A course of study in child care for junior high school girls

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A COURSE OP STUDY IN CHILD CARE FOR JUNIOR HIGH SCHOOL GIRLS

A Project Presented to the Faculty of the School of Education The University of Southern California

In Partial Fulfillment of the Requirements for the Degree Master of Science in Education

by Ruth Smoot French August 1950

UMI Number: EP46316

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.

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2.

The Bottle F e e d i n g ...............................

21

3*

Preliminaries to the B a t h .......................

29

Ij.*

The B a t h ..........................................

30

5.

Dressing Baby the Easy W a y .......................

36

6.

A Good E a t e r ......................................

lj.6

7.

Adventure on a Jungle G y m .......................

$Z

8.

No Jealousy H e r e .................................

62

9.

The T h u m b-Sucker .................................

6Ij.

v INTRODUCTION Our students of today will be our parents of tomorrow. So proper child training now will result in better parents for tomorrow1s children.

Thus we should have better children,

better citizens, better communities, and a better nation. Statement of the problem.

This course of study was

written (1) to make the student better able to be responsible for the younger members of her family;

(2) to enable her to

gain satisfaction from caring for children;

(3) to broaden

her understanding of human relationships through her under­ standing of children; and (If.) to enable the student more thoroughly to understand children. Importance of the study.

Many of our students will

never have an opportunity to take a child care course unless it is offered in junior high school.

They are much too busy

with college preparatory courses or in preparing for a vocation once they get to high school.

Emerson Junior High School in

Bakersfield, California, will be one of the first to introduce a course in child care at this age level.

Emerson has around

nine hundred students coming from varied home backgrounds. The school offers instruction in both foods and clothing to all seventh and eighth grade girls.

Our students need a

practical child care course that will help them immediately

vi in their relations with children.

This course will be given

in the Home Economics laboratory where the students can actually learn by doing.

Many of our girls are baby sitters

already and desire answers to their many problems.

So this

course will be useful today and preparation for their role as parents of tomorrow. Review of the literature.

Better Homes and Gardens

offer a detailed guide on the care of the baby and the small child.1

It is an extremely practical book arranged in

chronological form,

covering everything from the prenatal

period through to the sixth year.

Besides its wealth of

material on practical baby and child care problems, includes a complete record section for your baby. covers both physical and mental development, interest and special abilities. and phonograph records,

it also One that

the child1s

A complete list of books

suitable for children under six

years of age, has also been compiled for you. Benjamin Spock, M. D., has written a complete and upo to-date handbook for parents. It gives practical, easy-tounderstand answers to all the everyday questions and problems that arise in the physical and psychological care of babies 1 Better Homes and Gardens, Baby Book (Des Moines: Meredith Publishing Company, 1 ^ 6 ) , 25o pp. 2 Benjamin Spock, M. D., Baby and Child Care (New York: Duell, Sloan and Pearce, Inc., 19I4-6 )> 502 pp.

vii and children, up through adolescence.

The author has a very

down to earth approach which will be welcomed by many mothers. Faegre and Anderson offer an excellent book on child care and

training.3

This text deals with the physical, mental,

and emotional growth of children from the baby stage to six­ teen years of age.

It is directed to those who see that

merely becoming a father or mother does not bring the knowledge necessary to be a good parent.

Emphasis has been placed upon

the importance of early childhood to the adjustment in later life.

Although this book has been written on the adult level,

much of the material can be adapted for the junior high school level. Information upon child care may be found wherever you turn.

The job lies in sorting out the authentic information

and utilizing that which is applicable to this particular age level in which we are interested. Course content. into two parts:

This course of study will be divided

’’The. Baby," and "The Young Child."

In the

first part of the course the time will be devoted to learning the various techniques necessary in caring for an infant.

The

latter portion will touch upon a range of subjects all the way from eating habits to giving first aid.

The material and

activities for each chapter may be altered to meet the varied 3 Marion L. Faegre and John E. Anderson, Child Care and Training (Minneapolis: University of Minnesota P r e s s , 19lp3T> 314 pp.

viii abilities and interests of the students.

Assignments can

be varied and numerous activities designed to make the program flexible.

The course should be used only as a focus for

vigorous class discussion of experiences and observations made by the students. Sources.

This course has been built around suggestions

given by eighth grade girls as to what they would desire in a child care course.

Many comments were welcomed from mothers

who employ our junior high school girls as baby sitters. People who are to be thanked for their assistance are Dr. Ted Gordon, East Los Angeles Junior College; Dr. Vernon Hodge, Principal, Manual Arts Evening High School; Dr. Thomas M. Riley, Principal, Lincoln High School; and my five months old son, Mark, who has given invaluable assistance by being the one upon whom many of these techniques were perfected.

1

PART I. THE BABY H OY TO CARE FOR AH I NT1ANT

2 CHAPTER 1. COMPORT HOW TO SOOTHE A CRYING BABY A.

MOTIVATION:

Rewards that will be yours from knowing how

to comfort a baby. 1.

LESS ANXIETY FOR YOURSELF:

The knowledge of your

ability to comfort a child will give you peace of mind. 2.

HAPPIER, MORE COMFORTABLE BABY:

Prompt attention to

his difficulties will make the baby more at ease and thus happier. B.

DIRECTIONS:

Some helpful hints on how to comfort a baby,

1.

How to decide what is wrong with the baby.

GUIDES: a*

Investigate at once when a baby cries and deter­ mine his needs.

Check to see if he is too warm.

If so take off some b.

If the baby covers.

is cold,

cover or clothes. put on more clothes or

You might also place a hot water bottle

filled with warm water at his feet. c.

d.

If you find

a wet or

soiled diaper, change im­

mediately.

See that

a pin i s n ?t sticking him.

Change the b abyfs position in bed as he may have lain too long in one position,

slid down toward

the foot, or be tangled in the covers. e.

Check the baby*s schedule; it may be time for a bottle.

f.

Observe the baby for any symptoms of illness. If any are present,

2.

COMPANIONSHIP:

call the mother immediately.

How to pick up and hold a baby if it

is his time to be awake and to be entertained. a.

Don*t touch the baby until you have washed your hands.

b.

Pick up the baby by placing one hand under his back and the other under his head.

c.

Hold the baby by supporting his head and shoulders in the crook of one arm and by placing the other hand and arm under the baby*s back and buttocks.

3.

SOURCES FOR THIS CHAPTER: assistance.

Where to get further

(These books are referred to repeatedly

in the various chapters of the syllabus.

Full details

will be found in the bibliography section.)

Better

Homes and Gardens 59-&0; Spock 111-113. C.

ACTIVITY ASSIGNMENTS:

Some learning experiences that will

help you in comforting a b a b y . 1.

DEMONSTRATE:

Fill a hot water bottle using the

correct technique. 2.

PLAN:

Make out a daily schedule for a four months

old baby.

Secure a schedule used for a baby in your

neighborhood.

Compare the two and show what improve­

ments could be made.

It 3.

PERFORM:

Comfort the baby, our demonstration doll,

by checking all the things that could be wrong.

Then

pick up and hold the baby. D.

EVALUATION:

Some things that you should know about

comforting a b aby. 1.

TRUE-FALSE

Place X in the correct space for true

or false. T a.

(

F Ignore a baby*s cries or he will soon become spoiled.

b.

A baby becomes tired of lying in one position for a long time.

c.

If the baby is cold, you should take him to bed with you.

d.

When picking the baby up, support both his back and his head.

e.

You should wash your hands before handling the baby.

f.

You should not put a hot water bottle in the babyfs bed. A baby sometimes cries because of wet diapers.

h.

The baby should be fed exactly on schedule.

i.

A girl your age should be able to treat

5 common baby illnesses, j.

( ) ( ) There is a definite

technique for

filling a hot water bottle.

6 CHAPTER 2. DIAPERING HOW TO KEEP THE BABY DRY A,

MOTIVATION;

Rewards that will be yours from knowing how

to diaper the b a b y. 1.

BETTER HEALTH FOR THE BABY:

Prompt and correct

diaper changing will prevent diaper rash* 2.

LESS DIAPER STAINS:

Diapers taken care of

properly

will need less bleaching* 3* B.

HAPPIER BABY:

DIRECTIONS: 1.

A dry, well

Helpful hints

NO TRIANGLE HERE: a.

diapered baby is

comfortable.

on how to diaper the baby.

How to fold the diaper.

Using an oblong diaper, 20 by IpO inches, make the panel fold. (1) Bring the right end of the oblong diaper to about 12 inches from the left end. (2) Fold the right end back upon itself about 6 inches, making a panel of three thicknesses of cloth. (3) Bring the left end over to the fold on the extreme right. (Ip) Turn the extra length of the diaper up as far as is needed to fit the baby.

Extra thickness

goes beneath for a girl, in front for a boy. 2.

KEEP HIM DRY:

How to change a wet diaper.

7 a.

Unpin the wet diaper and drop it into a covered diaper pail containing water.

b.

Slip clean diaper under baby.

Oil section affected,

especially the creases, with a sterile cotton swab. c.

After y o u ’ve oiled the baby thoroughly and dried the creases well, you may dust the baby with talcum powder if you like.

d.

Bring diaper up between baby’s legs and pin it on both sides.

When pinning, always keep finger

next to baby to avoid sticking him. 3*

CLEAN AGAIN: a.

How to change a soiled diaper.

Follow the same procedure as changing the wet diaper, but be sure to wash and clean the baby carefully with a wash rag.

b.

Shake or scrape the contents off the soiled diaper into the toilet.

c.

Flush the toilet,

then rinse the stained places

in the clean water. If. WASHING DIAPERS: a.

Drop diaper into diaper pail.

How to care for the diapers.

Never use diapers twice without washing them in soapsuds, rinsing thoroughly,

and drying.

b.

Dry diapers out of doors whenever possible.

c.

D o n ’t use water softeners or other chemicals in the washing water.

d.

Boil the diapers every second or third washing.

e.

Smooth the wrinkles out carefully when you take them off the line.

f. 5-

Fold and put away.

SOURCES FOR THIS CHAPTER: assistance.

Where to get further

Better Homes and Gardens 59-&0; Spock

100 - 102 . C.

ACTIVITIES:

Laboratory work that will help you in

mastering the diaper technique. 1.

DEMONSTRATE: fold diaper.

Show the class how to make the panel Show how to make the diaper larger as

the baby grows. 2.

PRACTICE:

Using the demonstration doll, put on the

diaper placing the extra thickness where it belongs. 3.

RESPONSIBLE: If possible, take charge of the diapering of

your baby brother,

sister,

or cousin,

for one complete day this coming weekend. D.

EVALUATION:

Some things you should know about diapering

a baby. 1.

RATING SCALE:

Place an X In each space for which

you qualify. a.

( ) Know how to enlarge the diaper fold for a larger baby.

b.

( ) Know where to put the extra thickness of diaper.

9

2.

c.

( ) Can care properly for a soiled diaper.

d.

( ) Know how to wash diapers.

e.

( ) Can pin diaper correctly.

TRUE-FALSE:

Place an X in the correct space for

true or false. T a.

F

( ) ( ) The

extra fold in the diaper should be

placed in the back for a girl. b.

( ) ( ) The

extra fold should be placed in the

back for a boy. c.

( ) ( ) Diapers should

never be used twice without

washing. d.

( ) ( ) You

should use water softener in washing

diapers if your water is hard. e.

( ) ( ) You should never use both oil on the baby.

and powder

10 CHAPTER 3BOTTLES AND NIPPLES HOW TO KEEP THE FEEDING EQUIPMENT STERILE A.

MOTIVATION:

Rewards that will be yours from knowing

how to keep the feeding equipment sterile, 1.

FEWER BROKEN BOTTLES:

The ability to clean and

sterilize bottles correctly will mean less breakage. 2.

GERM-FREE FORMULA:

Bottles and nipples that are

really clean will insure the keeping quality of the feedings. B.

DIRECTIONS:

Some guides to follow in caring for bottles

and nipples. 1.

AFTER THE FEEDING:

How to care for the bottle after

the baby has eaten. a.

Throw away any formula that is left.

b.

Rinse out bottle well under cold tap water.

c.

Fill with water and set aside to wash with other dishes later.

d. 2.

Never use formula the baby leaves in a bottle.

WASHING:

How to clean the bottles and nipples

properly. a.

Scrub the bottle thoroughly using lots of soap­ suds and a bottle brush.

b.

Rinse several times until there is no trace of soap.

c.

Scrub the nipple well immediately after use, turning it inside out, as milk caked on it will make the rubber deteriorate.

Use warm,

soapy

water and then rinse well. d.

Store in a dry jar until sterilizing time.

STERILIZING:

How to make the feeding equipment

germ-free. a.

Boil all utensils used in fixing the b abyfs formula for five minutes.

A regular sterilizer

may be used or an open pan with a cloth in the bottom. b.

If using a pan,

see that the utensils are covered

with water while boiling. c.

Remove from the pan by means of tweezers or a long-handled spoon.

d.

Set upside down on a clean towel to dry without wiping.

e.

Boil nipples in a separate pan with a teaspoonful of salt in the water to keep them from getting soft.

f.

Store them in a dark place in a covered,

dry,

sterile jar until ready for use. SOURCES FOR THIS CHAPTER: assistance.

Where to get further

Better Homes and Gardens 56“57> Spock

12 C.

ACTIVITY ASSIGNMENTS;

Some learning experiences that

will enhance your skill in keeping feeding equipment sterile. 1.

DEMONSTRATE:

Show the class how to wash and sterilize

all the equipment that would be necessary for a baby’s feedings for 2lp hours. 2.

AID:

Volunteer your time next Saturday to some new

mother in your neighborhood for sterilizing all the feeding equipment. D.

EVALUATION:

Some questions you should be able to answer

about keeping feeding equipment sterile. 1.

TRUE-FALSE:

Place an X in the correct space for

true or false. T a.

F

( ) ( ) Formula that is left over from a feeding should be saved.

b.

( ) ( ) The

empty bottle should be filled with

cold water and set aside. c.

( ) ( ) You

should scrub both bottles and nipple

with soapsuds and a brush. d.

( ) ( ) It is necessary to have a sterilizer in order to sterilize the equipment.

e.

( ) ( ) You

should boil all utensils for at least

five minutes.

13 f.

( ) ( )It is correct to

remove the sterile

equipment from the pan with your finger, g.

( ) ( )You should drain

all the equipment on a

clean towel without wiping, h.

( ) ( )You should put a

teaspoonful of salt in

the water with the nipples. i.

( ) ( )Store nipples where they will get plenty of sunshine• 1

CHAPTER If. FORMULA HOW TO MAKE UP THE FEEDINGS A.

MOTIVATION;

Rewards that will be yours from knowing how

to make up the feedings correctly. 1.

BETTER HEALTH FOR THE BABY:

If you make the formula

correctly there is less chance bacteria will develop. 2.

LESSENS BABY'S HUNGER:

Correct proportions in the

formula will give a balanced feeding. 3.

TIME FOR RELAXATION:

Preparing the formula correctly

the first time will prevent the necessity of doing the task over. B.

DIRECTIONS:

Helpful hints on how to make up a formula.

1.

How to prepare an evaporated milk formula.

MIXING: a.

Check first to see that all equipment has been sterilized.

b.

Pour the amount of boiled water called for into the mixing pitcher.

c.

Measure Karo by pouring from the bottle into the spoon.

d.

Pour evaporated milk into measuring pitcher,

then

into the mixing pitcher. e. 2.

Stir ingredients together.

ANOTHER KIND: a.

(See illustration 1.)

How to prepare a fresh milk formula,

Wash the top of the milk bottle under the water faucet and then wipe it dry.

15

3. Now evaporated milk

4. Strain the formula*

5. Stopper the bottles

ILLUSTRATION 1 (Courtesy of Better Homes and Cardens) THE FORMULA

b.

Measure milk, water, and sweetening into a pan.

c.

Boil 3 to 5 minutes,

d.

Set in a pan of water to cool, and stir while it

stirring all the while.

cools. 3.

PREPARE: a.

How to fill and stopper the bottles.

Strain the formula through a sieve and funnel into the nursing bottle.

b.

Prepare as many bottles as your baby has feedings in 2I4. hours.

c.

Stopper with sterile cotton,

corks, or tie waxed

paper over the top. d.

Store in a cold place until mealtime.

I4.. SOURCES FOR THIS CHAPTER: assistance.

Where to get further

Better Homes and Gardens 53-5&J Spock

67-76. C.

ACTIVITY ASSIGNMENTS:

Some learning experiences that

will enhance your skill in making up a formula. 1.

PREPARE: Working in our foods laboratory, make formulas

2.

ASSIST:

up

using both fresh and evaporated milk. Help your mother or a neighbor make up all

the feedings for one day.

17 D.

EVALUATION:

Some techniques you should have mastered in

making a formula. 1.

RATING SCALE:'

Place an X in each space for which you

qualify. a.

( ) Can prepare an evaporated milk formula properly

b.

( )Can prepare a fresh milk formula properly.

c.

( )Can stopper the bottles in at least 3 ways.

d.

( )Can store the feedings properly until needed.

e.

( ) Can sterilize all the equipment if it h a s n Tt already been done.

2.

TRUE-FALSE:

Place an X in the correct space for

true or false. T a.

F

( ) ( ) You should sterilize the mixing pitcher before using it.

b.

( )(

)It is preferable to prepare

enough bottles

for only a 12 hour period. c.

( )(

)It is not necessary to boil

an evaporated

milk formula after it has been mixed to­ gether. d.

( )(

)Formula should be strained through a sieve.

e.

( )(

)It is not necessary to boil milk formula.

an evaporated

18 CHAPTER 5. BOTTLE FEEDING HOW TO GIVE NOURISHMENT A,

MOTIVATION;

Advantages of knowing how to give a bottle

feeding. 1.

A BABY THAT WILL SLEEP:

A correctly fed and burped

baby will sleep peacefully. 2.

MONEY IN YOUR POCKET:

When baby sitting, the more

things you can do competently usually the more times you will be called. 3*

LESS FATIGUE:

Knowledge of what you are doing will

cut down excess steps, B.

DIRECTIONS:

time, and anxiety.

Some guides to follow in giving a bottle

feeding. 1.

CORRECT TEMPERATURE: a.

How to heat the baby's bottle.

Wash your hands thoroughly before touching the baby's bottle.

b.

Remove the bottle from the icebox and shake to mix the cream.

c.

Warm the milk to blood heat

by placing the bottle

in a pan of warm water. d.

Place the nipple on the bottle, being careful not to touch the end which goes

e.

into the baby's mouth.

Test the temperature of the milk by sprinkling a few drops on the inside of your wrist. feel warm, not hot.

It should

NIPPLE HOLES:

How to enlarge the holes In the

nipples if they are too small, a.

Observe if the milk comes in a fine spray for a second or two and then changes to drops. would indicate correct hole size.

This

If it comes

in slow drops from the start, the hole openings are too small, b.

Enlarge the holes in this manner: (1) Stick the dull end of a fine needle into a cork. (2) Holding the cork, heat the needle point in a flame ‘ u ntil it*s red hot. (3) Stick it a short distance into the top of the nipple. (ij.) Test the nipple and see if the holes are large enough.

If not follow same procedure over

again. (5) D o n Tt keep the nipple if y o u ’ve made the holes too large. PROPER SUPPORT:

Throw it away.

How to hold the baby and the bottle

while the baby is eating. a.

Cradle the baby in your left arm, both his head and back.

supporting

Leave your right hand

free to hold the bottle. b.

Hold the baby close to you so he will feel

warm and secure, c.

Tilt the bottle up so that the nipple is always full.

1^-.

(See illustration 2.)

AIR BUBBLES: a.

How to burp the baby.

Place a towel over your shoulder to protect your clothing.

b.

Lift and hold the baby against your shoulder,

his

face toward your back, and his head over your shoulder. c.

Pat him gently on the back.

This helps the air

bubble to rise and lets him belch it out. 5.

SOURCES FOR THIS CHAPTER: assistance.

Where to get further

Better Homes and Gardens 56-57* Spock

76- 80 . C.

ACTIVITY ASSIGNMENTS:

Projects to make you perfect in

giving a bottle feeding. 1. Z •

SHOW:

Heat a babyfs bottle and test for warmth.

PRACTICE:

Give a bottle feeding to some baby in

your neighborhood under the m o t h e r 1s supervision. D.

EVALUATION:

Some things you should know about giving a

bottle feeding. 1.

RATING SCALE:

Place an X in each space for which you

qualify. a.

( ) Washed hands before touching baby!s bottle.

21

ILLUSTRATION 2 (Courtesy of Baby Talk) THE BOTTLE FEEDING

22 b.

( ) Warmed the milk correctly.

c.

( )Shook bottle after removing from icebox.

d.

( ) Tested milk carefully to be sure it was at the correct temperature.

e.

( ) Did not touch end of nipple while putting it on the bottle,

f.

( ) Know how to tell if nipple holes are the correct size.

g.

( )Used the correct procedure in enlarging the holes in the nipple.

h.

( )Discarded any nipples with too large holes.

i.

( ) Tilted the bottle so the nipple was always full.

j.

( )Supported the baby correctly while burping him.

23 CHAPTER 6. DIET HOW TO PEED SOLID FOODS A.

MOTIVATION:

Rewards that will be yours from knowing how

to feed solid f o o d s , 1.

SOUND EATING HABITS:

Start feeding the baby using

the correct approach and he will accept almost all new foods. 2.

MONEY SAVING:

You will have less waste if the food

is prepared and kept correctly. 3.

LESS CLEAN UP:

Knowledge of how to feed solid foods

will save you time in washing clothes, wallpaper, and the floor. B.

DIRECTIONS:

Some guides to follow in feeding

solid foods.

1.

START:

feeding

TIME TO

How to know when to begin

solid foods. a.

Consult your doctor; he will give you the go ahead signal at

b.

the right time.

If you do not have a doctor, you may start

solids

if the baby is growing like a weed and digests everything that comes his way. c.

Drop the new food if it upsets the baby, and wait a few weeks.

2.

THE APPROACH: How to offer a a.

new food.

Offer the new food at the beginning of when the baby is hungry.

the meal

b.

D o n ’t give him his bottle before the new food.

c.

Hold the baby so he is half sitting, half reclining on your arm.

d.

Offer a small amount of the new food on a small sized spoon.

e.

Place the food so far back on his tongue that he c a n ’t spit it out.

f.

When the taste has been accepted,

stop for that

meal. g.

Work up gradually until the baby is eating 3 or Ij. tablespoons of the new food.

h.

Be persistent in feeding the baby.

He is the

original conservative and w o n ’t like trying some­ thing new. PREPARATION: a.

How to fix and keep baby food.

Mix the correct amount of cereal with enough warm formula to make it quite thin.

Use a sterile

di sh. b.

Place strained vegetable in a sterile custard

cup,

add butter and salt, and heat by placing it in a pan of warm water. c.

Warm both strained meats or fruits as you did vegetable.

d.

the

No seasoning to be added.

Use a well known brand of baby food. in the refrigerator for three days.

May be kept

Ij-.

SOURCES FOR THIS CHAPTER. assistance.

Where to get further

Better Homes and Gardens 9^-96; Spock

158-169. C.

ACTIVITY ASSIGNMENTS:

Some learning experiences that will

help you in feeding solid foods to a b a b y . 1*

PREPARE:

Fix a baby cereal, vegetable, meat, and

fruit using the correct procedure. 2.

PRACTICE:

Prepare the food and feed the baby at

home, or the neighbor1s baby, at least three times in the next week. D.

EVALUATION:

Some questions that you should be able to

answer about the feeding of solid foods. 1.

TRUE-FALSE:

Place an X in the correct space for

true or false. T a.

F

( ) ( ) You

should consult your doctor before

starting the baby on solid foods. b.

( ) ( ) The

new food should be offered immediately

after the bottle. c.

( ) ( ) The

baby should eat the prescribed amount

of the new food the first time. d.

( ) ( ) It is best to feed the baby while he is lying on his back.

e.

( ) ( ) The

food should be placed far back on the

26 baby *s tongue f.

{ ) ( )If the baby

so he c a n ’t spit it out. d o e s n ’t like

the new food,

just let It go. h.

( ) ( )Fruits will need a little

I.

( ) ( )Opened baby

sugar added.

food can be kept safely as

long as a week, j.

( ) ( )Salt and butter may be added vegetables.

to the

27 CHAPTER 7. TUB BATH HOW TO KEEP THE BABY CLEAN A.

MOTIVATION:

Advantages of being able

to keep the baby

The baby's well being is

never in jeopardy

clean, 1.

SAFETY:

if you know how to hold him correctly during the bath. 2.

WELL SCRUBBED:

The baby will have an adequate

bath only if you know exactly what you should do, B.

DIRECTIONS: 1.

Some guides to follow in

PRELIMINARIES:

giving a tub b ath,

How to set the stage for the daily

bath, a.

Choose a warm room,

75 to 80 degrees, preferably

the bathroom or kitchen, b.

Assemble all the necessary equipment.

(1) Mild soap. (2) Baby cream. (3) Baby or olive oil. (k) Baby powder.

(5) Covered jar of boiled water. (6) Safety pins, assorted sizes. (7) Sterilized cotton. (8) Baby washcloth. (9) Three large bath towels.

c.

Put on a bath apron.

d.

Wash your

e.

Place

hands and clean your nails.

one bath towel over the bath table,

and

over that a protective pad or folded diaper where the baby will lie. f.

Fill the tub with warm water.

In testing the

water with your elbow it should feel warm, not hot.

2.

g.

Place

the baby on the table and undress him.

h.

Cover

the baby with a large bath towel.

THE MAIN EVENT: a.

How to give a tub bath.

Clean the baby*s eyes, using sterile cotton and boiled water, washing the inner corner first, working out.

b.

(See illustration 3*)

Roll cotton to a point,

dip it in oil

and gently

work any crust out of the nose. c.

Clean the inside,

tip, and behind the

ears with

cotton dipped in oil. d.

Wash

his face with clear water and a soft

e.

Soap

the b a b y Ts scalp, then rinse, holding his

head over the side of the tub.

washcloth.

(See illustration lj_. )

(1) Support the b a b y Ts head and shoulders through­ out the process. (2) Wash the hair three times weekly. f.

With

the baby back on the table,

carefully.

soap his

body

29

1. First the eyes*

2* N o w the nose*

3* Clean the ears*

4* Wash the face*

ILLUSTRATION 3 (Courtesy of Better Homes and Gardens) PRELIMINARIES TO THE BATH

*

*

30

1. Soap the scalp.

2. Then the body.

4. Pat him dry.

ILLUSTRATION 4 (Courtesy of Better Homes and Gardens) THE B-aTH

g.

Lower the baby gently into the tub,

supporting

his head and back with one hand and holding his feet with the other, your forefinger between his ankles. h.

Rinse off all the soap,

supporting his head and

back with one hand and holding the wash cloth in the other. i.

Allow the baby to stay and enjoy the water for a little while, never leaving him for a second.

j.

Put the baby back on the bath table,

cover him

with a big bath towel and pat him dry. k.

Apply baby oil to all folds, genitals.

1. 3.

creases, and

Then dust with powder.

Dress the baby as gently and quickly as possible.

SOURCES FOR THIS CHAPTER: information.

Where to get further

Better Homes and Dardens 70-7^-i Spock

86-9 0 . C.

ACTIVITY ASSIGNMENTS:

Some learning experiences that

will enhance your skill in giving a tub b a t h . 1.

DEMONSTRATE:

Going through all the preliminary

steps first, use the practice doll and show the class exactly how you would bathe the baby.

Repeat the

demonstration for your Girl Scout Troop toward your Homemakers badge.

2.

HELP:

Assist your mother or neighbor in giving

the baby a tub bath. D.

EVALUATION:

Some questions you should be able to answer

about keeping the baby clean. 1.

BEST ANSWER:

Place the number of the best answer in

the p arenthe s e s . a.

( ) A good room in (1) The baby1s

which to bathe the baby is: bedroom.

(Ip) The utility room.

(3) The kitchen. b.

( ) The very small with:

(2) Your bedroom.

baby*s eyes should be cleaned

(1) A washrag.

and boiled water.

(2) Sterile cotton

(3) Murine.

(Ip) Boric

acid ointment. c.

( ) The baby*s scalp should be soaped: (2) Once a week.

(1) Daily

(3) Three times a week.

(1^.) Not at all. d.

( ) After placing the baby on the bath table, he should be covered with a: (2) Diaper.

2.

TRUE-FALSE:

(1) Cotton blanket

(3) Baby sheet.

(ip) Towel.

Place an X in the correct space for

true or false. T a.

F

( ) ( ) It is necessary to assemble all the bath equipment before starting to bathe the baby.

33 b.

( ) ( ) The

heat of the bath water should be

tested with your hand. c.

( ) ( ) The

baby should never be left alone for

a second in the bath tub. d.

( ) ( )It is necessary

to clean the b a b y !s ears

thoroughly with a soapy washrag. e.

( ) ( ) The

b aby!s head and back must be supported

while he is in the tub.

34 CHAPTER 8. APPAREL HOW TO DRESS THE BABy A.

MOTIVATION; 1.

Advantages of being able to dress the baby.

TIME FOR PLAYING WITH time at

THE BABI:If you spend

simple tasks, you will have more time

less for

enjoyment. 2.

A NICE DISPOSITION:

Proper fit and warmth in clothing

will make the baby comfortable and happy. B.

DIRECTIONS: 1*

Helpful hints on how to dress the b aby.

GUIDES: a.

How to dress baby the easy way.

Lay out fresh garments on a handy chair, arranged in the order in which y o u *11 put them on him, so you can dress him quickly after the bath.

b.

Be gentle in the dressing process.

c.

Support baby*s back and head when you lift or turn h i m .

d.

Roll sleeves and stockings down so his hands or feet go right through.

e.

Use materials that are easy to wash and which you will not need to iron.

f.

Use only garments which slip on and off freely and quickly,

and do not interfere with the baby*s

exercising. 2.

PROCEDURE:

How to put the different articles of

clothing on the baby.

a.

Put on diaper,

being careful to avoid sticking

the baby as you pin it. b.

Place the shirt sleeve inside the kimono sleeve and roll down.

c.

Put both on in one operation.

Put one hand through at a time.

Tie the shirt

and fasten the kimono at the neck.

(See illus­

tration 5* ) d.

Pin the baby*s shirt down outside the diaper.

Be

careful to hold a finger next to the baby to catch the pin prick. e.

At night, put the long nightgown on feet first, roll back sleeve till baby*s hand is through.

f.

On dress up occasions, put the petticoat on over the feet and the dress over the head.

AMOUNT: a.

How to dress the baby for varying temperatures.

D o n !t put on too much;

it is better to put on

too little. b.

Keep the the baby

room temperature around 70 degrees, then will need only a kimono over his shirt

and diaper, plus a thin blanket. c.

Dress the baby only in shirt and diaper in warm weather.

d.

If sizzling,

in his diaper only.

D o n !t judge the baby*s warmth by hands.

the feel of his

Most babies hands stay cool when they

are comfortably dressed.

36

1. Roll down the sleeve.

3. Pin the shirt.

4

2. Left arm next.

4. Bedtime now.

ILLUSTRATION 5 (Courtesy of Better Homes and Gardens) D RESSING BABY THE EASY WAY

37 if.

SOURCES FOR THIS CHAPTER: assistance.

Where to get further

Better Homes and Gardens 76-77; Spock

90-93. C.

ACTIVITY ASSIGNMENTS:

Projects to aid you in dressing

the b a b y . 1.

SHOW:

Using the practice doll, demonstrate to the

class exactly how you would dress a baby. 2.

CONTACT:

Ask a new mother to bring her baby to

class and demonstrate her procedure for dressing. Afterwards compare the way she proceeded with the way you would do it.

Decide if you should adopt

some of her methods. 3.

BE RESPONSIBLE:

Assist your mother by arranging all

the b a b y ’s clothes on a chair by the bath table. Help in any way that you can in dressing the baby. D.

EVALUATION:

Some questions you should be able to answer

about dressing the baby. 1.

TRUE-FALSE:

Place an X in the correct space for

true or false. T a.

F

( ) ( ) The b a b y ’s nightgown should be put on over the feet.

b.

( ) ( ) A baby’s hands should feel warm if he is comfortably dressed.

38 c.

( } ( ) The correct room temperature for a baby Is around JO degrees.

d.

( )( ) It is not necessary to dress a young baby quickly.

e.

( )( ) Washable materials are preferable for baby clothes.

f.

( )(

) Even In hot weather the baby should wear a shirt and diaper.

g.

( )( ) It is better for the baby to have too much clothing on rather than too little.

2.

RATING SCALE:

Place an X In each space for which you

qualify. a.

( )Can roll stockings and sleeves down so the baby*s hands and feet go right through.

b.

( )Can pin shirt down to diaper correctly.

c.

( )Can put a petticoat and dress on properly.

d.

( )Can dress the baby appropriately for the weather.

e.

( )Can quickly and gently complete the whole dressing process.

39

PART II. THE YOUNG CHILD HOW TO M E E T THE NEEDS OF SMALL CHILDREN

k.0 CHAPTER 9. APPEARANCE HOW TO BUILD HABITS OF PERSONAL CLEANLINESS A.

MOTIVATION:

Advantages of training children to build

habits of personal cleanliness. 1.

LESS NAGGING:

If the child desires to keep clean,

he will need fewer reminders, 2.

MORE MONEY FOR FAMILY FUN:

Germs spread by dirty

hands often mean doctor bills, B.

DIRECTIONS:

Helpful hints on how to build habits of

personal cleanliness. 1.

GUIDES:

How to help children develop desirable

habits. a.

Provide the child with his own equipment and a place to keep it.

b.

Give the child responsibility according to his development level.

Progress from simple to more

difficult tasks. c.

Provide equipment to make tasks easy,

such as:

step ups, low shelves,

towel racks.

d.

Make bathing, washing,

combing hair fun to do,

e.

Allow plenty of time for duties, but avoid dawdling.

2.

WHAT TO EXPECT:

How to set up standards of achieve­

ment for different age groups.

Ip-

I

i

a.

j J. ■

Plan simple tasks for two to three year old children. (1) Put stopper in bowl. (2) Turn on cold water to wash hands. (3) Learn to use only a little hot water in the cold. (if) Squeeze water from cloth to wash face. (5) Comb front of hair. (6 ) Brush teeth.

b.

Plan slightly harder tasks for four to five year olds. (1) Wash with little wetting of clothes.

(2) Assist with bath. (3) Brush teeth regularly. (!j_) Rub soap on back of hands, arms and wrists. 3.

CREATE A DESIRE:

How to stimulate children to appre­

ciate the importance of personal cleanliness. a.

Set a good example for the child.

b.

Check to see that the child has a daily bath.

c.

See that thechild washes his hands before eating and after going to the toilet.

d.

Provide clean clothing, bedding, play equipment, and a place to play.

I4..

SOURCES FOR THIS CHAPTER: assistance.

Where to get further

Better Homes and Gardens 151-153S Faegre

and Anderson 37-38C.

ACTIVITY ASSIGNMENTS:

Projects to aid you in helping

children to build habits of personal cleanliness. 1.

DRAW:

Illustrate how an adult bathroom may be

adapted to the child1s size and needs. . 2.

NOTE:

Observe children of different ages marking

their progress in assuming responsibility for personal cleanliness.

Report back to the class and discuss

whether the children were doing as well as could be expected,

and recommend things that could be done

to help the child.

k-3 3.

BE RESPONSIBLE:

Assist and guide your little brother

in all his washing and cleaning up for the coming week. D.

EVALUATION:

Some things that you should know about

helping children to build habits of personal cleanliness. 1*

COMPLETION:

Write in the long blanks ahead of the

Items the answers that should go in the short token blanks within the items. ____________ a.

Provide the child with his own _____ and a place to keep it.

____________ b.

Progression should be from simple to more ____ tasks.

____________ c.

Step ups, low shelves, and towel racks all help to make the child1s tasks ____ .

____________ d.

Plenty of time should be allowed for duties, but avoid ____ .

_____________ e.

Each child should have a daily _____ .

f.

Hands should always be washed before

g.

Hands should always be washed after going to the ____ .

h.

You should make bathing, washing, and combing hair ____

to d o .

Mii.

A three year old should be able to brush his _____.

j.

A five year old should be able to assist w it h his

ks CHAPTER 10. ROUTINE HOW TO BUILD GOOD EATING AND SLEEPING HABITS A.

MOTIVATION;

Rewards that will result from good eating

and sleeping h a b i t s . 1.

BETTER HEALTH:

The correct amount of food and rest

are essential for a growing child to be healthy. 2.

LIFELONG SATISFACTION:

Food habits formed

early in

life are generally followed. 3.

PREVENTION OF MANY DISCIPLINE PROBLEMS:

Good habits

learned early in life will eliminate the need for correction later. B.

DIRECTIONS:

Suggestions that will help in the

building

of good eating and sleeping habits. 1.

2.

PREPARATION:

How to plan and cook food for a child.

a.

Serve simple foods that a child can handle.

b.

Arrange attractive color and textures in the meal.

c.

Add small amounts of seasoning.

d.

Observe regularity of schedule.

FOOD SERVICE:

How to make mealtime more enjoyable.

a.

Stimulate appetite with attractively served food.

b.

Start with small servings and provide opportunity for second helpings.

c.

(See illustration 6.)

Select small size silver and dishes that will help the child in learning eating techniques.

46

ILLUSTRATION 6 (Courtesy of Living for foung Homemakers) A GOOD EATER

k-7 d.

Provide a comfortable,

sturdy chair and a table

of the correct height, 3.

FAMILY ATTITUDES:

How to influence the child toward

good habit formation. a.

Set a good example.

Avoid showing food dislikes.

b.

Keep the atmosphere pleasant.

This is not a time

to discuss grievences. c.

Select only one person at a time to be responsible for guiding the child*s eating.

d.

Talk over differences of opinion in private and determine procedure.

e.

Don*t be inconsistent in your methods of training the child.

f.

Start the training early and gradually allow the child to assume responsibility for his eating.

if.

ADEQUATE PROVISION:

How to set up conditions that

would contribute to good sleep. a.

Check for good ventilation and the proper temp­ erature .

b.

D o n !t use heavy and numerous covers.

c.

Avoid tight sleeping garments.

d.

See that the child has a bed of his own.

e.

Provide a firm mattress,

f.

Observe a regular schedule.

g.

Adjust the schedule to provide a quiet time before going to bed.

but no pillow.

5.

SOURCES FOR THIS CHAPTER: information.

Where to get further

Faegre and Anderson 122-132, 133-151;

Laitem and Miller 27-28. C.

ACTIVITY ASSIGNMENTS:

Laboratory

experiences that will

help you in building good eating and sleeping

habits in

children. 1.

PREPARE:

Plan,

cook, and serve a simple meal for a

four year old child. 2.

DEMONSTRATE:

Check and fulfill, using our practice

doll and baby bed, all the provisions necessary for good sleeping conditions. 3.

GUIDE:

Take the responsibility for two weeks of

directing your younger brother or sister1s eating. Help your mother with the food preparation. D.

EVALUATION: Some things that you

should know about building

good eating and sleeping h a b i t s . 1.

TRUE-FALSE:

Place an X in the correct space for

true or false. T a.

F

( ) ( ) You should serve simple foods that are easy for a child to handle.

b.

( ) ( ) Small sized silver and dishes have not been found too valuable in teaching a child to eat properly.

14-9 c.

( ) ( )It is better to give larger servings than you think the child can eat.

d.

( ) ( )It is very important for you to set a good example for the child.

e.

( ) ( )There is no reason why a child shouldn’t have a pillow if he desires one.

f.

( ) ( )It is important that the child have a bed of his own.

g.

( ) ( ) Only one person at a time should be re­ sponsible for guiding the child’s eating.

h.

( ) ( )Regularity of schedule is not too important

i.

( ) ( ) You should provide a chair and table appropriate to the child’s size.

50 CHAPTER 11. RELAXATION HOW TO HELP CHILDREN IN THEIR PLAY A.

MOTIVATION: 1.

Advantages of helping children in their p l a y ,

PHYSICAL GROWTH:

Play helps develop large and small

muscles and gives needed physical exercise to the child. 2.

FEWER ACCIDENTS:

If all hazards are removed from

the play area, fewer mishaps will occur. B.

DIRECTIONS:

Some hints on how to help children in their

£lai1.

GUIDE:

How to direct children*s play.

a.

Avoid too much direction.

b.

Permit children to plan and do for themselves.

c.

Remove accident hazards.

d.

If necessary, help children learn how to use play materials and equipment, how to climb, how to await turns, and what and how to throw.

e.

Encourage good sportsmanship.

f.

Participate in games as a member of the group.

g.

Allow freedom for child to play alone or with others.

h.

Substitute new activities only when undesirable habits are being formed.

i.

Provide material for play.

5i 2.

STANDARDS:

How to provide suitable play materials.

a*

Secure simple, easy to handle toys.

b.

Make sure they are easy to clean.

c.

See

d*

Suit them to the age, ability

e.

Buy

f.

that they are sturdy. and interest.

toys that are safe and of good design.

Select materials that encourage constructive play and that develop both large and small muscles.

3.

PLAY NEEDS:

How to provide materials for different

ages. a.

Make provision for the following needs of the toddler. (1) Needs toys to encourage activity, pushing,

such as;

pulling, pedaling, rolling.

(2) Toys so child may learn manipulation,

such

as: small cooking kettles with lids, puzzles, peg boards,

sets of cans, and dolls and doll

clothes. b.

Make provision for the following needs of the pre-school child. (1) Constructive play,

such as: building,

drawing,

painting. (2) Materials for large muscle development,

such

as: large boxes, walking boards, ladders, walking beams.

(See illustration 7»)

52

ILLUSTRATION 7 (Courtesy of the Minneapolis Star Journal) adventure

on

a

jungle

gym

(3) Toys for make-believe play,

such as: clothes

to dress up in. (Ip) Sand and water for construction,

imagination

and experimentation. (5) Toys for imitative play such as: equipment,

cleaning

dishes and cooking utensils, beds

and dolls. Ip.

SOURCES FOR THIS CHAPTER: assistance.

Where to get further

Faegre and Anderson 221-23&; Laitem

and Miller 52-57* C.

ACTIVITY ASSIGNMENTS:

Projects to aid you in helping

children in their p l a y . 1.

EVALUATE:

Make a collection of toys from home, a

nursery school or kindergarten,

and those in the

homemaking department and examine them by standards set up. 2.

PARTICIPATE:

Play in a game with young children and

see if you can guide them, when necessary, without being too obvious about what you are doing. D.

EVALUATION:

Some things that you should know about

helping children in their p l a y . 1.

BEST ANSWER:

Place the number of the best answer in

the parentheses. a.

( ) A good way to guide play is to:

(1) Observe

and give directions. game.

(2) Participate in the

(3) Observe and keep quiet.

(I|_) Help

when needed. b*

( )One good criterion by which to select play materials is: in price.

TRUE-FALSE:

(1) Bright color.

(3) Easy to clean.

(2) Cheap

(lj_) Not painted.

Place an X in the correct space for

true or false. T a.

F

( )( ) You should give children a good deal of direction in their play.

b.

( )( ) Play materials should be sturdy.

c.

{ ){ ) Children should be able to find their own play material.

d.

( )( ) You should encourage good sportsmanship.

e.

{ ){ ) The toddler needs materials for painting and drawing*

f.

( )( ) Toys for make believe should be provided for the pre-school child. Dolls are good toys for both the toddler and the pre-school child,

h.

( )( ) It is not always necessary to remove accident hazards from the play area.

55 CHAPTER 12. READING HOW TO TRAIN CHILDREN TO ENJOY AND USE BOOKS A.

MOTIVATION:

Advantages of training children to enjoy and

use b o oks. 1.

BOOKS WITH COVERS:

Early training on the care of

books will minimize destruction. 2.

LIFELONG PLEASURE:

The enjoyment an individual re­

ceives from reading is enormous. 3*

QUIET RELAXATION:

In our complex modern life the

child needs a simple recreation to offset all the noisy confusion. B.

DIRECTIONS:

Some hints on how to train children to

enjoy and use b o o k s . 1.

GUIDES FOR CHOOSING:

How to select appropriate books

and stories for the child*s enjoyment. a.

Secure stories adapted to the age of the child. (1) 18-20 months.

Familiar objects with words,

pictures. (2) 2-3 years.

Familiar stories about self and

his own activities. (3) 3-i-j- years.

Interest varied,

likes other

people and activities. (ij.) 5-6 years. b.

Simple,

imaginary adventure.

See that the story is short and holds the interest.

c.

Make sure they deal with pleasant subjects.

d.

Provide entertaining stories.

e.

Select stories that arouse interest in learning and stimulate the imagination.

f.

Secure stories that will increase the vocabulary.

g.

See that some of the stories will acquaint the child with his surroundings.

h.

Buy books with good format. (1) Suitable size book. (2) Durable paper without a glare. (3) Firm binding. (1{_) Large type.

MAKE THEM LAST:

How to instruct children in the

care of books. a.

Begin training early.

b.

Provide suitable place to read and store books.

c.

Avoid having articles within reach of young children which could be used to destroy books, such as: pencils,

d.

scissors.

Allow children to help mend books.

SOURCES FOR THIS CHAPTER: assistance.

Where to get further

Faegre and Anderson 221-236; Smart

and Smart 172-17^-

57 C.

AC TI VI TY ASSIGNMENTS:

Projects to aid you In training

children to enjoy and use books. 1.

ARRANGE:

For the next P.T.A. meeting,

in cooperation

with the school librarian, make up an exhibit of books suitable for young children. 2.

EVALUATE: books.

Read and look at a collection of story

Suggest factors to consider in selecting

suitable stories for small children. 3.

SELECT:

Judge the books.

Each night at bedtime, for a week, read a

carefully chosen story to your younger sister.

Try

to choose stories with pictures and guide her in handling the book herself. D.

EVALUATION:

Some questions you should be able to answer

about training children to enjoy and use b o o k s . 1.

TRUE-FALSE:

Place an X in the correct space for

true or false. T a.

F

( )( ) You should select books that have durable paper.

b.

( )( ) Long stories are desirable for children.

c.

( )( ) Children are too inexperienced to help m end books.

d.

( ) ( ) Storage space should be provided for the child1s books.

58 e.

( ) ( )A firm binding is desirable in children*s books•

f.

( ) ( ) It is not necessary for all the stories to deal with pleasant subjects.

g.

( ) ( ) You should

avoid having articles within

reach which could be used to destroy books, i.

( ) ( ) Large type

is very desirable in small

children*s books, j.

( ) ( ) You should use stories that will increase the child’s vocabulary.

59 CHAPTER 13. DISCIPLINE HOW TO DEAL WISELY WITH SOME DIFFICULTIES WHICH CHILDREN EXPERIENCE A.

MOTIVATION;

Rewards of dealing wisely with some diffi­

culties which children experience. 1.

LESS ANXIETY FOR YOU:

If you understand the different

stages through which children proceed, you will be better able to help them. 2.

MORE FRIENDS FOR THE CHILD:

Correct handling of

these difficulties will lead to a better adjustment* B.

DIRECTIONS:

Some helpful hints on how to deal wisely

with some difficulties which children experience. 1*

DISPUTES: a.

How to handle quarreling.

Interfere as little as possible,

it is better to

let children settle their own disputes.

(Quarreling

amoung young children represents their trial and error effects at learning to deal with people.) b.

Settle disputes if you are asked,

but hear both

sides and help the children to make their own decision. c.

Do not permit cruelty or dishonesty among children; at times interference is necessary.

2.

FIBS: a.

How to deal with lying.

Be honest yourself if you expect the child to be. (The best method of teaching morals is through example.)

b.

Look for and correct the reasons for lying. (Pear of physical punishment and a desire for sympathy and praise prompts many children to lie.)

c.

Direct your efforts toward doing away with any need for lying.

(Attention should be centered on

the happiness that arises from truthfulness and honesty rather than the possible black future looming up before the l i ar.) FRIGHT: a.

How to help children with the problem of fear.

Prevent fear by making the child feel secure. (Control the child by a positive means rather than by threats of what may happen to h i m . )

b.

Overcome fear by having the child who is afraid play with children of his own age who are not afraid, and by associating pleasant experiences with the thing feared.

c.

Use fear only so the child will safeguard himself from danger.

ANGER: a.

How to handle temper tantrums.

Check first to see if the child is in good physical condition,

is not getting too much discipline,

not being teased, in anger.

is

and is not imitating his elders

(If any of these situations exist,

then

corrections must be made immediately.) b.

Analyze whether he may be doing it to get attention

if so, ignoring the child at the time of out­ burst seems to work quite well. THE GREEN-EYED MONSTER: a.

How to help a jealous child.

Remove possible causes of jealousy. (1) Have an older child share in the plans and care of the new baby.

(See illustration 8.)

(2) D o n !t praise one child in hopes that the other children will imitate the desirable conduct. b.

Avoid situations that give a child the feeling of inferiority.

c.

Teach a child to share,

take one's turn, and to

respect the property of others. NO, NO, NO: a.

How to handle negativism.

Pay no attention when the child says no. (1) This is a phase that all children go through between 18 and 27 (2) It is a time when

months of age. the child begins to assert

himself actively and independently. b.

Keep perfectly calm and cheerful; he'll do what you want him to do if

you don't argue, but

insist

by your actions.

he refuses,

by the

(If

take him

hand and pleasantly but firmly lead him through the motions.) c.

Divert his mind by making a game out of what you want him to do.

ILLUSTRATION & (courtesy of Margaret Bonine Pox) NO JEALOUSY HERE

d.

Make your commands just as few as possible.

THUMB-SUCKING-: a.

How to help a child with this habit.

Do not worry about the small baby that sucks his thumb.

(It means the baby's craving to suck

hasn't been satisfied.) b.

(See illustration 9-)

Try to make the child's life more satisfying if he sucks his thumb after the first year.

(When

he is older he does it to comfort himself.) c.

Do not scold a child, pull his thumb out of his mouth, or use splints, mitts,

or bad tasting

medicine on the thumb. (1) The above mentioned methods will only prolong the habit. (2) Thumb-sucking will go away by itself in time. THE FINGERNAIL CHEWER:

How to help the child that

bites his nails. a.

Do not nag or punish a nail-biter, creases his tension.

it only in­

(Nail-biting is a sign of

tension.) b.

Do not apply bitter medicine to the nails; it rarely helps.

c.

Find out what some of the pressures on the child are and try to relieve them.

SOURCES FOR THIS CHAPTER: assistance.

Where to get further

Better Homes and Gardens 139-llj.O, 167-170

61j-

ILLUSTRATION 9 (Courtesy of Baby Talk) THE THUMB-SUCKER

Laitem and Miller lp.-lp>; Spock 260-268, 275C.

ACTIVITY ASSIGNMENTS:

Some learning experiences that

will help you in dealing wisely with some difficulties which children experience. 1#

ITEMIZE:

List difficulties which you have h a d in

dealing with children.

Describe case situations and

discuss possible causes and solutions for handling the difficulties. 2.

ACT OUT:

Divide into groups and let each group

dramatize the handling of one of the difficulties we have studied. 3*

WATCH:

Observe how the nursery school teacher or

a mother prevents a difficulty from occurring and how she handles difficulties.

Write a report on the

case. D.

EVALUATION:

Some questions that you should be able to

answer about dealing wisely with some difficulties which children experience. 1.

TRUE-FALSE:

Place an X in the correct space for

true or fal s e . T a.

F

( ) ( ) At times it is necessary to interfere in children^

b.

disputes.

( ) ( ) The best way to teach a child honesty is

66 to talk to him about it, c.

( ) (

)A child should know that he will be punished if he lies.

d.

( ) (

)A desire for sympathy or praise will often prompt a child to lie.

e.

( ) (

)In overcoming fear,

it is a good idea to

associate pleasant experiences with the thing feared. f.

( ) ( )A child that has a temper tantrum needs a good spanking.

g.

( ) ( )Jealousy In a child just means that he is selfish.

h.

( ) (

)Negativism is just a stage that children go through.

i.

( ) ( )It will often help to put bad tasting medicine on the thumb-sucker1s thumb,

j.

( ) ( )Nail-biting is a sign of tenseness.

67 CHAPTER 11\.. ACCIDENTS HOW TO PREVENT MISHAPS A.

MOTIVATION; 1.

Rewards of preventing m i s h a p s .

FEWER DEATHS AMONG YOUNG CHILDREN:

Care in pre­

venting mishaps would result in less fatalities. 2.

SMOOTHER SAILING:

Eliminate the possibility of

mishaps and you can spend your time reading rather than consoling a crying child. B.

DIRECTIONS: 1.

FIRE:

Some hints on how to prevent m i s h a p s . How to prevent burns.

a.

Free home of rubbish and wastepaper.

b.

Store matches in metal containers out of reach of children.

c.

Teach children the dangers in lighting matches.

d.

Screen fireplaces.

e.

Avoid leaving small children alone in a room with a stove if they are too young to understand that it must not be touched.

f. 2.

Do not allow children to play with fire.

HOT LIQUIDS: a.

How to prevent scalds.

Turn handles of cooking utensils so a child cannot reach or pull the hot liquid over.

b.

Do not leave pails or tubs of hot water accesible to children.

EL E C T R I C CORDS: a.

H o w to a v e r t shocks.

Place electric cords where children cannot cut, break, or trip over them.

b.

Cover electrical outlets.

TOYS: a.

How to prevent injury from playthings.

Avoid toys with sharp edges,

soluble paint,

or

small parts that can come off. b.

Eliminate dangerous articles from play such as: forks, knives, pointed sticks.

c.

Teach children the correct use of scissors, pencils and pens.

HIGHLY POLISHED FLOORS:

How to check injuries from

falls. a.

Prevent rugs from slipping.

b.

Provide adequate storage for toys and teach children to put them away.

POISONS AND MEDICINES:

How to keep children from

drinking or taking harmful substances. a.

Label poisons and mark to attract attention.

b.

Keep out of reach of children.

PLAY YARD:

How to curb accidents in the outside

area. a.

Dispose of broken glass and boards with nails.

b.

Store tools out of reach of children.

c.

Repair broken play equipment immediately or remove

8.

S M A L L OBJECTS:

H o w to p r e v e n t ch il d r e n f r o m

swallowing small articles. a.

Avoid leaving objects around which children can swallow.

b.

Remember always to put away immediately needles,

C.

pins,

tacks, or razor blades.

ACTIVITY ASSIGNMENT:

Some learning experiences

that will

help you in preventing m i s h a p s . 1*

INSPECT:

Secure or make a check list and check your

own home for safety. 2*

COLLECT:

Remedy undesirable findings*

Bring in newspaper clippings of accidents

to children to see how they might have been avoided. 3*

CONDUCT:

Start a campaign in your Girl Scout troop

to make the homes and yards in your neighborhood safer for children. D.

EVALUATION:

Some things that you should know about

preventing m i s h a p s . 1*

COMPLETION:

Write in the long blanks ahead of the

items the answers that should go in the short token blanks within the items. _____________ a.

To prevent burns to young children, it is a good idea to ____ fireplaces.

____________

b.

Turn handles of cooking utensils so a child cannot

them.

____________

c.

____________ d.

Electrical outlets should be ____ . Adequate storage space should be provided for ____

and children should

be taught to put them away. TRUE-FALSE:

Plane an X in the correct space for

true or false. T a.

F

( ) ( ) Poisons should be labeled and

marked to

attract attention. b„

( ) ( ) Caution children to stay away

from broken

play equipment. c.

( ) ( ) Bo not leave a child alone in a room with a stove if he is too young to understand that it must not be touched.

d.

( ) ( ) You must caution young children to use care when playing with knives or forks.

e.

( ) ( ) Children should be taught the of scissors.

correct use

71 CHAPTER 15. EMERGENCIES HOW TO GIVE SIMPLE FIRST AID A.

MOTIVATION;

Rewards that will be yours from knowing how

to give simple first a i d . 1.

LESS WORRY:

You know that you can4 treat the minor

injuries correctly. 2.

LESS PAIN TO THE CHILD:

Correct and prompt treatment

will lessen the suffering of the child. 3•

FEWER COMPLICATIONS:

You will know how to care for

the child until the doctor arrives. B.

DIRECTIONS:

Some suggestions on how to give simple

first aid. !•

BURNS: a.

How to treat seared skin.

For a first degree burn put a good burn ointment on sterile gauze and cover the wound.

b.

For blistered skin apply sterile gauze that has been soaked in baking-soda solution.

c.

Call the doctor immediately if the child has an extensive burn, giving the baking-soda treatment while you wait.

2.

BRUISES: a.

How to treat the discolored area.

Apply cold compresses of rubbing alcohol or witch hazel immediately.

b.

Consult a doctor if the injury has been very severe.

CUTS: a.

H o w to c l e a n the wound.

Sponge the wound with sterile cotton and rubbing a lcohol.

b.

Apply a fresh solution of iodine to the cut.

c.

Cover the wound after the iodine is dry.

PALLS: a.

How to treat a child after a tumble.

Put the child to bed if he falls from a high place.

b.

Call the doctor if the child vomits or seems dazed.

POISONS:

How to give an antidote.

a.

Call the doctor at once.

b.

Give the child soapsuds, epsom salts in water, or stick your finger down his throat to make him vomit.

(Go ahead and do this if you c a n 1t contact

the doctor immediately.) SWALLOWED OBJECTS:

How to help a child with foreign

material in his stomach or throat. a.

D o n ft worry if the child swallows a smooth object without any discomfort.

(Watch the

movements for a few days to be sure it comes out. ) b.

Consult the doctor immediately if he swallows a sharp object such as an open safety pin.

c.

Hold the baby upside down and slap him vigorously

on the back if he is choking.

If he continues

to choke and turns blue, rush him to the nearest hospital or doctor. 7.

NOSEBLEEDS: a.

How to stop the blood.

Apply cold, wet compresses over the nose, having the child sit with his head thrown back.

b.

Instruct the child to breathe through his mouth, then press the nostrils together firmly with your fingers.

c.

Call the doctor if these measures do not stop the bleeding shortly.

8.

EARACHES: a.

How to alleviate the pain.

Apply an ice bag or a hot water bottle, which­ ever relieves the pain best.

b. 9*

Notify the doctor if the pain persists.

TOOTHACHES: a.

How to stop the throb.

Pack the cavity with cotton dipped in oil of cloves.

b.

Apply hot or cold compresses on the outside if there is no cavity.

c. 10.

See the dentist as soon as possible.

SOURCES FOR THIS CHAPTER: assistance.

Where to get further

Better Homes and Gardens 179~l8l;

Laitem and Miller 520-523*

ik C.

ACTIVITY ASSIGNMENTS:

Projects to aid you in giving

simple first a i d . 1.

VISIT:

Spend the day at your nearest playground and

observe the first aid techniques that are used by the playground director. 2.

ASSIST:

Assist him.

Help the school nurse during recess and

lunch hour for a period of one week in caring for students that need first aid. D.

EVALUATION:

Some questions that you should be able to

answer about simple first a i d . 1.

COMPLETION:

Write in the long blanks ahead of the

items the answers that should go in the short token blanks within the items. _________

a.

Use an ____

bag to relieve the pain

of an earache. ____________ b.

You should treat a first degree burn by using _____ and a sterile bandage.

____________

c.

Apply cold compresses of rubbing ____ to a bruise.

____________ d. e.

A cut should be painted with _____. ____

are often given to make a poisoned

child vomit. ____________ f.

In treating a nosebleed you should apply a cold compress over the ____ .

g.

Call the ____

If corrective measures

do not stop a nosebleed shortly. h.

For a toothache,

it is best to pack

the _____ with cotton dipped in oil of cloves. 1.

If you have a toothache, you should call your ____ to make an appointment.

j.

A child that has a bad fall should be put to ____ .

76

BIBLIOGRAPHY

77 A. 1*

BOOKS

Better Homes and Gardens: Baby B o o k . Company, Des Moines, 19^6 • 25>opp.

Meredith Publishing

This is a detailed guide on the care of the baby and the small child. It is an extremely practical book arranged in chronological form, covering every phase from the prenatal period through to the sixth year. Included are more than two hundred photographs and illustrations showing approved equipment and steps to take. A complete list of books and phonograph records are included too for children under six years of age. 2.

Breckenridge, Marion E., and Vincent, E. Lee: Child Development. W. B. Saunders Company, Philadelphia, 19^4-3 • 592 pp.

3.

Chittenden, Gertrude E: Living with Children. Company, New York, 19^4lj-06 pp.

ip.

Eaton, Ann T: Reading with Children. Inc., New Y o r k ,0. l|lj-5 PP •

5-

Macmillan

The Viking Press

Faegre, Marion L., and Anderson, John E t Child Care and Training. The University of Minnesota, Minneapolis, I 9 p . 3lV PP. Valuable to both students and parents is this book on child care and training. It deals with the physical, mental, and emotional growth of children from the baby stage to sixteen years of age. The emphasis has been placed upon the importance of early childhood to the adjustment in later l i f e .

6.

Gesell, Arnold L., and Ilg, Prances L: Infant and Child in the Culture of T o d a y . Harpers and Brothers, New York, 191+3- 1+96 pp.

7.

Holt, L. Emett: The Care and Feeding of Children. D. Appleton-Century Company, Inc., New York, 19^-3* 312 pp.

8.

Justin, Margaret, and Rust, Lucile 0.: Home and Family Living. J. B. Lippincott Company, Philadelphia, 19iil.

Wpp. 9-

Laitem, Helen H., and Miller, Frances S.: Experiences in Homemaking. Ginn and Company, San Francisco^ 1955* 5 5 0 pp.

78 An excellent book with a section on child care for the Junior High student. It is written in an easy to u nder­ stand and interesting manner. It has excellent illus­ trations and contains many activity suggestions at the end of each chapter. 10.

Landreth, Catherine, and Read, Katherine H . : Education of the Young C h ild. John Wiley and Sons, Inc., New York, 19^-2 . 105 P P .

11.

Kawin, Ethel: The Wise Choice of Toys. The University of Chicago Press^ Chicago, 194-8 • 154* P P •

12.

Meek, Lois Hayden: Told in Pictures. 194-0. 158 PP*

13*

Merry, Frieda K., and Merry, Ralph V.: From Infancy to Adolescence. Harper and Brothers, New York, 194-0. 20b pp.

14..

Pryor, Helen B. : As A Child Grows. Silver Burdett and Company, Inc., New York, 194-3. 501 PP*

15.

Smart, Mollie Stevens, and Smart, Russell Cook: Living and Learning with Children. The Riverside Press, Cam­ bridge, 194-9. 271 pp”.

Your C h i l d 1s Development and Guidance J~ B. Lippincott Company, Phi1adelphia,

1 6 . Spock, Benjamin, M. D . : Baby and Child Care. Duell, Sloan and Pearce, Inc., New York, 1950. 502 pp. It would be difficult to find a better book than this complete and up to date handbook for parents. It gives practical, easy-to-understand answers to all the every­ day questions and problems that arise in the physical and psychological care of babies and children. Fun to read and much of the material is adaptable to the Junior High level. 17.

Strain, Frances Bruce: Your Child, His Family and Friends. D. Appleton-Century Company, New York, 194-3• 20 6 pp. B.

BULLETINS

1.

Association for Childhood Education. Toys-What-When. 1201 l6th St. N. W., Washington, D. C. 15 cents.

2.

Childrens Bureau. Child Management, No. 219* States Department of Labor, Washington, D. C.

United

79 3*

Childrens Bureau: Good Posture in the Little Child, No, 219. United States Department of Labor, Washington, D. C. This is an excellent little bulletin that will help you in so many ways. It doesn*t stop with the general suggestions on how to develop good posture and the im­ portance of good posture, but continues on with the directions for interesting posture games that the child will love.

If. Childrens Bureau: Home Play, No. 238 . Department of Labor, Washington, D. C.

United States

Practical suggestions are given on using play as a way of learning. Complete diagrams, list of materials needed, and methods of construction are included for sandboxes, swings, play plank, climbing bars, and perpendicular ladders. This valuable bulletin will be sent to you upon request and is well worth obtaining. 5.

Childrens Bureau: The Child from One to S i x , No. 30. United States Department of Labor, Washington, D. C.

6 . FarmerTs Wife Magazine: Homemade Toys and Play Equip­ ment . St. Paul, Minnesota^ 5 cents. 7.

Household Finance Corporation: Playthings. 9^9 North Michigan Avenue, Chicago, Illinois. fj cents.

8.

Iowa State College, Extension Division: P l a y . Ames, Iowa. 5 cents.

9.

Michigan State College, Extension Division: Homemade Toys and Play Equipment. East Lansing, Michigan. 5> cents.

10.

New Jersey State College of Agriculture, Hutgers Univer­ sity Extension Service: Selecting Toys W i s e l y . New Brunswick, New Jersey. 5 cents. C.

1.

Learning Through

FILMS

Bathing Time for Baby. Color. Time, 13 minutes. Free. California State Department of Public Health, Bureau of Health Education, 'jGO Market Street, San Francisco. A Walt Disney Productions film prepared under supervision

1

80 of baby experts to show mother the complete technique of the table-tub bath. Advertises Johnson and Johnson. 2.

Clocking A Champion. Color. Time, 10 minutes. Free. California State Department of Public Health, Bureau of Health Education, JoO Market Street, San Francisco. A day in the life of a normal, healthy infant on by-theclock routine in an average home. Approved methods of feeding and bathing demonstrated.

3*

For Health and Happiness. Color. Time, 12 minutes. Free. California State Department of Public Health, Bureau of Health Education, 7o0 Market Street, San Francisco. Importance of good health habits from infancy to college age.

Ip.

Safety Begins at Home. Color. Time, 10 minutes. Free. Metropolitan Life Insurance Company, 600 Stockton Street, San Francisco. A film on safety for elementary school children. Points out the correct way to use a jack knife, how to use a step ladder, why stairs must be well lighted, why tools must be put away and how to avoid other common home hazards. However, many common ones are omitted.