Child Abuse &
Neglect Reporting,
Identifying and
Prevention
Training for Child Care Providers
Provided by Heartland Programs
June 2012
Child Abuse &
Neglect
Reporting,
Identifying
and
Prevention
What you will learn…
Child abuse/neglect data and statistics
Types of abuse; signals, injuries and
consequences
What is Shaken Baby Syndrome?
How to report suspected child abuse and/or
neglect
Current Child Abuse Statistics
In 2010 – 891,281 children were determined
to be victims of abuse or neglect.
www.childwelfare.gov
Children birth to 1 year had the highest rate of victimization; 21.9%
51.5% of victims were girls
48.2% of victims were boys
46.1% of victims were white
21.7% of victims were African-American
20.8% of victims were Hispanic
- 2010 is the most current data at this time
61.3%
9.8%
6.2%
3.2%
Suffered
from Neglect
Suffered
from Physical
Abuse
Suffered
from Sexual
Abuse
Suffered
from
Psychological
Abuse
.9% Suffered
from Medical
Neglect
Numbers of children suffering from neglect has risen steadily since 2007
Children Are Dying Each Year
From Abuse and Neglect
The National Child Abuse and Neglect Data System (NCANDS
reported an estimated 1,262 child fatalities in 2010).
“Child fatality” is defined as the death of a child caused by an
injury resulting from abuse or neglect, or where abuse or
neglect was a contributing factor.
Fatality Cause by Maltreatment type:
Medical Neglect:
19
Neglect:
411
Physical Abuse:
289
Sexual Abuse:
3
Other:
21
Two or more maltreatment types:
515
Do you know the facts about Child Abuse & Neglect?
Child abuse is in the news almost every day, but do you really know the facts? Test
your knowledge. Write down your answers.
QUESTIONS:
Three children die of child abuse in the home in the United States each
a)
b)
c)
d)
Year
Day
Week
Month
How many people report child abuse when faced with an actual situation?
a) ¾
b) ½
c) 1/3
What is the single, leading cause of death for children ages four and younger?
a) Drowning
b) Motor vehicle accidents
c) Child abuse and neglect
d) Choking on food
e) Residential fires
f) Suffocation
g) Falls
Do you know the facts? CONTINUED
On average, child abuse is reported somewhere in the United States every
a) 10 seconds
b) 20 minutes
c) Hour
Strangers pose the greatest risk of sexual abuse to children.
a) True
b) False
Child molesters get their sexual gratification only from children.
a) True
b) False
The average age that child molesters first attack a child is when they (the attackers) are
a) In their early 20s
b) Middle-aged
c) In their teens
Which of the following actions can help stop child abuse and neglect?
a) Helping a stressed-out parent by baby-sitting, making a meal for their family or lending an
understanding ear.
b) Learning the signs and symptoms of child abuse so you can recognize them when you see the “red
flags.”
c) Reporting known or suspected child abuse to the police or local child protective services agency.
d) All of the Above
Do you know the facts about Child Abuse & Neglect?
ANSWERS
Three children die of child abuse in the home in the United States each
a)
b)
c)
d)
Year
Day
Week
Month
How many people report child abuse when faced with an actual situation?
a) ¾
b) ½
c) 1/3
What is the single, leading cause of death for children ages four and younger?
a) Drowning
b) Motor vehicle accidents
c) Child abuse and neglect
d) Choking on food
e) Residential fires
f) Suffocation
g) Falls
ANSWERS Continued
On average, child abuse is reported somewhere in the United States every
a) 10 seconds
b) 20 minutes
c) Hour
Strangers pose the greatest risk of sexual abuse to children.
a) True
b) False
Child molesters get their sexual gratification only from children.
a) True
b) False
The average age that child molesters first attack a child is when they (the attackers) are
a) In their early 20s
b) Middle-aged
c) In their teens
Which of the following actions can help stop child abuse and neglect?
a) Helping a stressed-out parent by baby-sitting, making a meal for their family or lending an
understanding ear.
b) Learning the signs and symptoms of child abuse so you can recognize them when you see the “red
flags.”
c) Reporting known or suspected child abuse to the police or local child protective services agency.
d) All of the Above
DISCUSSION
1. 3 children dying of anything a day in the
United States is unimaginable, let alone that
it is because of abuse. What are your
thoughts?
2. Only 1/3 of people report child
abuse/neglect when they are observing an
actual situation. What can we do to get this
number higher?
3. As the leading cause of death for children
under 4 years, prevention and reporting are
two keys to stopping the violence against
children.
4. Every ten seconds, somewhere in the United
States, a suspected child abuse report is
being made. Sadly, because of understaffed
protective services, most of those cases are
never even investigated.
DISCUSSION Continued
5. It is hard to believe that the most dangerous
people to children are also the people
closest to them; family, friends and
neighbors.
6. Sexual predators find sexual gratification
from many avenues.
7. We all can relate to the confusing teen years.
This is when teens are most likely to
experiment even with situations that they
know are wrong.
8. Preventing child abuse & neglect takes little
things in a variety of ways. Get to know the
families of children in your care. Talk to
them, let them know you care about them
and their child. Be an advocate for children.
When you suspect abuse/neglect, report it.
Types of Child Abuse
Physical Abuse
Physical abuse means the infliction of injury on a child by intentional or nonaccidental actions or inactions.
Both physical and behavioral indicators of child abuse may be evident. Physical
indicators should be considered based on inconsistent medical history, the child’s
developmental state and the presence of other indicators.
Common physical indicators of abuse include any unexplained:
•
•
•
•
Bruises, welts, or bite marks
Burns
Fractures, scars or serious internal injuries
Lacerations, abrasions or unusual bleeding
Types of Child Abuse
Physical Abuse
Common behavioral indicators of physical abuse include the child:
• Demonstrating behavioral extremes, including very aggressive or demanding
conduct
• Appearing frightened of the parent or caretaker
• Being full of rage, passive or withdrawn
• Being apprehensive when other children cry
• Verbally reporting abuse
• Being extremely hyperactive, distractible or irritable
• Demonstrating disorganized thinking, self injurious or suicidal behavior
• Running away from home or engaging in illegal behavior such as drug abuse,
gang activity or cult activity
• Displaying severe depression, flashbacks (including hallucinatory experiences)
and dissociative disorders
Please note that these behavioral indicators must be considered with other evidence. Ask
yourself these questions when determining whether physical abuse has occurred:
• Is the explanation consistent with physical evidence?
• Are there any other physical or behavioral indicators?
• Are there family/environmental stresses that are apparent?
Types of Child Abuse
Sexual Abuse
Sexual abuse is any sexual act used for the sexual stimulation of a the child, the
perpetrator or another person, such as indecent exposure, improper touching,
to penetration (sexual intercourse) that is carried out with a child.
Sexual abuse may be committed by a under the age of 18 when that person is
either much older than the victim, when an abuser is in a position of power or
control over another child, or uses force or coercion. Both males and females can
be victims.
• Sexual exploitation of a child – Under the Kansas Criminal Code, sexual
exploitation of a child is “employing, using, persuading, inducing, enticing, or
coercing a child under 16 years of age to engage in sexually explicit conduct
for the purpose of promoting any performance.”
• Sexual abuse also includes any contacts or interactions between a child
and/or an adult in which the child is being used for the sexual stimulation of
the adult (parent or caretaker) or any other person.
Types of Child Abuse
Sexual Abuse
There are both physical and behavioral indicators of sexual abuse. The following
are some physical indicators that a child is being sexually abused:
•
•
•
•
•
Sexually transmitted venereal disease or infection
Pregnancy
Torn, stained or bloody underclothing
Difficulty or pain in walking and/or sitting
Foreign matter in the bladder, rectum, urethra, or vagina
It is important to note that the physical symptoms listed above are not normally
seen in young children and are often difficult (impossible in some cases) to
explain by any other cause than sexual abuse. Children are not typically
physically hurt during a sexual assault; therefore, special attention should be paid
to behavioral indicators.
Types of Child Abuse
Sexual Abuse
Some behavioral indicators of sexual abuse may include:
• Verbally reporting abuse
• Seductive behavior, advanced sexual knowledge for the child’s age,
promiscuity, prostitution
• Expressing fear of a particular person or place
• Compulsive masturbation, precocious sex play, excessive curiosity about sex
• Sexually abusing another child
A parent or caregiver who may be sexually abusing a child may exhibit these
behaviors:
• Acting extremely protective or jealous of the child
• Encouraging the child to engage in prostitution or sexual acts
Types of Child Abuse
Emotional/Verbal Abuse
Emotional abuse or maltreatment is a consistent, chronic behavior by a parent or
caretaker that has a harmful effect on the child. It involves a pattern of attitudes
or acts that are detrimental to the child’s development of a sound and healthy
personality. Each of us may be guilty of having unkindly snubbed a child or of
having criticized him/her too harshly. However, emotional abuse, as defined
here, seriously impairs the child’s social, emotional or intellectual functioning.
Emotionally abused children tend to exhibit common behavioral indicators such
as:
• Biting, rocking, head-banging, or thumbsucking in an older child (habit
disorders)
• Daytime anxiety and unrealistic fears
• Irrational and persistent fears, dreads, or hatreds
• Sleep problems, nightmares
• Behavioral extremes
Types of Child Abuse
Emotional/Verbal Abuse
Common behavioral indicators displayed by caregivers include:
• Rejecting or belittling the child (making the child feel he/she can do nothing
right)
• Ignoring the child (taking little or no interest in the child)
• Terrorizing the child by blaming the child for things over which the child has
no control
• Isolating the child (cutting the child off from normal social experiences)
• Corrupting the child (teaching the child socially deviant patterns of behavior)
• Repeatedly giving the child contradictory messages that leave the child
confused and incapable of pleasing the parent
• Using an inconsistent, unpredictable, erratic and threatening style of discipline
Types of Child Abuse
Emotional/Verbal Abuse
It is important to remember that maltreatment by a caregiver is not the cause of
all behavioral, emotional or developmental problems in children. Ask these
questions when considering whether or not the emotional abuse is occurring:
• Do interactions between parent/caregiver and child seem primarily negative?
• Are specific instances of emotional abuse or maltreatment frequently
observed?
Types of Child Abuse
Physical Neglect of a Child
Neglect means the failure or inattention on the part of the caregiver or parent to
provide for that child’s basic needs, such as food, clothing, shelter, medical care, and
supervision that results in harm to a child.
While physical abuse is usually episodic, physical neglect tends to be chronic. There
are physical and behavioral indicators of physical neglect. Some indicators of
physical neglect include:
•
•
•
•
Lack of proper supervision, abandonment or desertion
Lack of adequate clothing and good hygiene
Lack of medical or dental care
Failure to achieve expected growth patterns
Some behavior indicators of neglect include:
•
•
•
•
•
Begging, stealing food
Extended stays at school
Constant fatigue
Delinquency
States there is no caretaker
Signals of abuse and neglect
The following signs may signal child abuse and neglect:
THE CHILD:
 Shows sudden changes in behavior; becomes aggressive or withdrawn
 Has not received help for physical or medical problems brought to the parent’s
attention
 Has learning problems (or difficulty concentrating) that cannot be attributed to
specific physical or psychological causes
 Is always hungry and/or tries to hoard food
 Is always watchful, as though preparing for something bad to happen
 Lacks adult supervision
 Backs away or ducks when approached by an adult
 Comes to child care, school or other activities early, stays late and does not want to
go home
Signals of abuse and neglect
The following signs may signal child abuse and neglect:
THE PARENT:
 Shows little concern for the child
 Denies the existence of, or blames the child for, the child’s problems either at child
care or home
 Asks child care providers to use harsh physical discipline if the child misbehaves
 Sees the child as entirely bad, worthless or burdensome
 Has inappropriate expectations of the child behaviorally and developmentally
 Looks to the child for care, attention and satisfaction for emotional needs
 Changes doctors often to avoid questions
Signals of abuse and neglect
The following signs may signal child abuse and neglect:
THE PARENT & CHILD:
 Rarely touch or look at each other
 Consider the relationship negative
 State that they do not like each other
Typical Injuries and Suspicious Injuries
Left side: typical
Right side: suspicious
Typical Injuries and Suspicious Injuries
See diagram on preceding slide:
LEFT side diagram is showing where typical injuries
happen. Elbows, knees, forehead, palms of hands.
Places where we know that children get injured from
typical falls.
RIGHT side diagram is showing where suspicious injuries
can occur: soft tissue areas like back of arms, inside of
thighs, abdomen, sides or bottom of feet, back of neck,
back and sides and groin or genital areas.
Typical Injuries and Suspicious Injuries
Remember! When it comes to injuries…
The key word is
UNEXPLAINED
Consequences of Child Abuse & Neglect
Children who are frequently
abused over a long period of time
are likely to suffer from abuse for
the rest of their lives. Just one
supportive and nurturing person
can make a difference!
Consequences of Child Abuse & Neglect
Some of the effects include:

Poor learning ability

Eating disorders

Low self esteem

Involvement in criminal activity

Being abusive to others

Impossible expectations of self

Sexual promiscuity

Frequent anger & rage

Increased rate of suicide

Self hatred

Unsatisfactory personal
relationships

Impulsiveness and lack of
awareness of cause and affect

Chemical dependencies

Feeling unloved and alone
What is SHAKEN BABY SYNDROME?
Did you know that nearly four times
everyday an infant is shaken and abused?
Shaken baby syndrome (SBS) is a form of
child abuse that occurs when an infant is
violently shaken by a much larger person. It
is the most devastating form of child abuse
as 30 percent of all infants who are shaken
die and upwards of 80 percent who
survive suffer permanent life-long brain
abnormalities. In fact, shaken baby
syndrome is the most common form of child
abuse seen in children under one year of
age.
SHAKEN BABY SYNDROME
DEFINITION
SBS (shaken baby syndrome) is a term used to describe signs and symptoms
resulting from violent shaking or shaking and impacting of the head of an
infant or small child.
Many doctors use the terms “Abusive Head Trauma” or “Intentional Head Injury”
Young children are most likely to have brain injury when they are shaken or thrown
because they have:
• Heavy, large heads for their body size.
• Weak neck muscles that do not hold up the head well.
• Delicate blood vessels in their brains.
SHAKEN BABY SYNDROME (Facts)
www.aap.org
 Shaken Baby Syndrome is a
serious and definable form of
child abuse.
 Parents or caregivers may claim
to have no knowledge of how
the injury occurred.
 Physical abuse is the leading
cause of serious head injury to
infants
 Article link:
http://aappolicy.aappublication
s.org/cgi/content/full/pediatric
s;108/1/206
 In 1972, Pediatric Radiologist,
John Caffey, used the term
“whiplash shaken baby
syndrome”
 The term was used to
summarize clinical findings of
infants with various
hemorrhages of the brain and
no external injuries.
 Mid 1970’s, CT scans were used
to document evidence
 1980’s: MRI evidence of the
head injuries was used
SHAKEN BABY SYNDROME (Facts)
How does it happen?
 The injury is caused when the
baby is shaken violently, thrown or
slammed against objects. These
actions cause uncontrollable
forward and backward and
twisting head movement. Trauma
can occur in as little as 5 seconds.
 Brain tissue, blood vessels and
nerves tear.
 The baby’s skull can hit the brain
with force causing the brain tissue
to swell and bleed.
SHAKEN BABY SYNDROME (Facts)
What are the injuries?
When a baby is shaken or thrown, some of the following injuries can occur:
 Bleeding in the brain causing mental disability or retardation
 Bleeding in the retina which can cause blindness
 Damage to the spinal cord and neck
 Even with emergency life saving procedures, being shaken can be fatal for a baby
SHAKEN BABY SYNDROME
Factors to consider…
 The act of shaking an infant is so
violent that if you were to witness
such an act, you would be certain that
the infant would be killed.
 Shaken baby injuries are the result of
violent trauma.
 These types of injuries do not occur
with short falls, seizures, or as a side
effect of immunization.
 In many cases there may also be
evidence of impact trauma.
 Those involved with domestic
violence and/or substance abuse may
be at higher risk of inflicting shaken
baby syndrome.
 Serious injuries in infants, particularly
those that result in death, are rarely
accidental unless there is another
clear explanation, such as trauma
from a motor vehicle crash.
 A caretaker who violently shakes a
young infant, causing
unconsciousness, may put the infant
to bed hoping or expecting that the
baby will later recover.
 As with other forms of physical abuse,
males are more often perpetrators
than are females.
SHAKEN BABY SYNDROME
Crying
 A baby may spend 2-3 hours crying
during a typical day.
 20-30% of babies exceed that amount
of crying.
 Caregivers-parents frustrated by a
crying baby will vent that frustration
by shaking.
 Caregivers-parents take the crying
personally and feel that they are
inadequate to meet the baby’s needs.
 Shaken Baby Syndrome happens
when a caregiver-parent possibly
already under stress, becomes angry
and loses control.
Period of Purple Crying
The Period of PURPLE Crying® is the phrase used to
describe the point in a baby’s life when they cry more
than any other time.
 This period of increased crying is often
described as colic, but there have been
many misunderstandings about what
“colic” really is.
Crying and
Period of Purple Crying
 Crying is a part of a
baby’s normal
development-some cry
more, some cry less.
 Babies do not become
purple from the crying –
it is used to describe the
emotions associated with
crying.
 Begins at 2 weeks and can last up
to 3-4 months.
 Usually occurs in the afternoon
and/or evening.
 When babies are going through
this period, nothing seems to help
soothe them. What works at
other times will not work during
this phase.
 They appear to be inconsolable.
 This phase is temporary and will
come to an end.
For more information:
 Heartland has copies of
the video “The Period of
Purple Crying” for new
parents. Family
consultants use this video
to educate Early Head
Start families with new
babies.
 www.purplecrying.info
Perpetrators
Of the 2842 cases
where perpetrator
gender was known:
 782 were female
 2060 were male
Of the cases when the
relationship of the perpetrator
was known:
 537 – father of the victim
 232 – child care provider
 202 – boyfriend of victim’s
mother
 114 – mother of victim
 13 – babysitter age 12-18
 172 – fit into various
categories too numerous to list
Resources on Shaken Baby Syndrome:
National Center on Shaken Baby Syndrome:
www.dontshake.org
American Academy of Pediatrics:
www.aap.org
University of Kansas Medical Center:
http://www.kumed.com/healthwise/healthwise.aspx?id=hw169815
Web MD:
http://www.webmd.com/parenting/baby/tc/shaken-baby-syndrome-topic-overview
Discussion Questions
1. Why are children under the age of 1 year most often the victims of
shaken baby syndrome?
2. What are some of the typical ways that you have tried to soothe a crying
baby?
3. How have you helped new parents of infants in your program learn
about appropriate expectations of babies and their needs?
4. What are some strategies you have used in child care to keep control of
your emotions when dealing with an inconsolable baby?
5. What should you do if you suspect that a baby is a victim of shaken baby
syndrome?
6. What is something new about shaken baby syndrome you have just
learned?
Reporting Child Abuse and Neglect
As a child care provider, you are in an
excellent position to identify suspected
child abuse. You see the children every
day and observe their behavior over time.
You may see clues that will alert you.
Child Care Providers are Mandated
Child Abuse and Neglect Reporters
That means that reporting child
abuse and neglect is the law and it
has to be followed, no matter what
the circumstances.
If you do not report suspected abuse
and it is discovered that you knew
and did not report, you can be fined
up to $2000.
These professions are “MANDATED”
To report suspected child abuse and
neglect:
 Persons providing medical care or
treatment; doctors, nurses,
(including CAN and LPN), dentists,
optometrists, and administration of
medical care facilities
 Licensed mental health
professionals, including
psychologists, social workers,
counselors, marriage and family
therapists
 Teachers, school administrators, or
other employees of an educational
institution that the child is
attending
 LICENSED CHILD CARE PROVIDERS
AND THEIR EMPLOYEES at the
place where the services are being
provided to the child
 Firefighters, emergency medical
personnel, law enforcement
officers, juvenile officers, court
services, case managers and
mediators
This is important!
Your job as a mandated reporter is to only report SUSPECTED
child abused and/or neglect. It is not your job to investigate;
that is for the local child protective services.
Observation and documentation of behaviors and clues are
crucial. State only the facts and keep the information
confidential.
Even though you may feel that sometimes nothing is solved
after reporting; remember that the report still goes in the
child/family file as part of a permanent record. Child abuse
does not abruptly stop, it intensifies over time, so it is likely you
may need to report more than one time for the same child.
Child Abuse Reporting Policy
a) Staff will report to the Supervisor, who conferences with
the employee and assesses the information. The
reporting team will determine the next steps.
b) Following the phone call to SRS, a report form will be
completed and faxed to SRS on the day of the incident.
c) The SRS report will be attached to the contact sheet and
routed to the Heartland Programs Director the day of the
report.
d) Any further contact with SRS concerning the incident will
be documented.
SRS (DCF) Reporting & Follow Up Fax Form
Contact Sheet
Information to have with you when
reporting
 Name, age and birth date of
child
 Family name and address
 Documentation of behaviors
and symptoms of child
 You can report anonymously –
you are not required to give
your name
Additional new information that may
be asked during the process:
1. Circumstances/conditions
surrounding the situation (ex: job
loss, drug use, alcohol use, military
deployment)
2. Child functioning-changes in child’s
behavior, health, etc.
3. Discipline approaches of parents or
caregiver
4. General parenting practices
Discussion - Reporting
1. What barriers do you feel would make you reluctant to
report a case of suspected child abuse and/or neglect?
2. Why is it important to keep your observations factual and
confidential?
3. Have you ever reported suspected child abuse or neglect?
What happened after you reported?
4. What are some of the programs in your community that
provide help to families that are dealing with abuse?
Reporting and Identification of Child Abuse
and Neglect
SUMMARY
Important Points to Remember

There are four types of child abuse: physical, sexual, emotional/verbal and
neglect. Children often suffer from more than one type of abuse.

You are required (mandated by law) to report when you suspect that a child has
been abused. Do not wait for or look for proof of abuse before you report.

Do not discuss a suspected case of child abuse/neglect with anyone who does
not need to know the situation. It is confidential information!

Reporting suspected child abuse is an important step in bringing help to the
family affected by the abuse.

Parents who abuse their children are often under extreme stress and may not
know other ways of disciplining children.

Providers can help to prevent child abuse by recognizing it, reporting it, and by
reaching out to families under stress.

Remember to document your observations about the clues; the unexplained.
Keep to the facts; do not document what you think or feel. Children can exhibit
similar clues when under similar kinds of stress such as divorce or death of a
family member.
Remember this…
Although parents may be
angry that you reported, you
can explain that you are
required by law to report.
It’s a good idea to share
information about being a
mandated reporter upon
enrollment, not when
emotions are out of control
and in an uncomfortable
situation!
“Why?”

It is hard to understand why people abuse children. They are often people who
are under stress and can no longer cope. They may be dealing with death, divorce,
poverty, illness or are being abused by a partner. There may be a lack of
understanding about young children and their needs. The expectations of the
child may be too high. Perhaps they were abused as children and they are
repeating the cycle.

Whatever the reasons, it’s important to remember that abusers want to be good
parents or caregivers and they either can’t or just don’t know how. Heartland
Programs is one of the programs in the community that help these families get
support and learn how to handle things different. There are other agencies in our
community that help families such as CAPS and DVACK.
Child Abuse/Neglect Prevention
 The more you know about
children and their
development, the better
you can role model for
families and in turn help
parenting be a less
stressful and more
effective and enjoyable
time with their children.
Quality Child Care
The following features can help ensure quality child care and hel you
as the child care provider, offer a program that enhances the child’s
well-being, growth and development.

Careful supervision of the children

Positive self-esteem building

Well-managed personal stress – taking care of yourself

Use of discipline not punishment

Realistic expectations of self and the children

Children learning through appropriate activities with appropriate materials,
equipment and in an age appropriate environment

Healthy, safe physical environment

General knowledge of child development
Low and high risk characteristics
In this section, you will
learn how to identify
some risk characteristics
that may signal strengths
or help you identify
areas that will be
opportunities for
growth!
Low Risk Characteristics - Strengths
Respects each
child as an
individual
Aware of the
changing needs
of children at
different ages
Recognizes the
importance of
self worth and
provides
successful
experiences and
positive
recognition
Supports children
in expressing
their feelings
and respects
their rights to
have those
feelings
Understands the
learning potential
in real life
experiences and
encourages
children to help
with meal set up,
etc.
Follows state
child care
regulations
Aware of own
personal stress
and takes steps
to practice self
care
Supervises
children at all
times, indoors
and out, and is
careful in the
selection of
assistants and
substitutes
Aware of safety
issues and keeps
hazardous
materials out of
reach of children
at all times
Establishes
positive
communication
with families,
with an emphasis
on a good
business
relationship and
the responsibility
they share in the
well-being of the
child
High Risk Characteristics –
Opportunities for improvement
Demanding
attitude and
expects children
to obey on
command
Labels and
shames children:
“If you are going
to act like a baby,
then I’ll treat you
like a baby.”
Does not
understand the
importance of
self esteem and
sees it as
arrogance
Pays attention to
only negative
behaviors of the
child
Treats attempts
from children to
interact as
demands on her
time
Sees licensing,
food program,
etc. as intruders
and avoids them
whenever
possible. This
can also include
parents.
Often frustrated,
angry and
blaming. Poor
self control of
her own
behavior. Takes
stress out on
children and
families.
Severely
depressed or
may have
physical ailments
that prohibit her
full participation
Threatens or
frightens the
children. “If you
bite him again,
I’ll bite you
back!”
Spends most of
the time on the
phone or in front
of the TV and
leaves children
without adult
supervision
Now it’s your turn! – Use a separate piece of paper &
mark whether the behavior is low or high risk
BEHAVIOR
1) Expects children to play quietly or watch TV all day.
2) Punishes children for wetting their pants.
3) Calms a crying child by picking the child up, talking with the child and
trying to comfort him/her.
4) Children who cry are told “Don’t be such a baby!”
5) Children are not allowed to leave the table until all their food is eaten.
6) Helps children put their feelings into words, “Tell him you are angry!”
7) Supervises play at all times, indoors and outdoors.
8) Shows respect for parents’ wishes about potty training.
9) Uses substitutes as helpers before leaving the children alone in their
care in order to be comfortable with their skills with children.
LOW
RISK
HIGH
RISK
Risk Characteristics Summary
1.
2.
3.
4.
5.
6.
Expectations of children and activities
provided are vital to a successful program
and indicators to quality child care.
Punishment is never successful in helping
children learn. Guidance and discipline
help the child learn and understand with
each experience.
By responding to children in need, you
teach them that they can trust you to
comfort them.
Shaming/threatening children never
teaches them anything but that the
adult’s communication makes them feel
bad about themselves.
Making children eat everything before
leaving the table is inappropriate and
causes unnecessary stress at an already
busy time.
When you help children put their feelings
into words, you are helping them learn
how to express themselves appropriately
and learn about feelings.
7. Children need supervision at all times;
indoors and outdoors. Children under
2 years must be in your sight at all
times.
8. Each family has a different idea about
how potty training should proceed
based on many factors. If their wishes
are appropriate for the child, then work
with them. If they are not appropriate,
then it provides you with an
opportunity to provide some additional
information about the issue and
educate the family about child
development. The more consistent
both home and child care are, the
better it works!
9. Having a substitute come in while you
are still there helps you and the
children feel more confortable when
you have to be gone.
Guiding Young Children’s Behavior
Seven Principles of Guidance of Young
Children
Principle 1: Children are in the process of learning
appropriate behavior.
Think of inappropriate behavior as mistaken behavior.
While the behavior is not ok, it happens because the child
is young and may not know how to act appropriately. It is
our job to teach children what to do instead.
Principle 2
Principle 2: An effective guidance approach is preventative
because it respects feelings even while it addresses
behaviors.
By focusing on the behavior and not
embarrassing or humiliating the child, the
child feels respected and can learn
appropriate behavior. When children are
made to feel “bad” about themselves, the
behavior will most likely continue.
Principle 3
Principle 3: Adults need to understand the reasons for
children’s behavior.
There are always reasons for children’s
behavior. Sometimes they are simply trying
something new, perhaps it’s something
they’ve seen another child do. Children
who have serious inappropriate behavior
almost always have trouble in their lives.
These problems may require outside
assistance from other professionals who
have extensive training in behavioral mental
health. Otherwise, the child care provider
role is to set and maintain limits and to
teach appropriate behaviors.
Principle 4
Principle 4: A supportive relationship between an adult and
child is the most critical component of effective guidance.
Child care providers must respect and care
about each child as an individual. Trust and
acceptance are the basis on which
relationships are built. Children learn about
behavior and themselves from the people
who care for them. Children who know they
are valued tend to feel good about
themselves and have less need to act out
against the world. Children who act the
worst have the greatest need for a helping
relationship and trust and acceptance.
Principle 5
Principle 5: Adults use forms of guidance and group
management that help children learn self-control and
responsiveness.
Children need to be provided the
opportunities to decide between right and
wrong. Children need many chances to
solve problems, make choices and learn
from trial and error.
Principle 6
Principle 6: Adults model appropriate expressions of their
feelings.
Adults have feelings too. Because we
are human we may jump in too
quickly, over-react, or lose our
tempers. Providers know that one of
the methods for teaching children to
express feelings is to model the
language and behavior of feelings in a
way that is honest but controlled.
Principle 7
Principle 7: Child care providers (teachers) continue to learn
as they teach.
Providers understand that they are
learners just like the children they
teach. As they increase their
knowledge, so does the quality of
their skills with children.
What is the difference between
punishment and discipline?
Punishment
Discipline
Emphasizes past offenses & failures
Teaches what is expected
Focuses on the punishment – not the
problem
Expects children to improve behavior
Results improve with time
Is often delayed until later
Is immediately and directly related or
appropriate to the problem
Makes children “pay” - not necessarily
change
Is win/win for both the adult and the
child
Teaches children to avoid adults when
they are in trouble
Teaches children that adults can be
trusted to help them
Punishment and Discipline
Techniques
Punishment Techniques
Discipline Techniques
Uses threats
Sets limits
Takes away privileges
Makes statements about the child’s
inappropriate behavior
Spanks
Makes rules with the children
Nags
Is consistent
Yells
Gives positive attention
Lectures
Gives attention for positive behavior
Uses shame and scolding
Provides alternatives
Which way would you rather be treated?
When Children Have Difficulty
1. The child needs more information
Teach children what to expect.
Children think differently from
adults and have not had as many
experiences with their environment,
people and things. Children need to
be taught cause and effect and be
hands on in the learning process.
For example: We wash our hands
before we eat. We brush our teeth
after we eat.
2. The child needs more attention
Attention is critical to
children and they will get
it any way they can, even
using negative behavior.
They need the adults in
their lives to notice them
and make them feel
important and needed.
3. The child feels frustrated or discouraged
When a child misbehaves often, we
need to look at what we re asking
the child to do. The task might be
too hard or not age appropriate and
we might need to change our
expectations of what they can do.
Example #1:
It may be asking too much of
preschoolers to sit and wait with their
hands in their laps for several minutes
with nothing to do while the teacher
prepares for an activity or lunch.
Example #2:
Expecting children to sit motionless
during a group time with their legs
crossed is inappropriate. For some
children, it is uncomfortable to sit
with their legs crossed and some
children simply cannot sit still.
Perhaps the group time is too long, or
not interesting to the children.
Always look at what you can do to
change first.
4. The child is seeking more control of the
situation.
In some cases, children are put in
situations where they have no
power or choices. It is a natural
reaction for all of us to want to have
some control over our life. We
make children powerless when we
make too many rules, we make all
the decisions and when we tell what
to do and when to do it.
5. The child is feeling bored or confined
Children need activities that they
find interesting and give them the
opportunity to be active. Even
adults don’t like to sit and listen for
too long. Children need to be busy
with their hands and their minds.
They need to experience things.
They want to experiment and learn
about their environment by doing
activities they enjoy.
What to do?
Give children a variety of materials and equipment to work
with each day. When children see the same thing every day,
for long periods of time, they will get bored and lose interest.
If activities are too easy or to hard, children will not be
interested.
How do you find out what children are
interested in doing? ASK! When reading
daily stories to the children, their
responses and enthusiasm will tell you.
6. They have physical problems
Allergies, lack of sleep, poor
nutrition, hunger, illness and
special needs will contribute to a
child’s behavior. When the
behavior first occurs, talk to the
parents about it. See if some of
these factors are part of the
problem.
7. They do not understand the language
you are using
You must talk to children in clear
and simple language that they
can understand, without talking
“down to” the child. It may also
be helpful to provide pictures of
activities or have the adult show
them how to do the task first.
Teaching children alternatives
Children need to learn what they should do when they are
doing something wrong. Adults often say, “stop that”, but
don’t give the child instructions for an alternative activity.
What are they supposed to stop?
We all learn by repetition. It will take at least two weeks for a
behavior to change and for young children to learn what the
appropriate behavior is.
Be consistent and be patient!
Reframing our communication to children
Don’t do communication:
What to communicate instead:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1. Keep your mouth off your friends. Teeth
are for food.
2. Use your walking feet inside.
3. Blocks are for building.
4. Put your feet on the floor.
5. We use friendly words her. (Follow up
with what “friendly” words are.
6. Keep your hands to your own body.
7. Use your normal voice so I can understand
you.
8. Go down the slide on your bottom.
9. We take turns with our toys. Would you
like a turn when your friend is done?
10. Tell me with your words what you need
help with. You are frustrated!
It’s not ok to bite people!
Don’t run in the room!
Blocks are not for throwing!
You can’t climb on the table.
Bad words are not ok to use.
Hitting is not ok.
Don’t whine when you want something.
Don’t walk up the slide.
Don’t take the toys away from your friend.
Don’t scream because you can’t do
something.
Reframing Communication
When you tell children what you don’t want them to do, they
hear the last word you say. So when you say “Don’t run”,
what is the last word they hear? RUN!
When you tell them what you want them to do then they
learn what your expectations are. “Use your walking feet.”
Simple Communication Rules
When talking to young
children, get down on their
level and look into their eyes
when you speak.
Saying “ok” at the end of
telling them what they need
to do tells a child that they
have a choice. “Put the toys
away, ok?”
Comment on what they are
telling you. For example:
“That’s interesting!”, “What
happened next?” or “That’s a
great idea!”
Child care providers (teachers) need to guide children’s
behaviors in a positive way. When children understand
expectations and rules, then it’s less stressful for everyone.
As we stated before, this also becomes a great parent
education tool to help families learn more positive guidance
techniques as well.
Are your messages to children positive?
• How many positive messages do you give to the children
each day?
“Thanks for helping.” or “You did a good job of picking the
blocks up.”
• How many negative messages did you give the children?
“Don’t do that!” “Stop that!” “You just don’t listen.”
Prevention
Developing strong,
trusting relationships with
the families and children
in your care is the best
effort against child abuse
and neglect.
When you see stress
developing you can
address it with the family
and offer your support
and resources.
Conclusion
Stress is a part of life for everyone, and it affects our
behavior at work and at home.
Some stress is personal stress, while other stress is related
to the job of caring for young children.
Just remember, when stress gets out of hand, it can cause
physical and emotional symptoms. To take care of young
children, you must take good care of yourself. Then you
are also providing a positive role model for families!
Resources
• Heartland Programs Staff Handbook
• A Guide to Reporting Child Abuse and Neglect in Kansas
• www.usd305.com/headstart
Quiz
Please click on the link below to complete the Child Abuse
and Neglect Quiz. A passing score is 80% or above.
Click Here to Complete Quiz