company Ltd, New Delhi. Sultana, A. Shahin (2005): A Study on Quality in Early Childhood Care and Education in Chennai Corporation Nursery Schools, Ph. D Thesis submitted to University of Madras, Chennai. (Unpublished) Sultana, A. Shahin (2003): Men in Child Care – Paper presented in a Training programme for Health Workers on Infant Child Care. TN-FORCES (2006): An Early Childhood Education Curriculum for the Young Child 3-5 yrs, Chennai UNICEF (2002): A World Fit for Children – MDG Special session on children documents the convention on the rights of the child.

An Announcement SWAN (Social Work Agency forNational Development) and NaThaM (Narayanaraja Thayammal Memorial Trust) have donated Rs 1000 for an annual award to the best research based paper published in Journal of School Social Work during 2007 - 2008 .

Moral Care of the Children Subathra V* V.Subathra, HOD, MSW Department, Sri Narayana Guru College, Coimbatore

Introduction Children, the citizens of future world, are today plagued by a degraded environment of disfunctioning morals. The evidence is seen in the growing incidence of juvenile delinquency and attempted suicide. Children in the illusionary world (which is normal) are never disillusioned with reality orientation. Disillusionment of fantasy of children is the work of parents and teachers. But the child care which encompasses all other areas like health , education and emotion but overlooks moral care, assuming it as a normal and natural phenomenon. It is essential that parents and teachers realize that they are the moral guardians of their children. Meaning of moral care Moral care can be explained as necessary services that are included in inculcating in the minds of children the values and ideas that are righteous. It is called as moral education or value education in schools. This can be done in different ways like spirituality,

teaching, modelling, training and story telling. Imparting moral care There always exists a confusion regarding what is right and what is wrong because of its subjective nature. But some moral values are always constant it cannot be manipulated for any selfish intents, for example honesty, sincerity, sympathy, love and freedom from jealousy and hatred. These values are meaningful and necessary cutting across time and graphical location. Moral values that are basic and necessary for happy living are not confusing and have to be inculcated in children. Fairness of concepts The concepts advocated and practised in the presence of children should be fair and not meant to suit individual’s/ situational needs. For example, values related to women and their liberty. These concepts have to be promoted by those who preach them. Father who is a champion of women’s liberty in public has to follow what he preaches outside.

Otherwise, children learn that the rules are meant for public consumption and not to be internalised. Consistency Any moral behaviour / value should be consistent. Any inconsistency in its approval or disapproval leads to confusion about its practice. Permissiveness Permissiveness leads to infiltration of moral values and thoughts. In the same way punishment shakes the belief on practice of moral ideas. Punishments require external locus of control to monitor practice. Corporal punishments are the worst practices as they make children disbelieve the system of internal locus of control of values. Home tools for moral sense àUnconditional love. àConsistent disciplining. à Avoidance of negative reinforcers. à Encouraging to care and share. à Slow relaxation of external control replacing with internal locus of control. à Practice of nonmaterialistic outlook àDiscouraging materialistic view/

craving for luxury. àPractice of simple life style. àEncouraging to derive pleasure through activities other than materialistic. At Schools àConsistent displining. àIdentification and screening of children with deviant behaviour. àImbibing moral values in them through value education, family therapies and appropriate positive reinforcement. àBan on corporal punishments. àChoosing and training teachers in moral care of the children. àFocus on moral care at par with academic care. à Teachers to be models for advocating and practising moral values. Conclusion It is pity that moral development of children is neglected which leads to delinquency of minor nature to serious criminal activities in children. The neglect also results in terrorism, apalthy to terrorism and inhumanism. Purging has to be done simultaneously with fresh steam of moral thoughts and values to make our nation free from moral apathy.

Teaching Patience Jane A. Henry* Renjith R. Pillai ** Bino Thomas*** *Jane A. Henry, Research scholar and Psychiatric Social Worker, Department of Psychiatric Social Work, NIMHANS, Bangalore **Renjith R. Pillai, Research scholar, Department of Psychiatric Social Work, NIMHANS, Bangalore ***Bino Thomas, Department of Psychiatric Social Work, NIMHANS, Bangalore

Introduction Every year thousands of young parents try to make the lives of their children as comfortable as possible by showering them with more than their fair share of toys, books, clothes and other paraphernalia. Parent’s hope that by doing this their children will not miss out on what they did in their growing years. Unfortunately there is a down side to this phenomenon. These children grow up with the assumption that the world revolves around them and become more and more impatient as their expectations of instantaneous fulfillment are not met. Signs of this are visible early on as the impatient child threatens tears and a full-fledged tantrum and the impatient adolescent threatens a verbal showdown and violence. The waiting game In 1989 in what was known more

popularly as ‘The Marshmallow Study’, psychologist Walter Mischel and others conducted experiments with pre-schoolers from the Stanford University community. Children were shown marshmallows (soft spongy sweets) and told that if they could wait until the experimenter came back 20 minutes later, they would get two marshmallows. If they couldn’t wait, they could ring the bell and the experimenter would return and they would get one marshmallow. The same children were studied ten years later as adolescents. It was found that children who had delayed their gratification in the initial study had better academic and social competency; were more attentive and better able to deal with frustration and stress than their counterparts who had rung the bell. (Mischel et al 1988, Mischel et al 1989,

Rodriguez et al 1989) Wulfred study In another study published in 2002, Wulferd and others took 69 high school students aged 16 years of whom 34 students were selected based on the guidance counsellors’ identification as problem students. The remaining 35 students were nonproblem students. They were all given a choice of receiving seven dollars right away or $10 if they waited for a week. Around 70% of the problem adolescents opted for the immediate payment of seven dollars. The study was replicated with a group of 13 year olds with the same results (Wulfert et al, 2002). Inherent attitude Children’s ability to process or think about situations and cope with tough times are, to a great extent, influenced by their inherited temperament, the parenting skills adopted by adults around them as well as their peer relationships. Inherent temperament is noticeable as early as infancy. Some infants are warm and easygoing while others maybe irritable, weepy and fearful. Approximately one third of these temperamentally difficult infants may grow up to be shy and

fearful during the preschool years, and approximately one fourth may develop anxious symptoms in later childhood. However a child’s temperament can be influenced by the way a parent chooses to respond to or mould these traits through care, attention and nurturing. Studies have shown parental influences to be greatest up to the age of six years ( Gottfried et al 1998) after which the influence of friends and other social relationships begin to take precedence (Parker et al 1993). Some case studies Overindulged children tend to be self-centered with little sensitivity towards the lesser privileged. As adolescents they find it easy to run rough-shod over the needs of others and may turn into demanding, unpleasant adults with a very low threshold in stressful situations. Four years old Divya dislikes sharing her toys and her teachers at play school have often noted that she tends to hold her breath or scream if any of her classmates touch her little doll or even so much as ask to play with her tea set. Seven years old Farhan hates to wait his turn on the slide and usually pushes the other kids out of the way

to get there first. This has made him very unpopular at school. Nine years old Sharun hits back physically at his mother whenever she scolds him. A bad attitude, failure to respond to correction, poor spending skills and a lack of respect for the rules can begin to become a part of natural responses in early childhood if parents fail to recognize and correct them. Cognitive processes in children are present as early as two years and parents may be surprised at how much they are able to absorb at such a young age. Problem of space Urbanized cities with a fast and furious lifestyle leave little space for the pent up aggressive energies and emotions of children. Parents need to recognize this and make sure that kids spend ample time outdoors for some rough housing, if the space at home is insufficient. Limit testing It is natural for children to push their limits and see how far they can go before getting pulled up. Parents need to maintain patient vigilance and consistently lay down the rules. Parents need to learn to model assertion and not aggression as it teaches children that it’s alright for

them to respond to their frustrations with aggression as well. Failure to correct Studies show that parental failure to discipline acts of disobedience or aggression is strongly connected to the child’s asocial behaviour (Coie et al 1998). On the other hand parental curiosity and interest in a young child’s activities is connected with greater levels of responsiveness in the child. (Landry et al 1998). Parental discipline tends to have a cumulative effect on children. Thus a 10-year-old who was not corrected for aggressive behaviour in early childhood or who had abusive or overly intrusive parents is likely to be aggressive with peers. This may go on to result in him being rejected by peers. (Schwartz et al 1997) Age appropriate action Rewards and punishments that have the ability to evoke the desired results are an important aspect of healthy parenting. Rewards that excite a five years old are not the same that get a teenager kicked up and motivated. The withdrawal of age appropriate privileges like the cellphone, or allowance for an adolescent may be more effective. Over a period of time however

parents must try to encourage tolerance and patience not just for the sake of external rewards but by modelling and imbibing values. Conclusion Video game is more compelling than home work. The ability to opt for a productive but less pleasurable activity and the patience to wait for rewards is a tough task. But parents who share a nurturing, loving

relationship with their child are able to inculcate these skills with training and positive feedback. Teaching children how to wait for rewards or how to patiently plod through tough situations will prepare them for the real world where true success is hard-earned and slow to come by. It will also prepare them to lose graciously- a skill that would make them nicer adults to be around!

References: Coie J D, Dodge K A (1998):. Aggression and Antisocial Behaviour. In: Eisenberg N, Damon W, eds. Handbook of Child Psychology. 5th ed. Vol 3. New York, NY: Wiley. 1998; 779-862 Forzano LB, Szuba M, Figurilli JM.(2003): Self-control and Impulsiveness in Children: Effects of Visual Food Cues. The Psychological Record, 2003 Gottfried AE, Fleming JS, Gottfried AW (1998): The Role Of Cognitively Stimulating Home Environment On Children’s Academic Intrinsic Motivation. Child Development. 1998; 69:1448-1460 Landry SH, Smith KE, Miller-Loncar SCL, Swank PR (1998):The relation of change in maternal interactive styles to the developing social competence of full-term and pre-term children. Child Development 1998; 69:105-123 Mischel, W., Shoda, Y., & Peake, P. K. (1988). The nature of adolescent competencies predicted by preschool delay of gratification. Journal of Personality and Social Psychology, 54, 687-696 Mischel, W., Shoda, Y., & Rodriguez. (1989). Delay of Gratification in Children. Science, 244, 933-938 Parker JE, Asher SR.(1993): Friendship and friendship quality in middle childhood. Dev Psychol. 1993; 29:611-621 Schwartz D, Dodge KA, Petit GS, Bates JE(1997): The early socialization of aggressive victims of bullying. Child Development. 1997; 68:665-6759 Rodriguez, M., Mischel, W., & Shoda, Y. (1989). Cognitive Person variables in the delay of gratification of older children at-risk. Journal of Personality and Social Psychology, 57, 358-367 Wulfert, E, Block, JA, Santa Ana E, Rodriguez ML, Colsman, M.(2002): Delay of Gratification: Impulsive Choices and Problem Behaviours in Early and Late Adolescence / Journal of Personality, 2002; 70 (4)

Health Care In School Children Arul Kamaraj J M* Arul Suresh J** * Dr Arul Kamaraj J M, Lecturer, Department of Social Work, Loyola College, Chennai. ** Arul Suresh J, Lecturer, Department of Commerce, Loyola College, Chennai.

Introduction Children are the most important assets of a country because they will become tomorrow’s young menand women; provide the human potential required for the country’s development. It is therefore necessary that today’s child should be healthy, both physically and mentally, so that tomorrow he may be able to contribute his maximum to the national development. Thus an effort to improve the well being of children is a definite step towards the economic and social development of a country. Health and welfare Health is a component of welfare. An expert committee of UN mentioned the following nine factors as components of living: health, nutrition, housing, education, employment and working conditions, clothing, social security, recreation and human rights. Health which comes first is not merely an absence of disease: it means well being, physical, mental, social, and spiritual. While health is important

for all, child health, maternal health and that of the aged constitute priority. In rural areas and urban slum communities these issues are largely overlooked. Needs of children It is almost a dictum in the civilized countries that children should have opportunities for the fullest development and growth towards maturity through physical, emotional, mental and spiritual well being. Some of the basic needs of a child are obvious. They may be broadly enumerated as follows: à Healthy and nutritive food, comfortable clothing and a home that offers protection and safety. à Emotional needs like love, affection, security, praise, and recognition. à Needs for sensory motor development like play and sensory motor exercises. àOpportunity of non-formal and formal education for intellectual development. àOpportunities to grow at one’s own pace.

àWelfare services for those who are physically, mentally, economically, emotionally and socially challenged and deprived. Uniqueness No two individual children are alike. Every child differs from others in terms of physical, social, emotional and intellectual development and growth. Therefore every child -slow learner, average and gifted must be allowed to grow at own pace so that their potentials are realized to the fullest extent. Health problems Health problems of school children may vary from place to place but basically they broadly would be àMalnutrition. àInfectious diseases. àCommunicable diseases. àDiseases of eyes and ears. àDental diseases. àSkin and parasitic diseases. Health care School as portals of personalized health care is an important concept. Depending upon the prevalences of problems and availability of resources, school health services need to be developed so as to have the maximum benefit through following priorities in health care in school children.

Promotion of positive health Teachers can play a crucial role as they can carry daily inspection of children. Apart from picking up prodromal symptoms and signs of most communicable disease, teachers can also assess to a fair degree the mental and social well being of children. Teachers would also be crucial in Indian context because of inadequate medical facilities and can also set an example of personal and social hygiene. Of course, a thorough medical examination should be done for every child atleast once a year where parents and teachers should be encouraged to participate. Prevention Although Government of India is paying a lot of attention to prevention of communicable diseases, both by spending enormous amount of money and setting targets for health functionaries, the present day situation of protection against common preventable disease is appalling. A well planned immunization Programme with adequate maintenance of records will prevent these diseases. There should also be contingency plans for quick relief in case of an

epidemic breakout. Teachers must also be made fully aware of common signs and symptoms which should warrant a medical examination. This would go a long way in preventing many epidemics of infectious diseases. Nutrition India has a dubious distinction of having undernourished and obese children simultaneously. Physical weakness is bound to have its repercussions on mental abilities. Hence diet should receive an adequate attention. Many of the state governments have launched programmes like mid-day school meal, Applied Nutrition Programme and Specific Nutrients Programmes. School children can get the benefit so as to prevent malnutrition. First –aid and emergency care All teachers must be adequately trained to carry out this obligation. Schools may be confronted with accidents with minor or major injuries, epileptic fits, fainting and fires. Every school must be fully equipped with first–aid materials to tackle such problems. Mental health Child’s mental health would affect physical health and learning processes. Juvenile delinquency,

mal adjustments, smoking and drug addictions are becoming problems among school children. The school is the most strategic place for shaping child’s behaviour and promoting mental health. The school teacher has a positive and preventive role. He should help children to attain mental health so that they may develop into mature, responsible and well adjusted adults. The school routines should be planned with enough relaxation in between periods of intense work. Children’s energies should be properly channelised so that they develop into a healthy community with no distinction between race, religion, caste, community and between rich and poor. Inadequate attention to this aspect generally leads to many of the behavioural problems like stealing, gambling, sexual offences and destructiveness. Teachers and psychologists in schools have great role for proper guidance of school children. Health education Schools as places for appropriate health education can bring magical results. The goals of health education should be to bring about desirable changes in attitudes and

beliefs and practices. Health education should also include personal hygiene based on every day needs like care of skin, hair, teeth, general cleanliness and posture. Environmental health and country’s health programmes should have adequate emphasis in the school health education. School teacher must act as a focal point for the delivery of all these educations, however the teacher must be adequately supported by medical and paramedical health workers. This programme is going to be the most rewarding though the results may not be visible immediately.

Conclusion Children have to take charge of the various economic assets created by the community. Their physical and mental development will determine whether they will merely maintain these assets and/ or add to these by their own efforts. The degree of their effort for contributing for social and economic development would depend their physical, mental and emotional strength. The child is the human capital. Therefore, it is necessary that this capital is preserved and helped to be utilized properly for common good.

References: Bose.A.B, (2003): The State of Children in India, Manohar publishers and Distributions, New Delhi. Kumar.R (1988): Child Development in India, Ashish Publishing house, New Delhi. Paul Chowdhary.D (2004): Child Welfare and Development, ATMA Ram and Sons, Lucknow. http://www.childwelfare.gov/can/factors/

Our Gratitude We are thankful to Dr Chindhai Jayaraman, Principal, Angel Matric Hr Sec School, Thiruninravur for ordering 200 copies of October 2008 issue. We also thank him for his excellent speech in Dream Achievers monthly interactive seminar on15th Oct 2008 at V Sundhari Nursery and Primary School, West Mambalam, Chennai 600033. Our sincere thanks to Dr Hemalatha K, Associate Professor and HOD, MSW Department, Christ University, Bangalore for being the honorary special editor for this issue.

Understanding Children with Cancer Janet Parameshwara* *Dr Janet Parameshwara, Social Work Department, Kidwai Memorial Institute of Oncology

Introduction Childhood cancer is a family disease, since it affects everyone in the family system. Illness precipitates stress internally and externally, because it alters the relationship of individuals to their environment. For the child diagnoised with cancer, this includes family, school, and friends: the total environment of the child. Never be the same again Childhood is a special time. If we allow children to be children, with all their fantasies and fears, the daunting prospect of cancer treatment will be easier. This becomes difficult, because once diagnosed; children are perceived differently and interact with the world differently. In the management of day-to-day care, it is important to question whether the intimate concerns of children with cancer are understoodthose things that worry them when they are trying to fall asleep at night. Ross, in her interview with children

with leukemia, identified specific areas of concern that included treatment procedures, family related issues and problems related to school re-entry. In the demanding periods of the illness experience, listening to children requires skill and patience. The importance of learning to talk with children and not for them cannot be minimized. They may not always have a choice in decisions, but they certainly have a voice. Assessment An individualized psychosocial assessment of each child remains a priority. Children need ageappropriate intervention (Example through medical play or bibliotherapy) to help them understand and cope with illness as they gain mastery over the experience. Importance of understanding The understanding of what caused their illness and its treatment is a significant factor in formulating a treatment plan. What children retain

years later remains an area for further investigation. Children can be on treatment for a number of years, during which time their understanding of procedures and coping styles will change. The explanation of leukemia given to a three year old will be different from the one given to a six year old. Medical information given to children must be up-dated regularly and must become more sophisticated as they grow older. Tools to comfort Behavioural modification, relaxation and guided imagery techniques, as well as advanced pain management protocols have increasingly become tools with which to combat the discomfort associated with cancer treatment. Groups work with children to help them deal with diagnosis, treatment, and life after cancer can help them gain support and minimize feeling of isolation. These children will never know who they would have been without cancer. Over the course of treatment, children grow older sometimes disproportionately so. The disruption of normal development, replaced by the “grown up” knowledge and

experience that treatment brings can create a sense of discontinuity between children and their normal environment. Balancing life The perceptions of ill child about life may differ greatly from those of his/her peers. It is generally in the context of these peer relationships, that the worlds of the healthy and of the sick overlap. Helping a child cope with interactions with classmates and with school re-entry can serve as a paradigm for adjusting to other aspects of the illness. Regardless of the child’s success at keeping up with school assignment, the transition from hospital to the school can be difficult at best. Being a child on treatment and a student involves mastering new tasks while maintaining old responsibilities. Perhaps the greatest challenge for ill children is to attain the same developmental milestones as theirs peers. Perceived psychological effects Many children suffer mood swings due to medication or the demands of treatment and may not have sufficient energy to be involved in peer group activities. When Noll and colleagues studied children

with cancer and a control group of theirs classmates, they found no significant differences in measures of popularity, number of mutual friends, loneliness or self-worth. Although teachers and peers perceived the children with cancer to be more socially isolated, the children did not view themselves as such. The internal milieu of the child may differ greatly from the assumed perceptions of those around them. Children need help thinking through when and how to talk to their friends and teachers. Some children will have problems in school because of the disease, its treatment, or its disruptive nature. Effect on academics Not all children have learning problems as a result of treatment. Many require specialized attention and may fare better academically as a result. Individualized educational plans help children to maintain themselves at grade level and avoid unnecessary academic problems. Perception about illness Several authors have begun to identify how cancer and its treatment are perceived and experienced at different stages of development

and its effects on the achievement of developmental milestones. For instance, preschool children may experience feelings of abandonment and separation and so, the physical presence and support of parents is especially important. Latency-age children generally are interested in cultivating new skills that will afford them social acceptance outside the family. When illness intervenes, they may experience a feeling of loss of control, resulting in regression, acting out, or withdrawal. “Invulnerable adolescents, children approaching adulthood, are becoming independent from their families, establishing their own identities, and testing what life has to offer. A diagnosis of cancer at this time forces adolescents to become more dependent on family than they may want to be. The assault to their self-esteem can be overpowering. Since friendships figure so prominently in this age group, the understanding and response of peers are critical to the adolescent with a malignancy. Helping peers to remain involved with the cancer patient is a most effective means

of support to these young, volatile patients Conclusion The varying responses of children to diagnostic procedures, to pain, to chemotherapy and other aspects of the illness experience underscore the need for differential assessments and individualized psychosocial treatment plans. Effective programme planning must

also take into account their parents, siblings, grand parents, those off treatment, and in some cases their spouses. The medical options for children with cancer may have increased with the time, but financial resources and psychosocial services have not grown proportionally to identify or address their needs and those of every significant one around..

References: Rosenberg G (1983): Practice Roles and Functions of the Health Social Worker. In: Miller RS, Rehr H, editors. Social Work Issues iIn Health Care. Englewood Cliffs, NJ; Prentice-Hall, 1983. Ross SA (1989): Childhood Lukemia: The Child’s View. Journal of Psychosocial Oncology 1989; 7:75-89. 3. Noll RB, Leroy S, Bukowski WM, Rogoseh FA, Kulkarni R. (1991): Peer Relationships and Adjustment in Children with Cancer. Journal of /Pediatric psychology 1991; 16: 307-26. 4. Noll RB Bukowski WM, Rogoseh FA, Leroy S, Kulkarni R.(1990): Social Interaction between Children with Cancer and Their Peers: Teacher Ratings. / Pediatr psychol 1990; 15: 43-56. 5. Deasy spinetta P, Tarr D (1985): Public Law 94-142 and the Student with Cancer: An Over view of the Legal, Organizational, and Practical Aspects. Journal of Psychosocial Oncology 1985; 3: 97-105. 6. Ell KO, Reardon KK. (1990): Psychosocial Care for the Chronically Ill Adolescent; Challenges and Opportunities. Health Social Work 1990; 15:272-82. 7. Baum BJ, Baun ES. (1989): Psychosocial Challenges of Childhood Cancer. / . Journal of Psychosocial Oncology, 1989; 7:119-29. 8. Kagen-Good heart L.Reentry (1977): Living with Childhood Cancer. Am erican Journal of Orthopsychaitry 1977; 47:4. 9. Goode WJ (1960): A Theory of Social Strain. Am Social Rev 1960; 25: 48396. 10. Hodges MH, Graham-Pole J, Frong ML (1984):.Attitudes, Knowledge, and Behaviours of Adolescent Cancer Patients, Journal of Psychosocial Oncology, 1984; 2:37-46.

Focus

Importance of Play Schools Rajeswari M*

*Rajeswari M, full till research scholar, Madras School of Social Work, Chennai 600008.

Introduction Workers in many areas of human development recognize more and more the importance of creative activities and play opportunity within the school. Sharma and Khosla (1992) say the following: i) Just as intellectual ability can be influenced by educational environments, the creative process of children can be increased by appropriate play provisions. ii) Creative ability of children is extremely fragile and can wither rapidly in creatively deprived environments. iii) By allowing children to follow their natural quest for discovery we support their basic drive to learn and acquire knowledge from their immediate environment. iv) It is imperative for a society to have creative people who can contribute meaningfully in technological and scientific advancements. Therefore, it was decided it make a study of play schools in Chennai to

find out how well they are doing the job. Methodology The objectives of the study are to answer the following questions: i)Do they have a structured curriculum? ii)Do parents like the programme? iii) Do they provide progress records to the parents? iv) Do they conduct fancy dress and other events? v) Generally do the teachers feel the need for such special schools? Sample selection Five schools were approached for data collection. Three declined permission. The following schools gave the necessary permission (i) Apple Kids (ii) Pearls Nursery School. Both are situated in Adyar. The above officials selected18 teachers from their schools for interview. The researcher prepared a brief interview schedule for the purpose of the study. The interviews were carried out in JuneJuly 2008.

Findings The following table presents the respondents’ views regarding the need for play school. Table-1 Need for play school Whether such schools are needed?

No. of respondents

Percentage (%)

Yes

17

94

No

1

6

Total

18

100

Almost all teachers say that such a school is absolutely essential. Only one teacher has said it is not necessary. The teachers said that the children who were living in urban areas have no place to play freely in front of house, and no company (from same age group) to play with. Hence the need. Table-2 Structured Curriculum Whether structured curriculum is followed?

No. of respondents

Percentage (%)

Yes

16

89

No

2

11

18

100

Total

Again almost all the schools follow a structured curriculum. The teachers say it provides a very protective, joyful and learning area for the child. The activities include outdoor play, indoor play and play with natural materials. The parents like their children to progress in physical, mental, social, emotional and spiritual development. These are necessary for the child’s growth.

Table-3 Celebration of Children’s Birthday in play school Whether Childen’s birthday celebrated?

No. of respondents

Percentage (%)

Yes

17

94

No

1

6

Total

18

100

All but one school celebrate children’s birth day. It is an important event in the life of the child. Therefore it is apt that attention is paid for the celebration. Table- 4 Annual Programme at play school Annual Programme

No. of respondents

Percentage (%)

Fancy dress competition

16

89

Sports competition

2

11

18

100

Total

The majority of the play schools are celebrating festivals and annual programmes. It is an opportunity for encouraging the children to develop their ability, culture and values. The annual programme of most of the play schools include fancy dress competition, because the children enjoy wearing multi - coloured dress with different patterns on their dresses and with cartoon characters printed on it. Table- 5 Provision of progress cards to parents Progress cards provided

No. of respondents

Percentage (%)

11

61

No

7

39

Total

18

100

Yes

Quite a few teachers feel that it is not necessary to provide the parents with progress records. This is because the children are too young. The teacher can always orally convey the views to the parents, when needed. Table-6 Parents liking for play school Whether parents like play school?

No. of respondents

Percentage (%)

Yes

14

78

No

4

22

Total

18

100

A great majority of parents like the play school, as observed by the teachers. The remaining teachers say that some parents are reluctant to leave their child in the play school. Yet they do so, out of sheer necessity. Summary and Conclusion There is a growing need to start play schools these days. It is necessary that play schools are started in a structured way to meet the child’s physical, mental and emotional needs. It is needed for urban children, because children in the rural are allowed to play in the open air with other children but children in urban areas are not having opportunity to socialize with others. Moreover the speeding vehicles keep children confined within four

walls. So the play schools satisfy the needs of the urban children (Two to four years) through play activities. Most teachers say that they are able to meet an important need of the family and of the child. Suggestions However, some older children need more than play schools. They need play therapy. The suffer silently from a plethora of problems, some of which are listed below: àLow self-esteem. à Excessive emotions (anger, worry, sadness, fear). àImmature behaviour. àFailure to learn. à Other school problems. Behaviour which hinders the child from making friends. àProblems with eating, sleep or

elimination. à Pre-occupation with sexual behaviour. àHeadaches and stomach-aches with no medical cause à Difficulty adjusting to family changes. àTalking about not wanting to live. àExcessive shyness. àChronic illness. à Illness or injury of a family members. à Divorce or separation of

parents. àDeath of a close family members or friend. àDisasters such as earthquakes, accidents, fires, or flooding; hospitalization. àPainful or frightening medical procedures. àPhysical, emotional, or sexual abuse. àWitness to domestic violence. Witness to abuse of other children.

References: Devadas .P Radioman, Jaya.N, (1984):The Textbook on Child Development, Publisher, Place. Sharma and Khosla (1992): Children and Environment, Vol-40, Issue No: 3-4, ICCW News bulletin, July-December, 1992. Jhaveri Bhavana (2002): Humanscape, May, 2002, P.13, Publisher, Place. Chowdhary Paul.D,(1963): Child Welfare Manual, Publisher, Place. The Hindu, September 26, 2008, P.4. The Hindu, August 31, 2008, P.3

Gratitude We are thankful to the following subscribers: Dr Hemalatha K, (Patron), Principal. St Theresa’s College for Women, Eluru, Gift subscriptions for Smt Rajini and Smt Thilagavathy Paul by M/S VVV and Sons, Virudhunagar, Prof Sudhir d Sharma, Athawala College of Social Work, Maharashtra, Bharati Vidyapeeth University Social Science center, Pune, MOP Vaishnav College for Women, Chennai, Dr Muruganandam D, Dr A Venkateswaran (for buying all the back numbers for his collection), Fr Joy Vattoly and Sr Melvy (for subscription through VPLetter) and Principal, College of Social Work, Amravati. Mrs Gem, Mrs saraswathi, Shri Gnansekar, Shri Surendiran, Shri Meyyappan M, Shri Duraisamy D (Dream Achievers).

Focus

Parent’s Involvement Martin N C*

*Dr Martin N C – Head, Department of Social Work, Shree Chandraprabhu Jain College, Minjur – 601 203.

Introduction Children not only need basic needs like food, water, shelter but also beyond that, they need some one to talk and hear their goals, hopes and problems. Parents should interact with their children daily. Children need a sense of “Identity”a set of unique traits that distinguish one child from the other. Children are unique and have their own sense of expressing themselves. Hence parents should encourage them and inculcate right principles to their children. Readying for consequences Parenting is partly a process of preparation. A child is an adult in training. To provide this preparation, parents must be able to think ahead. Because children and adolescents tend to focus more on present desire than future consequence. What is wanted “now” is all the child can see, and parents must expand that vision to include consideration of possible consequences. They do this by asking the worry question: “What if?” They want to

slow the child down enough to see beyond simple desire, predict possible problems, and think through some contingencies. A habitual responsibilty Human beings are not simply creatures of habit, they are captives of habits, much of what they do is based on what they learnt before. It is useful for parents to engage in outcome based planning as they prepare their child for the future. For example, around the issue of responsibility, parents can ask themselves this question:”When our child graduates from our care into independence, what specific knowledge and skills will he or she need to support adult responsibilities?” Then list out all the knowledge and skills required for a responsible independence and ask a second question. “At what age of our child do we want to start teaching these later requirements?” By specifying later outcomes, parents can decide on what training and preparation they should be giving now.

Parent involvement Continued research on parent involvement shows that parents who are involved in their child’s education can improve their child’s chances of succeeding in school (Hoover-Dempsey and Sandler, 1997). Yet, in many schools, the most that is asked of parents is that they be aware of what is going on at school, that they attend events in which their child is participating, or that they make sure that their child is completing his or her schoolwork. While these activities have been found to yield benefits, research indicates that parents who are given strategies and homelearning activities for use with their children make the greatest contributions to their children’s education (Barclay and Boone, 1996/1997). Involvement factor In terms of the first factor found to influence parents’ decisions to be involved, the evidence suggests that it is the parents’ ideas about child development (what the child is capable of learning), child rearing (parenting), and their appropriate roles in supporting the child’s education at home (what they

should be expected to do) that are influential in parents’ decisions about being involved (HooverDempsey and Sandler, 1997). That is to say, if parents believe that it is appropriate and expected of them be involved, then they are more likely to participate; whereas, parents who do not view involvement as their responsibility or as something expected of them will be less likely to be involved in their children’s education. Ability factor The second factor that influences the decision to be involved is based on how much parents believe they can affect their children’s education (HooverDempsey and Sandler, 1997). Here, the research suggests that the stronger the belief of having an impact on their children’s education, the more likely it is that the parent will decide to be involved. In contrast, parents with a low sense of efficacy will likely choose not to be actively involved because they believe they will not be able to have an impact on their children’s education. Invitation factor The third factor found to influence parent’s decisions about

involvement relates to whether parents believe that their children want them involved, in addition to feeling that the school welcomes them. Involvement is strong only if they believe that they can help their children succeed in school. Hoover-Dempsey and Sandler (1997) argue, however, that parent involvement efforts should be grounded in the knowledge that parents’ beliefs about their roles in children’s schooling and their effectiveness in helping their children succeed should be used as the primary points of entry into increased involvement. Conclusion The child care education is not just spoon feeding the child with the

skills and knowledge, but helping them in knowing and developing the personality of the child to make as successful human being in this world. A good relationship between parent, student and teacher for shared understanding of the curriculum and learning goals will culminate as the best result achieved by the child. Parents meet the teacher personally to know about their child’s education and not to discuss about the dreams they nurture regarding the child. The teacher should not complain about the child, rather the discussion should involve about the drawbacks and ways to improve learning skills of the child. In such a healthy climate won’t the child bloom?

Reference: Anna M. Jernberg, (1999): Helping Late Adopted Children Make It in the Classroom, (Newsletter; Knoxville, Tenn.: Council on Adoptable Children, January/February 1999). Janet L. Hoopes (1986): Psychologist Sees Adopted Children at Risk for Learning Disabilities Hilltop Spectrum, Hill Top Preparatory School, Rosemont, Pa. June 1986, 1-4. Lynn Friedman Kessler(1987): Measurement of Teachers’ Attitudes Toward Adopted Children, Ph.D. diss., Fielding Institute, 1987.

Focus for the Next Issue Articles invited from contibutors on or before 20th November 2008 by email to [email protected]. The focus is THE LATCHKEY CHILD. Source material will be sent by email on request. ~Ed.

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