Deck 8: Observations That Give Cause for Concern

Question 1

Based on the methods of observation you already know, how might an educator document a young child's repeated challenging behaviours?

Answer 1

There are several ways of documenting repeated challenging behaviours. Open-ended narratives such as running records, anecdotal records, diary records, and specimen records could be useful, but the best approach would be to use time or event samplings. These would offer a glimpse into the patterns of behaviour that you want to document. You may get to determine the cause, trigger, severity, significance, and duration of these incidents. This can give you the best data on which to plan your response.

Question 2

Do people of all ages and abilities have equal rights?

Answer 2

Yes, although there are some groups of people or individuals who have 'special rights'. All children are afforded a set of rights listed in the United Nations Convention on the Rights of the Child. However, other children may need special rights to ensure that educators focus on their strengths and choose to use a people centred approach to help these children develop more competence and potential.

Question 3

Why do you think it is better to write down what you see as concerns about a child's health rather than remember and tell her parents at the end of the day?

Answer 3

It is better to write down your concerns so that you do not forget and you are able to recall all of the information clearly and accurately if it is written down. By recording health, information you might see patterns or be alerted to an escalating health issue that you could mention to the parent(s) if appropriate. An educator should also be aware of the policies and procedures in the workplace that relate to a child's health.

Question 4

Based on the methods of observation you already know, how might an educator document a young child's repeated challenging behaviours?

Question 5

Educators should ask parents about any suspicious marks seen on their child's body.

Question 6

Failure to thrive results from having inadequate food.

Question 7

Traumatic experiences affect the structure of the brain.

Question 8

A child's experience of trauma may have involved witnessing a terrorist act.

Question 9

Having a flushed face after running is usually a symptom of a health problem.

Question 10

Atypical behaviour is behaviour which does not conform to the norm.

Question 11

Challenging behaviour always requires a referral to a pediatrician.

Question 12

Child abuse can include sexual and ritual abuse.

Question 13

Exposure to toxins requires a risk assessment.

Question 14

Congenital abnormalities are possible causes of developmental concern.

Question 15

Sampling observations help to detect

A) pointers
B) patterns
C) perceptions
D) policies

Question 16

Every observation should be

A) destroyed after reading
B) delivered to colleagues
C) deemed part of a portfolio
D) dated

Question 17

are the least important when responding to potential child abuse.

A) Policies
B) Procedures
C) Portfolios
D) Protocols

Question 18

Challenging behaviours are most often

A) a cause for concern about the child
B) a cause for intervention
C) a cause for exclusion
D) a cause for advocacy

Question 19

Exceptionalities are usually an example of

A) a child becoming precocious
B) a child being talented in several areas
C) a child having learning disabilities
D) a child being particularly creative

Question 20

Thirst can be a sign of

A) developmental concern
B) trauma
C) either the need to drink or being hungry
D) either diabetes or the need to drink

Question 21

A bump on the head has

A) educators unnecessarily worried
B) no significance if it turns red
C) the potential to be a serious problem
D) the potential to become a problem after 24 hours

Question 22

Checklists may not be useful for documenting causes for concern because they

A) are only used for development
B) are only used for behaviours
C) may not include the signs and symptoms you need to record
D) may not include the appropriate curriculum information

Question 23

A diagnosis is made by

A) a health practitioner
B) a school nurse
C) an educator
D) a therapist

Question 24

A child who has several disabilities is likely to require an educator to

A) consult with the parents and other professionals to make appropriate accommodations for inclusion
B) consult with other professionals to determine if think that the child can be accommodated in the program, and at what cost
C) advocate for special buildings to be constructed and a full team of staff to aid inclusion
D) advocate for all the agency's parents to assist the child with daily routines

Question 25

Types of abuse and neglect include

A) physical, emotional, curricular
B) institutional, ritual, cause for concern
C) physical, sexual, ritual
D) emotional, institutional, neglect

Question 26

When documenting suspicions of child abuse and neglect

A) approach the possible perpetrator to gain evidence
B) question the child at length
C) identify the perpetrator at the time of the report
D) disclose suspicions immediately to a child protection agency.

Question 27

It is important to think of a child as having special rights

A) to view their lack of ability completely
B) so we frame their competencies as requiring help
C) to ensure a people centred approach
D) to be able to use normative profiles correctly

Question 28

What causes for concern do you think occur most frequently in the majority of regular child care and education programs?

Question 29

Why do you think it is better to write down what you see as concerns about a child's health rather than remember and tell her parents at the end of the day?

Question 30

What are the dangers of an educator becoming too involved with trying to get to the cause of a child's suspected neglect?

Question 31

Based on the methods of observation you already know, how might an educator document a young child's repeated challenging behaviours?

Question 32

How might you feel if you discovered that a trusted colleague was found guilty of child abuse, and how would you deal with that?

Question 33

What are some of the reasons that educators do not report suspicions of abuse and neglect?

Question 34

Why do you think that early intervention leads to good outcomes for children?

Question 35

If an educator sees something that makes him suspect that a child might be being abused, what should he do?

Question 36

If your hunch about a child's health concern proves to be nothing to be concerned about, how might you deal with the child's parents if they are annoyed that they were bothered about your efforts to report what you observed?

Question 37

What lens do you use when you think there is a cause for concern about a child - do you see the situation through a sense of panic, do you think and feel with empathy, or do you sit back and act as a nonparticipant observer - or use some other lens?

Question 38

Based on a video sequence shown to you by your instructor, what cause for concern might you have about the child in question, how would you go about recording more information about the child (given that you would, in real life, have that opportunity), and what would you do with your results?
Note: Refer to the assessment rubric for this task. It will offer you the details of expectations and pointers to present a good assignment.