BASIC HUMAN NEEDS DURING CHILDHOOD

INTRODUCTION: Before You can build a house , it is necessary to lay foundation stones to support the entire structure . Very
young children (from birth to six) need to be supported in the development of the physical, mental & social abilities that will enable them to survive & thrive in later years. PERIODS OF GROWTH OR DIFFERENT STAGES OF CHILDHOOD: Childhood includes the time period from birth to 12 years of age Postnatal period ( Neonate) --------Infancy Toddler Preschool child School age Child --------------------------------First 4 weeks after birth up to 1year of age after birth 1to 3 years 3 to 6 years 6 to 12 years

Definition

What are the Basic Needs of Life?

What do you really need to survive? Some of you may be surprised to find out that a car, video game, VCR and TV do not even make the list. Only the most basic needs are necessary for life. You may be able to do without one or the other for some time, but not for long. The basic needs for life are: Air, Water, Food, Shelter and Clothing. GROWTH AND DEVELOPMENT

Growth= physical maturation, increase in size and weight --- Physical development Development= increasing ability to function Psychosexual development Psychosocial development (Emotional development & Social development ) Cognitive development Moral development
Motor development Growth & Development which is the foundation of human life, include not only physical aspect, but also intellectual , emotional ,& social aspects. Normal Growth & development take place only if there is freedom from recurrent episodes of infections &if there is freedom from adverse genetic and environmental influences.

Physical development
Increase in height and weight Changes in body proportion Development of bones

Development of teeth

Increase in height and weight 1) 2) An average Indian baby weights 2.5kg at birth and is 17" to 19" long. (50 to 52 cm) long During infancy the child grows at a very fast rate. By the time a baby is 5 months old his weight become double the birth weight. By the time a baby is 1 year old his weight three time the birth weight . The new born grows by 10-12 inches(height becomes 75cm) in the first year. By the times an infant is 2 years old, he is almost half as tall as he would be when he becomes an adult. After the first 2 years the growth slows down. The child will now gain 2-3 inches (5 cm) in height and every year. 1-3 months 3-6 months 6-9 months 9-12 months recliner sitter bouncer & crawler crawler & cruiser appetite decreases feeds self well egocentric

3)
4) 5) 6) 7)

about 21/2 kg

Infancy most rapid period of growth

Toddler

growth slows food preferences by 3 years birth weight quadruples by 2 years, 33-34" (90cm) tall anterior fontanel closes 18 months to 2 years bowel and bladder control (criteria: walk steadily, remain dry X 2 hours, be aware of urge and able to verbalize, pedal tricycle) gain 4 & 1/2 lb( 2 kg ) /year 2 & 1/2 to 3 & 1/2" (5-6cm)/year 3-4-5 button, lace tie shoes, undress, brush teeth noisy, aggressive and play in groups learn colors WHY? afraid of the dark

Preschool

School

gain 7lbs (3kg) /yr 2 & 1/2 " (5cm) /yr. learn to read, write, and do arithmetic

Social development
As a child grows up he learns to behave in a manner which his society feels is proper. He learns to be friends with other children, he learns talk to other people and not do things which the others feel are wrong.

Social Development During Infancy At birth

At birth, the baby has no interest in people.

At 2-3 months
By 2-3 months of age, infants start distinguishing people from non-living objects.

At 3-4 months
By 3-4 months old infant, baby will respond to your talking and smiling with a smile.

At 6-7 months
By about 6-7 months, babies react differently to smiling and scolding. Now they can distinguish between friendly and angry voices.

At 8-9 months
By the age of 8-9 months, the infant attempts to imitate the speech, gestures and simple acts of others.

By end of infancy
By the end of infancy, a child is able to follow simple instructions, help in routine activities like dressing and eating and can indicate when he has to go to toilet.

Social Development During Pre-School Years

1. 2. 3. Getting along with people outside home 2-3 year olds play by themselves. 4 onwards play in groups.

4. Bonds with peers in addition to family members

Some Important Factors To Remember About Social Development 1. 2. 3. 4. 5. 6. 7. 8. Children learn by imitating adults The child develops socially by rewards and punishments Parents must be constant Too many do's and don'ts make the child dependent Parents must love and guide the children Parents are socializing agents Peers are also agents of socialization Nursery school teaches children to share and play with others

Teachers as socializing agent. Cognitive development

The development in the way a child thinks, reasons and solves problems is known as cognitive development 1. 2. 3. 4. 5. From birth to 2 years Object Permanence From 2 to 7 years (Early Childhood) Believes that non-living things have human qualities Cannot understand another's point of view.

Developmental Tasks of Infancy and Early Childhood: Ages birth to 6 1. Learning to walk. 2. Learning to take solid foods 3. Learning to talk 4. Learning to control the elimination of body wastes 5. Learning sex differences and sexual modesty 6. Forming concepts and learning language to describe social and physical reality. 7. Getting ready to read Developmental Tasks of Middle Childhood: Ages birth to 6-12 1. 2. 3. 4. 5. 6. 7. 8. Learning physical skills necessary for ordinary games. Building wholesome attitudes toward oneself as a growing organism Learning to get along with age-mates Learning an appropriate masculine or feminine social role Developing fundamental skills in reading, writing, and calculating Developing concepts necessary for everyday living. Developing conscience, morality, and a scale of values Achieving personal independence

Developing attitudes toward social groups and institutions

Meeting Basic Needs

All of us have certain basic needs that must be met in order for us to survive. If these needs are not met, we will die or else will cease to function on a positive psychological, sociological, or emotional level. Abraham Maslow characterizes these needs as1) Physiological(biological needs): hunger, thirst, bodily comforts, etc.; 2) Safety/security: out of danger; which includes shelter, clothing, and protection from hostile beings and the environment. 3) Belonginess and Love: affiliate with others, be accepted; and which includes close family, and love ties. 4) Status (Esteem): to achieve, be competent, gain approval and recognition. which includes feeling one's job, status, work, and career. friendship,

good about oneself,

5) Self Actualization:Actualization which is the fulfillment of creativity, peace with oneself, and detachment from stressors The deficiency needs (also termed 'D-needs' by Maslow) are:

Physiological needs =Physiological needs are those required to sustain life,

The physiological needs of the organism, those enabling homeostasis, take first precedence. He also talks about these levels in terms of homeostasis. Homeostasis is the principle by which your furnace thermostat operates: When it gets too cold, it switches the heat on; When it gets too hot, it switches the heat off. In the same way, your body, when it lacks a certain substance, develops a hunger for it; When it gets enough of it, then the hunger stops. Maslow simply extends the homeostatic principle to needs, such as safety, belonging, and esteem, that we dont ordinarily think of in these terms. These consist mainly of:

the need to breathe the need to regulate body temperature the need for water the need for sleep the need to eat the need to dispose of bodily wastes

Safety needs
The safety needs operate mainly on a psychological level. When the physiological needs are met, the need for safety will emerge. Safety and security rank above all other desires. These include:

Security of employment Security of revenues and resources Physical security - safety from violence, delinquency, aggressions Moral and physiological security Familial security Security of health

A properly-functioning society tends to provide a degree of security to its members. Sometimes the desire for safety outweighs the requirement to satisfy physiological needs completely.

Love/Belonging needs (Social Needs)

After physiological and safety needs are fulfilled, the third layer of human needs is social. This involves emotionally-based relationships in general, such as:

friendship sexual intimacy having a family

Status (Esteem needs)

Humans have a need to be respected, to self-respect and to respect others. People need to engage themselves in order to gain recognition and have an activity or activities that give the person a sense of contribution and self-value, be it in a profession or hobby. Imbalances at this level can result in low self-esteem, inferiority complexes, an inflated sense of self-importance or snobbishness. There are two levels to Esteem needs. The lower of the levels relates to elements like fame, respect, and glory. The higher level is contingent to concepts like confidence, competence, and achievement. The lower level is generally considered poor. It is dependent upon other people, or someone who needs to be reassured because of lower esteem. People with low esteem need respect from others. They may seek fame or glory, which again are dependent on others. However confidence, competence and achievement only need one person and everyone else is inconsequential to ones own success.

IMPORTANCE OF FULLFILLING BASIC BEEDS:

DEFICIENCY NEEDS MUST BE SATISFIED FOR GROWTH TO OCCUR Maslow referred to the four lower needs as "deficiency needs" because their lack creates a tension within us. He saw nothing wrong with the human desire to scratch where we itch. As long as we can work to satisfy the cravings, were moving toward growth. Its when a repressive society or a warped individual curtails our freedom to satisfy our needs that we become ill. Satisfying needs is healthy. Blocking gratification makes us sick. The urge to fulfill needs is potent but not overpowering. There is no more important job in any society than raising children, and there is no more important influence on how children develop than their parents. According to Maslow, there are general types of needs (physiological, safety, love, and esteem) that must be satisfied before a person can act unselfishly. He called these needs "deficiency needs." As long as we are motivated to satisfy these cravings, we are moving towards growth, toward self-actualization. Satisfying needs is healthy, while preventing gratification makes us sick or act evilly. Maslow sees all these needs as essentially survival needs. Even love and esteem are needed for the maintenance of health. He says we all have these needs built in to us genetically, like instincts. In fact, he calls them instinctoid -- instinct-like -- needs. NEONATE :

Physiological needs Oxygen:

Critical & immediate Physiologic change required of the newborn is the onset of breathing . Normal respiration initiation : Chemical ( O2, CO2, pH) Thermal stimulus (relatively cooler atmosphere than intrauterine environment) Tactile- descent through birth canal - normal handling during delivery If not spontaneous : Resuscitate the baby preterm Budemethasone & -- surfactant therapy. in LUCS additional respiratory support

Temperature:
Thermoregulation or heat regulation is most critical to the newborn survival . Factors predispose the new born to excessive Heat loss Large surface area Poor insulation due to less subcutaneous fat Non shivering thermo genesis Poorly developed hypothalamus Management of normal body tempareture - care after delivery - Warm room ( 25C ) - Prewarm clothes to receive baby - Immediate wiping - Cover the head care under radiant warmer or in incubator Dextrose infusion( if not taking orally) Kangaroo mother care

Temperatureremoval of clothing Tepid sponge

Fluids:
At birth the total weight of the infant is 73% fluid as compared To 58% in the adult Has a higher level of total body sodium & chloride& a lower Potassium, Magnesium, & phosphate Rate of metabolism is twice as great in relation to body weight ---- twice as much acid is formed leading to more rapid development of acidosis. Immature kidneys cannot concentrate urine to conserve body water production ADH hormone -- diuresis . More prone to problems of dehydration acidosis& possible overhydration. ---- 60 80 ml /kg/day .Increase by 15 ml /kg/day(till 7 days.) Add extra 20- 30 ml/kg for infants under radiant warmer. & 15 ml/kg /day for those receiving phototherapy. ----- Demand Feeding for normal newborn.

Nutrition:

Colostrum

Immature liver store less glycogen at birth then later in life --- prone To hypoglycemia . Deficient pancreatic lipase limits absorption of fats especially with Ingestion of foods with high saturated fatty acid content such as cows milk. Stomach capacity is limited to about 90 ml . Colon has a small volume may have a bowel movement after each feeding .

prevented by early & effective feeding especially exclusive breast feeding In galactose intolerance baby , preterm baby , mother with HIV , mother died Frequent small feedings Required to get clean

Elimination: Rest:
Rest is an important need of the newborn , and a healthy baby will take what he needs. He should be protected from sudden loud Noises.

Safety & Security Needs : Physical Safety : Integumentary system

The 2two layers of the skin epidermis & dermis are loosely Bound to each other & are very thin . slight friction across the epidermis Such as rapid removal of adhesive tape, can cause separation of these Layers & blister formation The eccrine glands produce sweat in response to heat or emotional Stimuli functional at birth . Palmar sweating on crying reaches levels equivalent to those of anxious Adults by 43 weeks of gestation. Observe palmar sweating is helpful in assessing pain. Sweat in response to higher temparetures than those required in adults.

Musculoskeletal system
Skeletal system contains larger amounts of cartilage than ossified bone , although the process of ossification is fairly rapid during the first year . skull bones are relatively soft & are separated only by membranous seams. Require protection from fall injury ( as less resistance present).

Immunity System
Defenses against infection Infants are generally not capable of producing their own immunoglobulins(Ig) Until the second month of life , although they receive considerable passive Immunity in the form of Ig G but preterm baby deprived from these.--- so More prone to infection. Need provide safe environment ( clean & hygienic, well ventilated) Immunization Breast feeding (including colostrums).

Neurological System
At birth nervous system is incompletely integrated. Most neurologic Functions are primitive reflexes .Myelination of the nervous system Follows the cephalocaudal proximo distal ( head to toe & center to Periphery , laws of development & is closely related to observed incomplete. The cilliary muscles are immature& Limiting the ability of the eyes to accommodate & focus on an object for any Length of time. Tear glands usually do not begin to function until 2 to 4 weeks Of age. ect themselves from internal & Mastery of fine & gross motor skills. Myelin is necessary for rapid & efficient transmission of some nerve impulses along the neural pathway. INFANT: As well as external danger -----Needs Comprehensive protection by others. Due to less fine & gross motor skill. & delay transmission of nerve impulse & moreover developing neurological system ---- they are unable to prot At birth eye is structurally

Physical Needs

Nutrition: Colostrum , the first fluid in the mothers breast , is yellow and thick . It is very high in proteins & antibodies & has a laxative effect. It gradually becomes lighter & thinner looking. About 3 days after birth the regular milk starts coming in. Colostrum is so nourishing . The breast milk is tailor made for him. It is sterile, the right temperature , ready whenever he is hungry, easily digested , & helps with balance of vitamins & bacteria . The strong sucking needed to get his mothers milk is good exercise for the Babys body . If there are allergies in his family the infant may do much better on natures best than on cows milk or a formula. As the babys digestive tract matures , he is ready for coarser foods. By the time he can grab things (6 months) he can have fun putting food in his mouth. Because choking is always a danger he needs careful watching while he learns to eat. From the beginning , a babys appetite is his own. Some will always be better eaters than others. All babies eat less at one feeding & more at another. Studies have shown that it is safe to allow the baby to decide what he wants and how much. So much has been said about relax & let your baby be your guide that there is less fuss today about feeding problems. Routines :

At first the baby cannot wait ; he is frantic for a feeding . By sixteen to twenty eight weeks his cry lessens when he sees food coming. There are often fussy times during the first few months when extra nursing is a big comfort. As he approaches 6 months of age , the babys system matures. He also begins noticing when the family eats, and may want to eat with them. As the babys hands develop , the feel of food is just as pleasing to him as the taste. Weaning : Strong sucking helps the baby exercise his jaw & face muscles & get ready for later jobs , such as chewing & talking. Safety& Security Cleanliness: It is common practice to bath an infant daily. Deep the cord clean & dry. Baths should be given in a warm , safe , & easy place The practical nurse may be asked for advice when a baby develops a diaper rash . some of the known causes are : wet diapers on tender skin , BM staying on skin too long, diapers washed with a harsh bleaching agent or too much detergent , careless cleaning of the babys bottom, & fungus infections. One of the baby powders applied in a thin film is good. Leaving the babys bottom to air for a time helps. Petroleum jelly, oils ,& lotions work well .For a really bad case of diaper rash the mother may need help from the pediatrician or clinic.

Medical Supervision
The baby is born with antibodies which he has borrowed from his mother ( passive immunity ) . Colostrums & breast milk give him further protection. Immunization is one of the major advances modern medicine has made. Safety: Nearly every mother sees her child fall off the table, couch, or bed before she realizes how quickly accidents can happen. As soon as he can move around, the baby will go after low objects such as electric wires , pins lying on the floor, & poisons stored under the sink. A few parents try too hard to protect their babies & prevent them from growing up & learning to care for themselves. Colic Colic has been blamed on the following : the wrong formula the wrong schedule (feed him more often , less often) , swallowing air bubbles, Sometimes changing the babys position produces a burp. Sometimes burping him often during his feeding helps. If the practical nurse is asked for advice she can suggest the above methods & tell the parents that colicky babies usually thrive. The main thing is to try to live with the colic until it goes away ( usually by 3 months) .

Psychological Needs :
The psychological needs of the infant include being loved, feeling secure, being enjoyed , & becoming a person. Love is so vital it can even affect the childs physical development. Lack of mothering can kill him. Food is Love : one of the important ways these needs are met is through feeding. You can see why this early stage in personality growth is called the oral period whenever he is uncomfortable he tries to get his fist into his moth. After he starts moving he tastes everything he can reach. As the mother holds her baby to feed him he can feel her warm skin. He can hear the heartbeat that kept him company all the time he was growing inside the uterus. While he drinks he hears his mothers voice & those of others. As his tummy fills the hunger pains go away. A dry diaper & a snug blanket feel warm & comfy . Right at this point he gets an idea of what his world is like & how important he is in this world. If, on the other hand , he feels irritation & long periods of nothing but an empty stomach; if the sound he hears is a cry of pain , he begins to form ideas about a cold & unfriendly world. Self Esteem

Becoming a person
Even when the infant is very young the mother can let him know that she respects him as an individual , by accepting his decision of when & how much he will eat & when he wants to sleep & be awake. Today it is felt that a newborn needs all the attention he demands & a good mother picks up her baby & cuddles him. As he grows older the baby should be free to grow in independence. Some parents go overboard isolating their babies so they wont be spoiled . Babies who are kept in the room with the family part of the day & who are talked to & played with seem more alert than those who are left alone in a room.

Handicapped Babies: It is always a heartache to find out that you have a handicapped baby. The handicapped baby needs extra love & care. handicapped baby needs extra love & care. Blind & deaf babies especially needs lots of physical contact with their mothers .The baby with cerebral palsy may need help learning such vital skills as suckling & chewing.

The Jet Age (Between 1 to 5 Years) The child between one & five years old is no longer a baby. He is youngster with a mind of his own & his own growing pattern. He is learning to get places by himself. He can help himself to what he wants. He can keep himself busy, & he can reach others with words. He is also learning about his family. In his home he obtains his basic training for life. He learns anout give & take , & how to win & lose. He learns about teamwork. His siblings are his first pressure group. They help support the timid one & help to tame the wild one . Ups & downs are shared with the group. Physical Needs : The foundations for a healthy person are laid during the first six years of life. This is the period of most rapid development; therefore , if the child for any reason ( poor nutrition, severe illness ) is kept from growing normally for a long of time he cannot made this up later. This is also the period when the childs knowledge of hygiene & feelings toward health habits are formed. Nutrition & Feeding Habits : The purposes of nutrition namely , to promote growth of newtissue & to repair old tissue, to yield heat & energy, &to regulate body processes. Since a young childs body is developing at a rapid pace, his nutrition at this stage is that much more important. From his first year on the child is able to eat what the rest of the family eats, with exceptions of hard to digest foods. Basic eating habits are formed during the first five years of life; this refers both to the types of food a child eats & the way he eats them. When offered a variety of of wholesome foods, chose for themselves a sell-balanced diet. They showed likes & dislikes which changed from time to time, & they sometimes went on food binges ( eating several servings of only one food). Their choices over a period of days were good & they thrived on this method of feeding . Experts generally agree that forcing a child to eat is a waste of time & may damage the childs feeling toward food . If the child refuses to eat the mother should respect this refusal & look for the cause. Adults sometimes skip a meal now & then just because they feel like doing so , & this can also be a childs reason for refusal of a meal. Anorexia (Loss of appetite ) may be a tell-tale sign of teething , a cold coming on , or an upset; a child may be too excited or too tired to eat. Or, perhaps , the child ma be trying to get extra attention, & this method usually works .The first eating habit to be formed is the enjoyment of eating . Next comes pride in being able to feed oneself; this can be done in several ways. Perhaps the most important is to allow the child to feed himself when he is ready . Besides enjoying the process of eating , the baby enjoys the feel of food .As the Childs grows older & acquires more skill, more food gets to the inside , but during various stages of development setbacks occur. Appetite goes down after the first year, Partly because growth is slower. A child may start to eat better just before he learns a skill or goes on a growth spurt. The three year old may dawdle near the end of the meal & may need some help from his mother. The four year old may go on food jags or may be too busy to stay at the table. Nagging the child to eat more is always a mistake. Rest Difficulty in getting to sleep should be treated like difficulty in eating ,that is , as a symptom. Stimulation may be the culprit. Perhaps the child has played some exciting games or watched a scary television program. One solution might be to sing a few songs to the children or tell a soothing bedtime story. Jealousy is an emotion that may keep a child so angry that he cant calm down. This may occur after a new arrival. ,from teasing or from too much competition from older siblings. The solution to this problem would be to reassure the child that he is important and cut down on the teasing if possible. Fear & loneliness are other emotions that can cause sleeplessness. When fear & loneliness are suspected as being the cause of sleeplessness the parents should ask themselves if they have been quarreling lately. Fear of loosing one or both of the parents may be the childs trouble ( for instance, a divorce ). The child may be afraid of wetting the bed ,of going to school , or of a visit to the doctors on the next day; extra hugs & talking would help in such cases. It could be that the child is taking too long a nap , or not enough naps , during the day. Children develop certain rituals that they practice & have certain favorite toys that they need with them. The rituals should be respected as long as they are not becoming longer & longer each night ( stalling) . A cheerful , firm manner with plenty of quiet attention seems to be the best approach to bedtime.

Elimination & Toilet Training Toilet training is usually learned gradually . A child learns to hold urine & feces long before he learns to let go while on the potty. ( It is like an earlier skill. He learned to grab months before he learned to let go with his hands.) Controlling the bowel movement usually is first. The child usually can stay dry during the day, then during naps, & then during the night. The following are some clues to tell when he is ready for toilet training : 1. He can stay dry for long periods. 2. He complains about a messy diaper or pants. 3. He can tell you he wants to go 4. He knows how to use the potty from seeing others use it. Toilet training is also part of the childs social growth . It is one of the first areas in which he feels the demands of society. How the mother reacts to his accidents is important. The child feels the mothers attitude. He has the chance to learn to cooperate. He can conform to her demands or he can defy her. He has control over something he can use to please her or thwart her . It is during this period that a jperson may form ideas about being neat or careless. Patterns of giving , holding back , being stubborn or wishy - washy , & of being stingy or generous may be affected by toilet training . A harsh ,demanding attitude may cause emotional damage, especially if the parent is very demanding about many other things also. Some feel that forcing the issue can help to develop the compulsive , over-clean housekeeper type. Temper tantrums , constipation,& frayed nerves can be caused by too much attention given to training . The bathroom , which should be a place for refreshing , can be turned into a battlefield . Parents have to show relax& take it easy in this area. So that it is becoming less of a problem. Dental Supervision: Healthy teeth begin with a healthy diet and other aspects of good hygiene ,Such as rest & cleanliness. The child should start brushing hes teeth as soon as he shows an interest. At two years of age the little imitator will enjoy brushing his teeth along with the other members of the family. Keeping it fun and part of his routine is important . Correct techniques comes years later. The first set of teeth are just as important as the permanent teeth . They should be kept clean & in good repair. A decayed tooth may become infected & damage the one beneath it, as well as cause the child pain. It has been discovered that fluorides can help teeth to develop resistance to decay if the child is exposed to these while his teeth are forming . Fluoride toothpaste can be helpful. Safety: Accidents are the Chief killers of children of ages one to four years. Most often the accident involves a car. Next incidence are fire, drowning, poisons, & falls. The young child needs to explore, grow & develop his muscles as well as his mind .He licks, tastes, bangs, pokes, & chews everything he can get his hands on in order to learn about it . Bathrooms , basements, & kitchens have the most hazards. Below three years of age , the child needs an alert adult who knows where the child is & what he is doing .As he grows older he should be taught safety rules by example. Psychological Development: The young child is becoming more & more aware of the world around him . He is finding his place in the family & gradually is learning to take care of himself. He does jobs if his family expects him to help. He is showing signs of the kind of adult he will be. He is interested in many things & may asks lots of questions. He is learning to get along with others. His personality is unfolding according to his own growth pattern . What he will become as an adult depends largely on the way his nature reacts with his environment. The family is the most important part of this environment. Psychological Needs: Love: Love is just as important to the developing person as the vitamins. You learn in nutrition class. Studies have been made which show that lack of a mothering person can stunt a childs growth, make him more prone to disease, & even kill him (morasmus) . Many kinds of emotional damage can also be caused by lack of love. Parents show their love to the new infant by cuddling him & cooing to him. Besides meeting his physical needs they spend lots of time smiling & talking to him when he is awake. Even by the end of the first year the type of love the child needs has changed. If held too long the child may act restless & try to get away. Often he will climb onto his mothers or fathers lap for a few minutes for reassurance & then go on about his business. He shows by his behavior that he wants praise for his progress and often makes noises until his parents notice his new skills. Physical closeness for the two year old may be welcome only in the form of snuggling up next to mother while she is reading a story to him .To the older child , love may be expressed best in an interest in what he does, says & asks . Personality types are important in deciding what way of showing love is good for each child, some enjoy & demand much more cuddling than others will permit .

Security: Security is another basic need of children . If he has a basic feeling that hes loved and cared about hes off to a good start. Knowing that he can count on his parents helps also. Its not fair to a child to laugh at him for doing something today & punish him for doing the same thing tomorrow . Knowing where he stands and knowing that there are clear limits helps him to feel secure. He also needs to feel that he has a place in the family, that he belongs. When he is an infant the child needs to be protected from emotional damage and too much frustration. As he grows older he must learn how to protect himself . Having self confidence and feeling secure in his familys love give him a good foundation upon which to build. Gradually he will learn to tolerate a certain amount of frustration as a normal part of living . He tends to learn to protect himself from personality damage in the ways that he has learned from his parents. Independence The child needs to take more & more charge of his own care. He needs to enjoy standing on his won two feet by the time he starts school . Praise for obeying is good, but if he is to become independent he also needs praise for using his head .He needs confidence in himself and he needs to learn his own limits. The more the child can learn for himself the better. He can see the connection between cause & effect . Learning to think is an important step toward independence. Achild needs to learn to judge a new situation , to try ort some action & to see what happens . At first , of course his parents must protect him from trying things which are too dangerous. For instance, in the case of heat, they would keep pot handles turned in on the stove & hot coffee out of his reach . while the child is learning to be independent his parents will have to live with some messiness ( self feeding ) & struggle ( putting on his own pants, buttoning one button); they will get the chance to learn much patience. Discipline Helping the child to control his own behavior self discipline is gradual. At first it means controlling his behavior for him ; later it means helping him learn responsibility for his own acts. Keeping too tight control on the child may make him too meek or he may run wild as soon as he is cut loose .Experts stress that it is important for a child to have some freedom . If he must be careful of many no, nos in the house then he should have a room or at least a place for himself . Distraction works well with the younger child. Holding up a bright noisy toy would help; Picking the child up for a walk to a mirror or window reduces the tears & anger. The child needs to learn that his parents have rights too. They should speak up in a friendly way before they are ready to explode. The siblings will teach him about their rights very early. Praise is very good. Praise for what you like & not seeing what you dont like goes a long way. Too much praise for a half- hearted job does not help , especially when the child is older. Let the punishment fit the crime is a good guide. If the crime is very important ( especially Against safety then the punishment should be bigger than it would be for a little annoyance. Promptness is important , especially with little ones so that they will get the connection between the punishment & the crime Let the punishment fit the people . Some parents get good results with spanking . Others feel so guilty that they undo the lesson by making it up to the child. Children vary also some are crushed by a black look & others are very care- free. Undoing the mess is a good way to learn . A little boy of five learned an unforgettable lesson when he was made to scrub a sidewalk that he had decorated with crayons. This scrubbing showed him, much better than a spanking , that crayon marks were very hard to remove & why he should use crayons on paper only. The positive approach is valuable a& is based on the childs need to be loved by his parents . Making a game of jobs helps. Lets drive the car into the garage (box) for the night is often more effective than Put away your toys; its bedtime. All children act up at times; aggressive and & carefree ones get into trouble just naturally. All children need their parents love & approval & will work hard to get it. Chronic bad behavior means that something is wrong & should be treated liked any symptom of trouble . Play Play is different for a child than for an adult . It is the pre-school youngster s work. Through play he learns to understand the world around him- the laws of nature & the customs of society. He learns how the clock ticks & will try to look inside for the tick itself. He learns what happens when he drops his ball, when he turns on the water faucet. For play to be fruitful the child needs enough space- he shouldnt have to worry about bumping into delicate things & he sh0ould have plenty of room to run & jump . He needs proper equipment , but it need not be fancy. The longest- lasting and the most popular toys tend to be the simpler & more flexible ones, because the children can use their own ideas to invent new games. The equipment should meet the childs needs for growth, not the parents needs to impress the neighbors. All children need space, paints, clay, big climbing toys , & other children. They need to learn cooperation, the joy of singing & dancing . Temper Tantrum Temper tantrum should be regarded as as being in the the same category as nightmares as symptoms of distress, which are very common. As with any symptom the mother ask herself, What is causing this?

It may be that the child has had a day or is feeling irritable. If a temper tantrum is his his way of letting off steam, let him vent his feelings. The mother may find that she has been demanding too much of the child, has been too rigid, or has given him too many responsibilities for his level of maturity. Sometimes temper tantrums occur when the child has been kept indoors without enough room for too long (during sicknessin the winter). Sometimes they mean that there should be an extra snack at a certain time of the day. They also may be the first sign of illness. Tantrums may be a means of gaining attention, particularly for the middle child. The solution to this would be for the parent to find ways of dividing attention more equally. Temper tantrums can be used, of course, to get what the child wants.This type of tantrum lasts as long it works. In general the last thing to do for a temper tantrum is to let the child get it out of his system, let him know that he is welcome to rejoin the family when he feels better, and find out what cause the tantrum. FEARS Fears vary with different children and at different ages. In general, forcing a child to do something he fears is harmful. Helping him to to talk out his fears is better than tying to ignore them. Children often feel better after acting out their fears in play. A child who is badly upset from a nightmare needs calm and confidence from his parents. Nightmares tends to reach their peak when the child is about five years old and are quite common. However, many severe nightmares mean that something is wrong. If the parents can find the cause they can usually do something about it. If they cant get at the trouble they should seek help from the pediatrician or a child guidance clinic. SEX EDUCATION Sex is a broad subject, it covers much more than anatomical differences and reproduction. It includes how man and women get along together, their respective places in the world, and the foundations for a good marriage ( such as mutual love and respect and self discipline). Much of sex education is in attitude, and these are caught not taught. During the third to fifth year the child usually becomes curious about sex. This stage is usually accompanied by some masturbation- handling the sex organs. A radical change seems to have come about in the attitude towards masturbation. All the new literature stresses that it is naturally curious and this includes their own bodies. Masturbation feels good and it may be practiced for this reason. The child learns quickly enough that some adults do not approve. This behavior is temporary in a child who has many interests and who is feeling fairly secure. There are a number of good resources to which a parent can turn if he or she feels that he masturbation is excessive or a problem. Honesty is very important in sex education . when a child can trust his parents and have confidence in what they say, his security is greatly increased. He is entitled to a honest answer geared to his level. Some parents trying to do a good job go overboard and explain too much. Some people found it difficult to talk about sex to their children because of their own feelings, ideas, and experiences. Learning his sex role in life starts for he individual during early phase of childhood. The girl learns how to be feminine from copying her mother. She also learns by practicing on her father. If father reacts with warmth it helps her bloom. Watching how her father treats her mother teaches her what to expect as an adult woman, and helps her grow to be feminine, or to shun this role. Studies have shown that happily married women saw their fathers as warm and loving ( they saw their husbands even better than their dads). The boy learns how to be a man from copying his father. If he sees his father as too demanding or too cold he may give up or fight. He gets an idea of what its like to be an adults male by the way he sees his mother treat his dad. His attitude towards women are affected by his feeling about his mother. The following are some guides concerning sex education: 1. 2. 3. 4. 5. 6. Children learn from the example of their parents. tell the truth. Dont brush off questions. About age three the child starts to wonder about sex differences and where babies come from. Fear of bodily injury and masturbation are often strong at this age when the boy and girl are wondering about the extra part of the of the extra part of the body that only some of them have. If the child hasnt started asking question by the age of four or five years the most probable reason is that he has sensed his parents embarrassment. Use the childs experiences to explain; puppies, pictures, television, and pregnant relatives or neighbors.

Childhood Six to Ten Years :

Physical Needs Good diet plays important part in keeping a child healthy , alert resistant to disease , and in good position. Nutrition is much more than certain amounts of food . The child's are already set by the time he starts school. He has developed feelings toward food which he has learned from his family. Rushing seems to be the major cause of poor breakfasts. The person in a hurry feels that he doesnt have time to eat , & the tension can ruin his appetite. Getting up earlier ( & may be going to bed earlier) would help to solve this problem . Meals should be pleasant & not times of scolding . Some adults can remember hating supper because it was the time when their faults were aired. Scolding at mealtime ties the child in knots& ruins digestion. It also fosters poor feelings toward food. Many authorities feel that the use of such basic areas as sleep & food ( going to bed without supper for being bad during the day ) for punishment is unwise. Rest During the early school years the child needs about twelve hours sleep , But there are many individual differences. Nearly all the Youngsters wish to stay up later than their parent think they should. Some guides to the parent sin deciding on a reasonable bed time would be the Following : Watch how the child is growing & acting See how rested he seems after a nights sleep. Watch how easily he can get up I the morning . How does he act in school. As he grows he will expect to take part more & more in such decisions as the right time to go to bed although the parents should have the final say. Some families add a half hour to the staying up time eachyear, with special h0ours on weekends& during vacation. Medical supervision: School health programs vary. Dental Health Regular tooth brushing should be a routine after eating & before going to bed by the time the child enters school . Every time he eats seweets theseform acid which attack his teeth. Any time he cannot after a snack he should swish& swallow Once the childis I school the care of his teeth is mostljy his job. He may learn good brushing methods in school or at the dental hygiene clinic. If the water supply has no fluorides in it, fluoridation treatment will jhelp at this age while his teeth are still forming . Safety Accidents kill more children between the ages of five & 14 years than do the next several causes combined . Thousands of children are hurt & permanently damaged each year. Cars account for half the accidental deaths among children. Drowning is a close second cause & fires & burns are next Once he starts going to school the child is very much on his own for his own safety. The child should know the following safety rules before he starts to school : Come t& go to school by the route his parents taught him. Walk on sidewalks. Where there are none, walk facing the traffic. Cross only at corners. Look both ways before crossing. Walk straight across the street ( still looking both ways). Come straight home. Know full name, address, parents name (& phone number, if any) Walk up & down stairs carefully. After children are five years old they should have some experience in being alone for a few minutes, depending on their maturity . Asthey show that they can be trusted the time can gradually be made longer. Psychological Development During the ages of six to ten years , rapid mental growth occurs. More interests, skills ,& self reliance develop during this time. Periods of emotional calm are mixed with those of storms. Psychological Needs Like every other human being the school child needs love, security, understanding , & a feeling of importance. He is showing clearly that he is not a lump of clay to be molded by his parents, but is more like a growing plant some thrive in strong sun , others wilt.

The environment which is good for one child may not suit another. The best course for parents is to try to figure out shat is best for each of their children & try to treat each accordingly. Parent - Child Relationships Understanding the growth cycles of their children should help the parents to accept changes in their relationships with the children. Sometimes they are more interested in their families than at other times. Some periods are filled with irritation, defiance, & pulling away. Parents may find it easier to survive by reminding themselves that its just a phase. They should be sure that their children know what they expect. When the child starts school his dependence on his parents will lessen . To grow up the child must become independent . The parents can help by being handy , by answering questions honestly, by their attitude of encouraging the child to explore the world, & by their attitude of encouraging the child to explore the world,& by showing their faith in his ability to arrive at good conclusions. It is important for the children often parents to jet the groundwork in now because in early adolescence the children often dont like to listen . Children who have learned to rely on themselves & who know that their parents are standing by them when needed are less apt to go overboard during the adolescent years than those without this base. Problem-solving skills are very important in our culture. As they grow & as their minds develop it can be fun to get to know the children& share their thoughts ,before they take off in a few brief years. During the years six to ten , fathers play a more important part I their childrens personality development. Character Building Today it is felt that good character jis built on a solid base of feeling loved and important. Ideally the home is a place of mutual trust & respect. The infants needs are met for him. As he grows he is expected to meet his own needs & later he learns to care about the others in his family. When he sees the pain & sorrow his poor behavior brings he will want to do better. Children need to get happiness from the feeling that they are useful members of the family. They should have jobs that really help. Little ones can put caned goods away Bigger ones can go shopping. A job well done should bring praise. An older child can choose his own method & his own time for doing his chores. Whatever his job is he should be held to it. Morals are rooted in self- respect. A child needs to be sure that he is loved & important , especially when his behavior is bad. He needs to know also that his parents care how he turns out. In general, parents should make it more satisfying for the child to do right than to do wrong. If he is afraid of being punished then he may learn to lie his way out of trouble . Punishment may consist in a good swat , being sent to a room ( to cool off) , or a black look. Parents tend to use the methods of punishment that were used on them when they were children ( 0r the opposite) . Fines & loss of fun work for some school-age children . To be practical character building must take into account how a child is behaving at any given level of development. Studies show that stealing & cheating are common in six year olds. Honesty itself is not a general trait .A child may cheat in History because its hard for him but not in Math because the finds it easy. A child may cheat to please a teacher or to get even with someone. He may cheat because his parent stress good grades. Religion The school years are also the years for religious education . First Holy Communion j& Confirmation take place in some groups. Children are good observers. They note whether or not religious faith has any real meaning for their parents. They note whether or not love of God is followed by love of all Gods creatures, or just of a special group. F God is mentioned as an important Person who is in the parents thoughts they will be aware of this . They will see if pleasing God is really important to them. Devout families may be very happy with the interest & awe of the sex year old , only to find that when he is seven years old he is a skeptic. Sex Education Children vary in when & how much they are ready to learn about sex. Some children want a lot of answers early . Others find the answers for themselves. Many schools include sex education in a biology course. Some parents are so uncomfortable I the role of an educator in this field that they leave the job to the school , or , worse yet, the street. It is better if the facts of life are told as the question comes up, or the chance comes up (* a pregnant relative, dogs mating). Second best is a good story book such as A Baby Is Born & others. School Life Nearly every area of the childs is related to school. Our nation, as well as many others, depends upon the school to get across to the child our way of life- Democracy .Boys ( especially if they are not yet six ) often have more trouble than do girls because of their slower time table. Before starting school a child should have developed some independence . He should have played with blocks, crayons , paint, scissors, & simple tools. He should have some idea of colors numbers sizes ,& shapes. A good kindergarten includes all this training plus experience in listening & doing things as a group. It helps if the child has been to the school before he starts ( may be to register) to know where it is & what it looks like inside. If he has older siblings or friends for company he may be able to go to school with them. The parents job is to see that the child gets the most he can out of school. To do this the parents must know

what the school is trying to do . It is important, therefore, for parents to learn the goals of the school & help I reaching these goals . Parent- teacher conferences are very important . So much more can be shared by talking together than can be recorded on a report card .Parents can also help the child to see that school & his subject are important, if they feel this way themselves. Play Active play is very important to the young school child. He needs to run, jump, & explore. He will explore caves & tree houses, do carpentry,& swing. He will come to know animals. He will wish to learn hiking , camping & hunting skills. He can satisfy his curiosity, experiments , develop skills, & find out his interests & talents by doing these things. During certain phases the child may play with just one toy, or do one thing over & over . This is normal & should be respected. When his wit and memory grow the child can enjoy card games and checkers. Refinement of hand & are muscles makes games like jacks & marbles challenging. Friendships Children vary in their need for friends .One will have the same chum all through school. Another will always have a buddy but often changes to a new buddy. Some children tend to be loners. Many go through stages of wanting to be with friends & at other times preferring to be alone. Running with the gang is an important part of growing up. The child develops further many of the skills begun in his own home. He can learn sportsmanship & following the rules, teamwork , how to win & to lose, How to respect the rights of others & how to stand up for his own rights. He sees that his buddies have the same feeling that he does. If he is an only boy with older sisters he gets status from his peers that he cannot get at home. In the gang, he learns to lean & follow. Children who are leaders at school usually come from families where every member is doing something interesting on his own. Groups like the Cub Scouts, Bluebirds & Brownies all do fine work with young people. Kids need a warm, loving base while they go out and try their own wings . Camp Life Cam life is good for all children. A camp where the child stays away from home for several nights means a big step I independence. At camp child is given a greater chance to learn about nature & self- reliance than he would normally have .He gets lessons in survival skills Boys who have too little attention from a good father figure often bloom under the friendly attention of a good counselor. In organized camps a child has the chance to meet children of varying backgrounds & types He can learn from them as well as teach them himself. Handicaps The handicapped child & his parents have special problems & needs. Broken Homes Legal divorce does not always cause the children to be disturbed, but how the parents feel about each other does indeed affect the offspring. When there is great conflict between parents who think that they are hiding their feelings the children will show the same kind of emotional disturbance as children whose parents have separated but who have not made their peace with divorce. Telling the child that there is trouble between his parents, that this is not his fault, & that the parents are trying to work it out is important . It is also important to tell the child that both parents love him & always will. Common reactions of children of broken homes include the following :
HOSTILITY TOWARD THE DESERTER.

Hostility toward the one who stayed for making him (or her) leave. Guilt ( Daddy left because my secret wish to get rid of him came true) . Fear ( maybe if they left each other theyll leave me) These feelings may be expressed in many kinds of problem behavior.

LOWER NEEDS TAKE PRIORITY UNTIL MET .

Maslow's hierarchy of needs is often depicted as a pyramid consisting of five levels: the four lower levels are grouped together as deficiency needs( that is a need as a result of a deficiency of something.) associated with physiological needs, while the top level is termed growth needs associated with psychological needs. While our deficiency needs must be met, our being needs are continually shaping our behaviour. The basic concept is that the higher needs in this hierarchy only come into focus once all the needs that are lower down in the pyramid are mainly or entirely satisfied Without these needs being met we cannot move beyond the basic required psychophysical inputs required for us to exist. Essentially the first four needs are more animalistic, and are certainly basic and inherent, if at some future time a deficiency is detected, the individual will act to remove the deficiency The concept is that until each preceding need has at least largely been met then the next need does not manifest itself. The most basic drives are physiological. After that comes the need for safety, then the desire for love, and then the quest for esteem.

Relationships Among Needs

It is unrealistic to expect a clients basic needs to be fulfilled in the fixed hierarchical order . For eg. A client enters the health care system with chronic respiratory Infection . While providing care , the nurse learns that the client has not eaten adequately , slept well, or maintained social relationships since his wife died 2years before .In this case the client has several unmet needs, including the physiological needs for nutrition& rest ,& needs for love& sense of belonging . For the client , these separate needs are closely related Nursing care in this situation would not simply be directed to helping the client meet the higher priority needs for nutrition & rest because these needs in part occurred because the client was not meeting lower priority needs . Nursing care focuses also on assisting this client through the grief process so that after grief & loneliness have been resolved , former eating & sleeping habits will be regained & thus these physiological needs will be met. When assessing need & planning care , the nurse must not assume that a lower level need always takes priority. Simultaneous meeting of Needs Factors Influencing Need Priorities Life threatening situation always take priority & unmet Physiological needs that pose a threat to life certainly have a high priority.

DEVELOPMENTAL THEORIES STAGE Infancy Toddler/Early Childhood Preschool School/Preadolescence Adolescence FREUD Oral Anal Oedipal Latency Genital ERICKSON Trust vs. Mistrust Autonomy vs. Shame & Doubt Initiative vs. Guilt Industry vs. Inferiority Identification vs. Identity Diffusion PIAGET Sensorimotor Preoperational Preoperational Concrete Operations Formal Operations

The following are some guides concerning sex education:

1)Children learn from the example of their parents. 2)Tell the truth. Dont brush off questions. 3)About age three the child starts to wonder about sex differences and where babies come from. 4)Fear of bodily injury and masturbation are often strong at this age when the boy and girl are wondering about the extra part of the of the extra part of the body that only some of them have. 5)If the child hasnt started asking question by the age of four or five years the most probable reason is that he has sensed his parents embarrassment. 6)Use the childs experiences to explain; puppies, pictures, television, and pregnant relatives or neighbors.

Introduction to Learning Perspectives on Personality The underlying assumption of the learning perspective is that all behaviour is learned through experiences and by interaction with the environment. The learning perspective views a person as entering the world as a tabula rasa (blank slate), although it acknowledges that there are instincts and pre-set responses to stimuli, as well as a preference for pleasure and a desire to avoid pain. Primarily, however, the learning perspective differ from perspectives that propose that a person is born with an innate nature or personality structure -- some biological theories call it temperament, trait theories call it dispositions, psychoanalysts call it drives or instincts and the humanists also use the term drives. Learning theories believes that your personality (individual differences) essentially arose from the moulding (learning experiences) you receive in your environment - i.e., your patterns of behaviour are shaped by experience. This was an exciting concept when first postulated, because many were frustrated by the abstract, difficult to see and measure nature of psychoanalytic theory. Learning theories emphasized environmental influences and events which were tangible and could be identified and scientifically studied.

Robert Havighurst: Developmental Theorist

Havighurst states: "The developmental-task concept occupies middle ground between two opposed theories of education: the theory of freedomthat the child will develop best if left as free as possible, and the theory of constraintthat the child must learn to become a worthy, responsible adult through restraints imposed by his society. A developmental task is midway between an individual need and societal demand. It assumes an active learner interacting with an active social environment" (1971, p. vi).

* Tasks that arise from physical maturation. For example, learning to walk, talk, and behave acceptablly with the opposite sex during adolescence; adjusting to menopause during middle age.

* Tasks that from personal sources. For example, those that emerge from the maturing personality and take the form of personal
values and aspirations, such as learning the necessary skills for job success. * Tasks that have their source in the pressures of society. For example, learning to read or learning the role of a responsible citizen. According to our biopsychosocial model, the first source corresponds to the "bio" part of the model, the second to the "psycho," and

Theorist -Albert Bandura The Social Learning Theory

The social learning theory is the behavior theory most relevant to criminology. Albert Bandura believed that aggression is learned through a process called behavior modeling. He believed that individuals do not actually inherit violent tendencies, but they modeled them after three principles (Bandura, 1976: p.204). Albert Bandura argued that individuals, especially children learn aggressive reponses from observing others, either personally or through the media and environment. He stated that many individuals believed that aggression will produce reinforcements. These reinforcements can formulate into reduction of tension, gaining financial rewards, or gaining the praise of others, or building self-esteem

If aggression was diagnosed early in children, Bandura believe that children would reframe from being adult criminals. "Albert Bandura argued that aggression in children is influenced by the reinforcement of family Albert Bandura believed aggression reinforced by family members was the most prominent source of behavior modeling. He reports that children use the same aggressive tactics that their parents illustrate when dealing with others (Bandura, 1976: p.206). members, the media, and the environment"(Bandura, 1976: pp. 206-208). Albert Bandura believed aggression reinforced by family members was the most prominent source of behavior modeling. He reports that children use the same aggressive tactics that their parents illustrate when dealing with others (Bandura, 1976: p.206).

Bandura believed that aggression must explain three aspects: First, how aggressive patterns of behavior are developed; second, what provokes people to behave aggressively, and third, what determines whether they are going to continue to resort to an aggressive behavior pattern on future occasions (Evans, 1989: p.22). There are four component processes influenced by the observers behavior following exposure to models. These components include: attention; retention; motor reproduction; and motivation (Bandura, 1977: pp.24-28 Albert Bandura believed television was a source of behavior modeling. Today, films and television shows illustrate violence graphically. Violence is often expressed as an acceptable behavior, especially for heroes who have never be punished. Since aggression is a prominent feature of many shows, children who have a high degree of exposure to the media may exhibit a relatively high incidence of hostility themselves in imitation of the aggression they ha For example, David Phillips reported homicide rates increase tremendously after a heavy weight championship fight (Cloward & Ohlin, 1960). There have been a number of deaths linked to violence on television.

Certain Denominator to observe current status of met child needs:

National Goals :
Current IMR 58(2004) 10 th five year plan 2007 45 National Population policy 2010 <37 <20 <100 80% Millennium Develop Goals 2015 27

NMR MMR HOSPITAL BIRTHS

37(2003) 407 45%

26 200 80%

<20 100

Newborn Health Challenges In India

26 million birth / year ( Account for 20% of Global birth ) 1.2 million die in neonatal period ( Account for about 30% of Global deaths ) 1.7 million perinatal (before 1 year )death annually India accounts for highest births & neonatal deaths . Neonatal Mortality rate (NMR) Current37 / 1000 live births ( Accounts for almost 2/3 rd of IFR & of U5 MR. Nearly 3/4 th of Neonatal deaths occur with in 7 days , most during 1st 48 hours Places Of Birth : 2/3rd of deliveries at home . Only 42% attended by skilled birth attendants. ( Higher the Institutional births , lower is the NMR) Causes Of Neonatal Death --- Neonatal sepsis (included Pneumonic) (52% ) --- Birth Asphyxia (20% ) --- Prematurity (15% )

--- Others (13% )

The Basic Rights of the Child Types of childrens rights The rights can be grouped into four categories: 1.Survival rights which include adequate living standards and essential health care. The rights focus on the childs rights to live, grow and enjoy good mental and physical health. 2.Developmental rights which include the rights to education, play and cultural activities. (A childs life must not only be saved, it must be worth living.) 3.Protection rights which safeguard children against harm and address the needs of children in especially difficult circumstances for example those children who are abused, neglected or exploited as well as children with special needs, children without families and children with disabilities. 4.Participation rights which relate to self-determination, such as the right of children to be heard on matters affecting their own lives, and the right to play an active role in society. Some of the principles that must be upheld: Put children first.The convention states: In all actions concerning children, whether undertaken by public or private social welfare institutions, courts of law, administrative authorities or legislative bodies, the best interests of the child shall be a primary consideration. This is of particular importance in the case of children who have suffered the loss of one or more parents. It also means that institutions, services and facilities responsible for the care or protection of children have to conform with certain standards, particularly in the areas of safety and health. There must be enough staff and suitable staff. Supervision has to be competent. Listen to children.It is not unlikely that children affected by HIV/AIDS may have other bodies make decisions about their lives. Those involved must assure the child, who is capable of forming his or her own views, that he or she has the right to express those views freely in all matters affecting him or her. These views should be listened to, with due weight being given in accordance with the age and maturity of the child. It also means that children have to be given the opportunity to be heard in any judicial and administrative proceedings affecting him or her. Protect and report children in need.Even if children are in the care of an adult, they still need to be protected. They need to be protected from mental or physical violence, injury or abuse (including sexual abuse), neglect, maltreatment or exploitation. Each of us has the duty to act when we suspect that a child may be in need of care or protection. Your country should have ways of identifying and reporting children who have been maltreated. These cases must be investigated, followed up and taken to court where appropriate. Care for children without parents. Children with one or more parent with HIV/AIDS face having to live without their natural

parents, temporarily or permanently. These children should be entitled to special State protection and assistance. This could be in the form of foster families, adoption, or suitable institutions. When decisions are made about the childs future, thought should be given to placing the child in the same ethnic, religious, cultural and linguistic background. Children have a right to enjoy their own culture, to practice their own religion and use their own language. Right to education. When children are affected by the trauma of having ill and dying parents, or if they have HIV/AIDS themselves, sometimes schooling can suffer. The State is obliged to take measures to encourage regular attendance at schools and the reduction of dropout rates. Even if children can no longer afford school, the convention states that primary education should be compulsory and free to all. No child should be discriminated against. The stigma of HIV/AIDS means children with infected parents or who are infected themselves are frequently subject to discriminatory treatment. No child shall be economically exploited. Often children with sick parents or who are orphaned find themselves trying to earn a living. They have a right to protection from any work which is hazardous, interferes with their education or harms them in any way, whether physically, mentally, spiritually or socially. Children have a right to rest, leisure and play.

UNICEF supports young people, wherever they are, in making informed decisions about their own lives, and strives to build a world in which all children live in dignity and security. Working with national governments, NGOs (non-governmental organisations), other United Nations agencies and private-sector partners, UNICEF protects children and their rights by providing services and supplies and by helping shape policy agendas and budgets in the best interests of children.

Action Taken By Government: 10 th five year plan : RCH Program Operationalization Or Appropriate Essential Newborn Care in all settings Home Based Newborn Care TBA training Community Based Midwives . Neonatal Equipment ---EAG (Empowered Action Group) --- Operatization of FRUs ( First Refferal Unit ) {CHC} for emergency Obstetric & Neonatal Care Millennium Develop Goals : Nationals Programmers MCH ICDS CSSM RCH1 RCH --- 2 IMNCI Strategies MILLENNIUM DEVELOPMENT GOALS (MDGs) INDIA COUNTRY REPORT-2005 RELEASED

The Millennium Declaration adopted 8 development goals, 18 time-bound targets and 48 indicators. 2. The Millennium Development Goals are: MDG 1: Eradicate extreme poverty and hunger; MDG 2: Achieve universal primary education; MDG 3: Promote gender equality and empower women; MDG 4: Reduce child mortality; MDG 5: Improve maternal health; MDG 6: Combat HIV/ AIDS, malaria and other diseases; MDG 7: Ensure environmental sustainability; and MDG 8: Develop a global partnership for development.

(i)

(ii) To achieve universal primary education under Goal-2, India should increase the primary school enrolment rate to 100 percent and wipe out the drop-outs by 2015 against 41.96 percent in 1991-92. The dropout rate for primary education during 2002-03 is 34.89 percent. The gross enrolment ratio in primary education has tended to remain near 100 percent for boys and recorded an increase of nearly 20 percentage points in the ten years period from 1992-93 to 2002-03 for girls (93 percent). The literacy rate (7 years and above) has also increased from 52.2 percent in 1992-93 to 65.4 percent in 2000-01.

(ii)

(iv) Goal 4 aims at reducing under five mortality rate (U5MR) from 125 deaths per thousand live births in 1988-92 to 42 in 2015. The U5MR has decreased during the period 1998-2002 to 98 per thousand live births. The infant mortality rate (IMR) has also come down from 80 per thousand live births in 1990 to 60 per thousand in 2003 and the proportion of 1 year old children immunised against measles has increased from 42.2 percent in 1992-93 to 58.5 percent in 2002-03. (v) To achieve Goal-5, India should reduce maternal mortality (MMR) from 437 deaths per 100,000 live births in 1991 to 109 by 2015. The value of MMR for 1998 is 407. The proportion of births attended by skilled health personnel has been continuously increasing, (from 25.5 percent in 1992-93 to 39.8 percent in 2002-03) thereby reducing the chances of occurrence of maternal deaths.

(iii)

National Programme related to Control Of Communicable Disease

Universal Immunization Programme ARI Control Diarrheal Disease Control National Tuberculosis Control National Leprosy Eradication Programme National AIDS Control Programme

Vector Borne Disease Control Programme

National Anti -Malarial Programme National Filaria Control Programme Kala-Azar Control Programme Japanese Encephalitis Control Programme Dengue Fever Control

National Nutritional Control Programme

Nutritional Programme --- Midday Meal program Aneamia Prophylaxis Iodine Prophylaxis Vitamin A Prophylaxis National Programme Related to Non Communicable Disease School Health Programme Drug De addiction programme

Cancer Control Programme Research input

: Curr Opin Pediatr. 2006 Oct;18(5):565-70.

Links

The effect of childhood malnutrition on externalizing behavior.

Liu J, Raine A.
Department of Psychology, University of Southern California, Los Angeles, California, USA.

PURPOSE OF REVIEW: Childhood externalizing behavior (aggression, hyperactivity, and conduct disorder) has been increasingly viewed as a public health problem because of its etiology and outcome. The association between malnutrition and externalizing behavior has begun to receive attention. This review summarizes recent empirical findings on malnutrition as a risk factor for the development of externalizing behavior, with an emphasis on micronutrient deficiency, and explores brain dysfunction as a possible mechanism. RECENT FINDINGS: Externalizing behavior is associated with both macromalnutrition (e.g. protein) and micromalnutrition (e.g. iron and zinc). Both prenatal and postnatal malnutrition is implicated. The long-term effects of malnutrition on behavior could be reversible. The effects of docosahexaenoic acid/omega-3 long-chain essential fatty acid on externalizing behavior are more mixed. From animal and human findings, it is hypothesized that malnutrition impairs neurocognitive functioning by reducing neurons, alternating neurotransmitter functioning, and increasing neurotoxicity, and that such neurocognitive impairments predispose to externalizing behavior. SUMMARY: Different lines of evidence support the view that poor nutrition contributes to the development of child behavior problems. More randomized, controlled trials that manipulate nutritional intake and evaluate behavior in children are needed to evaluate the etiological role of nutrition in externalizing behavior in order to inform intervention and prevention efforts. PMID: 16969174 [PubMed - in process]

Multiple Choice Question: 1) Hierarchy Of Needs Theory developed by a. Piaget b. Erik Erikson c. Abraham Maslow

d. Sigmund Freud. 2) Most critical physiological need is --a. Food b. Fluid c. Oxygen d. Sleep e. Elimination.

3) Inferiority complexes related to----a. Low self esteem b. Lack of love & belongingness c. Lack of safety d. Lack of moral & physiological security. 4) According to Millennium Development Goal target NMR is ---a. < 42 b. < 20 c. < 26 d. < 27

a. b. c. d. e.

5) According to Erik Eriksons developmental theory Industry vs. Inferiority phenomena seen in stage of infancy Toddler Preschool School / Preadolescence Adolescence

Answer: 1)c. 2)c. 3)a. 4)b.

5)d.