Nurturing you child

y write up investigates how pupils are endowed with virtues the education provides in

school and how one would define the role of education in eliminating school violence. Moral
training is instrumental asset in prevention-based strategies. Parents in USA are often bemused
when they find out that their child is prone to sexual abuse early phase of life. Whether it is while
playing with our children in the park or taking a break at the office water cooler, there comes a time
when we talk about our aspirations and concerns.
However different we may be, we hardly find a common thread between us sometimes, although
there are far more commonality that unites than making a division .We share a common future.
Moral education is still a dispute in many parts of USA. It was during the early 1800s that a law
separating the affairs of Church and the State was enacted. The mild debate among the ethical
theorists over moral science dates back to colonial USA. Once considered it a part of religious
teaching, the ideology was doomed when William Mcaffy wrote book on how to inculcate positive
values in minds of our children amid 17 th century that eventually replaced Biblical texts in the
academic curriculum. In the contemporary world, the Devine laws are now largely overshadowed
by humans who authored books to devise their own soci-economic laws in their own scheme of
things. In the year 2006, many institutions developed non-secretarial .
Researchers shows that it was during the early 1900s that a particular child care agency had
brought the matter to the limelight pointing to decades of attention to childrens needs which has
excluded consideration and recognition of violence ( Gordon 1988). Further research on statutory
case files in USA (Stark and Flitcraft,1988) and in UK(Humphreys 2000, Maynard 1985) showed
that this particular trend continued.
Statistics also say that women have been asked to stay with their abusive partners for the sake of
the children alone. The link to child abuse was very slow to emerge and the destructive effects of a
child witnessing domestic violence are being underestimated.
With the aim to instill positive moral values in the tenders minds, similar case studies might lead to
the pinpoint to psychological damage, and this in turn inflicted childs psyche.
Standards of ethical behavior in early childhood care and education are based on commitment to
the following core values that are deeply rooted in the history of the field of early childhood care
and education. Let me now throw some light on what factor influences the psyche of a child and
how that promotes growth and development.

Areas of development:
1. Physical development
Any kind of changes that occur using age in children's dimension, strength, motor coordination and
athletic skill next to the growth and changing function coming from all body systems including the
circulatory, nervous and digestive systems.
2. Social development
Almost any changes that occur together with age in children's dimensions, strength, motor
coordination and athletic skill near the growth and changing function of all body systems such as
the circulatory, nervous and intestinal systems.
3. Intellectual development or Mental development
It is consider the key of essential communication with the child so need comprehensive study.
4. Personality development
Individual personality development involves a summation of all physical, social and mental
development and can be define as a sum total of all the expectation the person holds for himself.
Intelligence quotient: - I.Q
It can be use to quantify mental abilities in relationship to chronologic age
As define by Binet
Assessment of child development:
There is no specific measure can be used accurately to know child's developmental status. But
certain questionnaire completed in the clinic which screening the major area of child development
can give the dentist information about:
1.

Behavioral adjustment.

2.

Child mental age level.

3.

Social influence level.

4.

Physical status.

5.

History of medical problem.

The pattern of behavior at certain age with expected development:

At 2 years at this age the child called in the preoperative stage and they vary greatly in their ability
to communicate (terrible twos)
At 3 years. The child can communicate more easily than 2 years old. But they need their parents
to remain with them in clinic to feel more security.
At 4 years old. The child usually listens and has a response with interest to dentist explanation
and verbal direction.
At 5 years old. The child will have no fear of new experience if he properly prepare by the parents.
At 6 years of age. The child need proper introduction about dental treatment so he will respond in
a satisfactory manner because the tensional manifestation rise to peak at this age .
For instance, family attitude and dental experience consider being the most important factors in
determining a person reaction to dentistry because home environmental attitude.
Children are either accepting dental treatment gracefully or refuse it completely. This depend on
how they have been prepared at home because emotions are contagious and child brought up in a
home where the fear of dentistry is exaggerated show more concern and fear than child live in a
family where dentistry discussed favorably .
Therefore for dentistry should never be employed by the parents as a threat or punishment, also
explanation to the child need to be frankly.
Also parents should not be deceptive. If pain is involved, the child should be told to expect it.
Beside that child first visit to dentist should be at an early age for a routine check up so he might
get to know his dentist before an emergency develops.
* Appreciate childhood as a unique and valuable stage of the human life cycle
* Base our work on knowledge of how children develop and learn
* Appreciate and support the bond between the child and family
* Recognize that children are best understood and supported in the context of family, culture,1
community, and society
* Respect the dignity, worth, and uniqueness of each individual (child, family member, and
colleague)
* Respect diversity in children, families, and colleagues
* Recognize that children and adults achieve their full potential in the context of relationships that
are based on and respect trust .
Social and emotional skills are crucial to school success. Recent research suggests that emotional
intelligence has more bearing on life and school outcomes than academic intelligence (Zins et al., 2004). As
Goleman (2004, p. viii) put it, Social and emotional learning programs pave the way for better academic
learning. They teach children social and emotional skills that are intimately linked with cognitive
development. Social and emotional skills facilitate everyday life, affecting relationships and school

achievementskills in communication, conflict resolution, decision making and cooperation (Catalano,

Haggerty, Oesterle, Fleming, & Hawkins, 2004). A substantial literature shows that programs that address
social and emotional competencies are effective in preventing problem behaviors (Durlak & Wells, 1997;
Wilson, Gottfredson, & Najaka, 2001), including drug use (Tobler et al., 2000), and violence (Greenberg &
Kusche, 1998; Greenberg, Kusche, Cook, & Quamma, 1995). Social and emotional learning is also a strong
predictor of academic outcomes (Elias et al., 2003; Shriver & Weissberg, 2005). One study demonstrated,
for example, that the best predictor of eighth-grade academic achievement was not third-grade academic
achievement but indices of social competence (Caprara, Barbanelli, Pastorelli, Bandura, & Zimbardo, 2000).
Within a context saturated with high expectations for behavior and achievement, educators deliberatively
build the following within the classroom and school:
Step 1: Foster a supportive climate for moral behavior and high achievement.
Step 2: Cultivate ethical skills.
Step 3: Use an apprenticeship approach to instruction (novice-to-expert guided practice).
Step 4: Nurture self-regulation skills
Step 5: Build support structures with the community

A major difference between the treatment of children and the treatment of adults is the
relationship. Treating adults generally involves a one-to-one relationship, that is, a dentist-patient
relationship. Treating a child, however, Usually relies on a one-to-two relationship among dentist,
pediatric patient, and parents or guardians.

Conclusion
College student moral development is equally implicit and inevitable in standard educational practice. The
battle facing teachers and tutor educators is whether to allow for moral formation to happen
opportunistically, letting students learn what they are going to, for good or awful, come what may; or
perhaps whether to foster an intentional, transparent and deliberative approach that takes seriously the
particular moral dimensions of teaching and schooling. Two tutor education strategies were proposed. The
minimalist strategy requires teacher educators to create explicit the hidden meaning education curriculum,
and to encourage preservice teachers to view the moral character outcomes which can be immanent to best
practice instruction. The maximalist strategy calls for that preservice teachers arrive at learn a tool
equipment of pedagogical skills of which targets moral character education just as one explicit curricular
goal. It is important to know that when instructors are intentional and smart in praxis, they provide students
which has a deliberative, positive influence on their character.