Final-final-final.docx

Bicol University COLLEGE OF NURSING Legazpi City

A HEALTH EDUCATION PROGRAM (Stimulation of Toddlers’ Sensory Abilities using Audio-Visual Methods and Implementation of Nutritional Plan for Toddlers) FINAL EXAMINATION Health Education 2nd Semester S.Y. 2018 – 2019

Espiritu, Monneleth P. Altavano, Ella Mari B. Bon, Erica Ruth B. Esporlas, Clarence David P. Manalao, Norjana T. Mirafuentes, Mae Velle Rose A. Sarto, Rensie U.

Introduction Toddlerhood, ranging from twelve months to thirty-six months old (one to two years old), is one of the developmental stages in life. It is one of the most critical and complex stage wherein toddlers’ growth and development come in a rapid pace. According to Piaget, toddlers can learn motor activities via sensory perceptions. The learnings of toddlers are enhanced through sensory experiences including movement and manipulation of objects in the environment. Also at this stage of development, toddlers tend to play a lot which makes playing as a parallel activity and another way of learning. Because of this, parents and educators use playing or games to teach toddlers. A toddlers’ attention span is short therefore, teaching should not exceed from five minutes. Technology, nowadays, is very advanced. Educators make use of computers, televisions, gadgets or any other audio-visual methods to teach children in school. It is proven to be very effective especially that it can easily get the learners’ attention. Toddlers are very fond of watching and hearing things that actually catch their interests which then, retain in their memories. Using software applications can also be a way to get their attention. Educators use videos for motivation in the classroom. They also use power point presentations in lectures which makes teaching a lot easier than writing notes on the board. The use of technology in learning awakens the curiosity of learners and their interest on the topic at hand. Toddlerhood is at a very young stage of development wherein toddlers are still dependent on their parents or primary caregivers. They are prone on getting hurt in any aspect since they are known to be the natural curious in the environment. It is normal for them to end in tears, to be aggravated and frustrated. Health educators encourage their primary caregivers to create a safe environment for the toddlers. Toddlers’ physical growth also needs to be monitored. Immunization goes without saying but the nutritional intake of toddlers must be taken into consideration. Toddlers need Protein, Carbohydrates, Fats, Vitamins and Minerals in the food they eat. Depending on their size, age and activity, toddlers must consume at least 1000 – 1400 calories a day. These are just two among all of the things that must be considered for the growth and development of toddlers. Physical, cognitive and psychomotor aspects of toddlers’ learning must be very brief, interesting but comprehensible by kids in that age. Keep in mind that proper nutritional intake of toddlers must be monitored because it might lead to problems or conditions like malnutrition or obesity as they grow up if not observed well. Educators are the ones who give additional learning and security to toddlers. Parents or the primary caregivers must be knowledgeable on the needs of their kids since they are the primary learners in this stage.

OBJECTIVES The Health Education Plan focusing on the Stimulation of Toddlers’ Sensory Abilities Using Audi-Visual Methods and Implementation of Nutritional Plan for Toddlers has the following objectives to achieve at the end of the session with respect to the three learning domains namely Cognitive, Psychomotor, and Affective.

BEHAVIORAL OBJECTIVES COGNITIVE DOMAIN

PSYCHOMOTOR DOMAIN

AFFECTIVE DOMAIN

Analysis Level After watching a 5-minute video about different types of colors, the toddler will be able to differentiate the colors shown with 100% accuracy.

Perception Level At the end of one-to-one instruction, the child (toddler) will be able to distinguish colors through grouping building blocks of the same colors with 100% accuracy.

Responding Level During group discussion, the toddler will be able to pick a favorite color from all the colors presented in a flashcard.

Analysis Level After watching a video about animal sounds, the toddler will be able to distinguish all the correct animal sounds presented

Guided Response Level Following the presentation of common animal sounds, the toddler will be able to imitate animal sounds as many as he/she can.

Responding Level

Application Level At the end of the group discussion, the caregiver must be able to determine proper and correct nutritious food appropriate for toddlers which belong to this food group: Go, Grow, Glow.

Adaptation Level At the end of the group discussion, the caregiver will be able to develop a nutritional guide in accordance to the specific need of the toddlers.

After the demonstration, the toddler shall be able to respond correctly to the animal sounds presented.

Organization Level At the end of a group discussion, the caregiver will be able to relate the importance of appropriate nutritional dietary plan to the growth and development of toddlers to individual’s confidence.

THE MATRIX TOPIC

OBJECTIVES

I. Stimulating Toddlers’ Sensory Abilities

At the end of each session, the learner will be able to:

A. Sense of Sight 1.Exploring objects with different senses 2.Exploring Benefits of Sensory Play

1. After watching a 5minute video about different types of colors, the toddler will be able to differentiate the colors shown with 100% accuracy. 2.At the end of one-toone instruction, the child (toddler) will be able to distinguish colors through grouping building blocks of the same colors with 100% accuracy. 3.During group discussion, the toddler will be able to pick a favorite color from all the colors presented in a flashcard.

B. Sense of Hearing

1.After watching a video about animal sounds, the toddler will be able to distinguish all the correct animal sounds presented 2.Following the presentation of common animal sounds, the toddler will be able to imitate animal sounds as many as he/she can.

TEACHING STRATEGIES

 Audio Visual Presentation  Video Interactive discussion  Simulation/ Role Playing

RESOURCES

EVALUATION

 Laptop  Projector  Flashcard  Recitation Lecturers: Ella Altavano Mae Velle Mirafuentes Clarence Esporlas

 Return Demonstra tion

3. After the demonstration, the toddler shall be able to respond correctly to the animal sounds presented.

II. Implementation of Nutritional Plan for Toddlers A. Nutritional Needs of Toddlers B. Amount of Food Intake

1. At the end of the group discussion, the caregiver must be able to determine proper and correct nutritious food appropriate for toddlers which belong to this food group: Go, Grow, Glow.

 Audio Visual PresentationVideo  LectureDiscussion  Powerpoint  Presentation

C. Sample Menu and Food List D. Foods Avoid

to

E. Useful Tips in Feeding Your Toddlers F. Supplement ation for some Toddlers

2. At the end of the group discussion, the caregiver will be able to develop a nutritional guide in accordance to the specific need of the toddlers.

3.At the end of a group discussion, the caregiver will be able to relate the importance of appropriate nutritional dietary plan to the growth and development of toddlers to individual’s confidence.

 Hand out

 Laptop  Projector  Hand out Lecturer: Monneleth P. Espiritu

Questionnaire

TOPIC I. Stimulation of Toddlers’ Sensory Abilities using Audio-Visual Methods Infants and young children vary greatly in their interest in different sensory areas, in the intensity of their attention to sensory stimuli, and in their sensitivity to feelings of comfort and discomfort, familiarity and strangeness, and the emotional context in which sensory experiences occur. Toddlers are naturally active, mobile and curious which makes the following a great teaching strategy: A. Exploring Objects with Different Senses 1. Objects Senses are very important for babies and toddlers. If one sense is less developed, another sense will take over. For this reason, introducing activities involving a wide range of objects that will call upon all senses is important. The objects must be diversified, safe, and attractive for children. An object is any element that can be found in a child's environment. Anything and everything can interest babies and toddlers. Toys are far from being the only objects that little ones will find interesting to manipulate. For example, the flower growing in your garden or in a flower pot is just as important as the plastic spinning top in your toy chest. In the same way, cardboard boxes from your recycling bin can be just as attractive for young children as colorful store-bought blocks.

2. Activities (Sense of Sight) a. Mirrors Mirrors are great for putting children's sense of sight to work. Young babies will not recognize their reflection. However, they will recognize you! Here are a few simple activities that will help them recognize themselves.  Provide a hat bin. Children can use the contents of the bin to dress up and admire their reflection (and yours).  Use a makeup pencil to draw a dot on the tip of each child's nose and invite them to look at their reflection in the mirror.  With toddlers, provide a small mirror and let them paint the tip of their nose.  Feathers can be used to tickle children's toes in front of the mirror.  Window markers can be used to draw directly on a mirror. b. Peek-a-boo games (where you become the object) Peek-a-boo games are always interesting for young children, especially children 10 months old or older who are in the process of acquiring object permanence. Here are a few ways to make them even more fun.

 Hide behind a blanket and say "peek-a-boo" every time you remove it. You can use tulle (transparent) with very young children (under 10 months old) so they can always see you.  Hide your face in your hands. Say "peek-a-boo" every time you remove your hands and smile.  Stand behind a window (outside) and play peek-a-boo with children who are on the other side of the window (inside).  Create a simple hide and seek game by hiding behind a furniture item or a half-opened door. Call out to children to encourage them to look for you. c.

Lights

Lights are also very attractive for children and great for playing with their sense of sight. Here are a few ways you can play with them:  Fill a container with small flashlights. Turn the lights down and let babies and toddlers manipulate them.  Hang a string of Christmas lights from your daycare ceiling. Turn them on at the end of the day.  Use one or two battery-operated candle(s) to create a special atmosphere at lunch time. d.

Storybooks and picture books

Storybooks, pictures books, and photo albums all represent great examples of ways to exploit children's sense of sight. Here are a few ideas.  Stick various pictures or illustrations next to your changing table. Have fun naming the items and encouraging older toddlers to identify them during diaper changes.  Recycle damaged books by sticking their illustrations in a row on a wall within your daycare. Explore the story, moving from one picture to the next.  Recycle very large gift bags by cutting the illustrations on either side of each one (keeping the handles intact). Use the strings to hang the illustrations on your daycare walls. 3. Activities (Sense of Hearing) a. Surprise bags Throughout your daycare, deposit several different gift bags. Insert a rattle or musical instrument in each one. Let babies and toddlers go from one bag to the next to manipulate the items. This activity can also represent a great outdoor activity.

b.

Musical cards

Purchase or recycle musical greeting cards. Glue different illustrations or pictures on each side of the cards. Laminate them and let babies and toddlers open and close them repeatedly so they may discover the sounds. c.

Wind chimes

Wind chimes are great for exploring gentle sounds and melodies. Here are a few ways you may use them.  Hang a wind chime from your swings. As you push children on the swings, the wind chimes will produce soft sounds children will enjoy.  Hang several wind chimes within your daycare. Hold children in your arms and go from one wind chime to the next to explore the different sounds.  Hang a wind chime from the ceiling over your changing table. Attach a string children can pull on to hear its melody (supervision required). d.

Sounds of nature Sounds that are present in nature are always fun to explore with little ones. Here are a few ideas.  Encourage children to listen to different outdoor sounds. When you are out and about, listen to the barking dog, the chirping birds, and the wind in the tree branches.  Purchase CDs containing sounds of nature. Listen to them with your group.  Use your mouth to imitate the sounds associated with different animal’s children are familiar with. Accompany each sound with a picture or figurine representing the corresponding animal.

B.

Exploring Benefits of Sensory Play It’s an important part of early childhood development, and providing opportunities for children to actively use their senses as they explore their world through ‘sensory play’ is crucial to brain development. Learning through sensory exploration comes naturally to babies and young children, which makes sense when you consider that the skills they’ll come to rely on to build an understanding of objects, spaces, people and interactions are yet to be fully developed.

1. Sensory Play Picking things up and feeling their texture is what people often associate with sensory play, but it’s about much more than touch. Sensory play includes any activity that stimulates a young child's senses of touch, smell, taste, sight and hearing, as well as anything which engages movement and balance. Sensory play is only really limited by your own imagination, with of course some common sense being used around the materials and types of play appropriate for your child’s age and ability. Sensory play for toddlers – observing light and shadow created by torch light on objects of different shapes or sizes, or watching the colors mix and the patterns form by finger painting or sponge painting (with child-safe paint) Probably the simplest way to help children engage their senses is by playing outside with nature, full of colors, movement, textures, sounds and smells. 2.

Benefits of Sensory Play With sensory play, there’s always much more going on than meets the eye.

Sensory activities, in addition to being fun and interesting for babies and young children, encourage children to explore and investigate. Furthermore, these activities support children to use the ‘scientific method’ of observing, forming a hypothesis, experimenting and making conclusions. Sensory activities also allow children to refine their thresholds for different sensory information, helping their brain to create stronger connections to sensory information and learn which are useful and which can be filtered out. The use of sensory play can assist the child with touching, smelling and playing with the texture in an environment with little expectation. As the child develops trust and understanding of this texture it helps build positive pathways in the brain to say it is safe to engage with this food. Other reasons sensory play is beneficial for children include: It helps to build nerve connections in the brain 

It encourages the development of motor skills



It supports language development



It encourages ‘scientific thinking’ and problem solving



It can involve mindful activities which are beneficial for all children

The desire to engage with sensory play comes naturally for children and should be encouraged and supported both at home and in early learning environments.

Topic 2: Implementation of Nutritional Plan for Toddlers Between 12 and 24 months old, toddlers develop in fascinating, exciting and surprising ways. Physically, socially, emotionally and verbally, they are becoming more independent and able to express their budding personality. A healthy, balanced diet supports this development and provides the nutrients they need to learn and grow. Learn about the importance of certain nutrients at this stage, and why playing is an invaluable stepping stone to all future learning. Although your toddler seems more and more like a mini adult every day, they still have a lot of growing up to do and their nutritional needs are different to yours. Incredibly, between 1 and 2 years old your child needs nearly three times more energy for their size than an adult. When you consider that their tummy is around three times smaller, it’s easy to see why every mouthful. Poor nutrition in toddlers can lead to common childhood problems such as constipation and iron-deficiency anemia. A. Nutritional Needs of Toddlers In the first few years, your child has specific nutritional needs for healthy growth. Protein, fats, carbohydrate, vitamins and minerals are provided by a variety of foods. At this age your child is getting used to new textures, tastes and more regular meal times. They will be able to meet their nutritional needs if they are offered a variety of family foods at regular times. 1. Getting enough iron Good sources of iron include: o Red meat such as beef, veal, lamb, pork. o Legumes such as kidney beans, chick peas, lentils. o Breakfast cereals that have iron added (check the labels). o Wholegrain breads and cereals. o Food rich in Vitamin C, such as citrus fruits and vegetables To help prevent iron deficiency: Limit your child's milk intake to 16 ounces (480 milliliters) a day. Continue serving iron-fortified cereal until your child is eating a variety of iron-rich foods (at around 18–24 months old). 2. Getting enough calcium Good sources of calcium include o o o o

Milk Yogurt Cheese Milk-based desserts such as creamy rice and custard.

3. Getting Enough Vitamins Some toddlers eat very few vegetables. Fortunately, most like some fruit. Fruit and vegetables contain similar vitamins and minerals. So if your toddler eats some fruit, don’t worry if they don’t eat vegetables. Just keep offering vegetables when you eat them. They may prefer them raw, pureed in soups, with their favorite dip, finely grated and added to minced meat. a.

Vitamin D

Vitamin D is only found in a few foods, such as oily fish and eggs. It's also added to some foods, such as fat spreads and breakfast cereals. The best source of vitamin D is summer sunlight on our skin. But it's important to keep your toddle safe under the sun b.

Vitamin A

Vitamin A is important for babies and young children, and some may not be getting enough. It strengthens their immune system, can help their vision in dim light, and keeps skin healthy. Good sources of vitamin A include:    

Food groups

dairy products fortified fat spreads carrots, sweet potatoes, swede and mangoes dark green vegetables, such as spinach, cabbage and broccoli Types of foods

Whole grains: brown rice, buckwheat, bulgur (cracked wheat), oatmeal, popcorn, whole-grain Foods from grains are packed with starches barley, whole-grain cornmeal, whole rye, whole (complex carbohydrates). Carbohydrates are the wheat bread, whole wheat cereal flakes, whole best source of energy for active, growing bodies. wheat crackers, whole wheat pasta, whole wheat tortillas, wild rice Grains

Other products: mostly made from refined grains; however, some may be made from whole grains (check the ingredients for "whole grain" or "whole wheat"): cornbread, corn tortillas, couscous, crackers, flour tortillas, pasta, pitas, pretzels, ready-to-eat cereals

Vegetables Vegetables are the most important source of betacarotene and many other vitamins and phytochemicals. Vegetables also provide plenty of fiber. Our bodies convert beta-carotene to vitamin A for healthy skin, glands, immune system, and eye function. Phytochemicals are naturally occurring plant compounds that are believed to fight cancer and other diseases. Vegetables may be fresh, canned or frozen.

Fruit Whole fruits provide many essential vitamins and minerals, together with a variety of disease-fighting substances like those in vegetables, and fiber. Fruits are the most important source of vitamin C. Vitamin C is needed to produce collagen, the connective substance that holds cells together and helps maintain blood vessels, bones and cartilage, and teeth.

Dark-green vegetables: bok choy, broccoli, collard greens, kale, spinach Red and orange vegetables: acorn, squash, butternut squash, carrots, pumpkin, red peppers, sweet potatoes, tomatoes, tomato juice Starchy vegetables: corn, green peas, lima beans, potatoes Other vegetables: artichokes, asparagus, avocado, bean sprouts, beets, Brussels, sprouts, cabbage, cauliflower, celery, cucumbers, eggplant, green beans, green peppers, jicama, Apples, apricots, bananas, berries (blueberries, raspberrries, strawberries), 100% fruit juices (unsweetened), grapefruit, grapes, kiwi fruit, mangoes, melons (cantaloupe, honeydew, watermelon), nectarines, oranges, papayas, peaches, pears, pineapple, plums, prunes, raisins, tangerines. Fruits may be fresh, canned, frozen, or dried. Fruits may also be whole, cut-up or pureed. NOTE: The American Academy of Pediatrics recommends that juice be limited to 4 to 6 ounces per day for children 1 to 6 years of age, and 8 to 12 ounces per day for children 7 to 18 years of age.

Protein foods

Meats: lean cuts of beef, ham, lamb, pork, and veal

Protein is needed for growth as well as to maintain muscle, bone and cartilage, teeth, and every system Poultry: skinless chicken and turkey, ground in the body. chicken and turkey Seafood: fish (catfish, cod, herring, salmon, trout, tuna); shellfish (clams, crab, lobster, mussels, oysters, scallops, squid [calamari], shrimp Beans and peas: black beans, black-eyed peas, chickpeas (garbanzo beans), kidney beans, lentils, pinto beans Processed soy products: tofu (bean curd made from soybeans), veggie burgers, tempeh,

texturized vegetable protein (TVP) Nuts and seeds: almonds, cashews, peanuts, peanut butter, sunflower seeds, walnuts Eggs: chicken eggs, duck eggs Dairy

Low-fat milk, yogurt, cheese (cheddar, mozzarella, Swiss, parmesan, cottage cheese), Milk is children's best source of calcium and an pudding, frozen yogurt, and ice milk. Calciumimportant source of protein, riboflavin (vitamin fortified soymilk (soy beverage) is also part of B2), and many other nutrients. the Dairy Group.

Age

Type of milk

Breast milk is best; iron-fortified formula should be used if breast milk is not available. Younger than 12 months 12 to 24 Whole milk. Your child's doctor may recommend reduced-fat (2%) or low-fat (1%) milk if your child is obese or overweight, or if there is a family history of high months cholesterol or heart disease. Check with your child's doctor or a registered dietitian before switching from whole to reduced-fat milk. Note: Breastfeeding can continue after 12 months of age as long as is desired by mom and baby. Low-fat Older than 24 months

(1%)

or

nonfat

(skim)

milk

Food Group

Daily Amount for 2- Daily Amount for 3- Help With Servings Year-Olds Year-Olds

Grains

3 ounces, half from 4-5 ounces, half from 1 ounce equals: 1 slice of bread, whole-grain sources whole-grain sources 1 cup of ready-to-eat cereal, or ½ cup of cooked rice, cooked pasta, or cooked cereal.

Vegetables 1 cup

1½ cups

Use measuring cups to check amounts. Serve veggies that are soft, cut in small pieces, and well-cooked to prevent choking.

Fruits

1 cup

1-1½ cups

Use measuring cups to check amounts.

Milk

2 cups

2 cups

1 cup equals: 1 cup of milk or yogurt, 1½ ounces of natural

cheese, or 2 ounces of processed cheese. Meat Beans

& 2 ounces

B.

3-4 ounces

1 ounce equals: 1 ounce of meat, poultry or fish, ¼ cup cooked dry beans, or 1 egg.

Amount of Food Intake

Offer your toddler three meals and two or three healthy snacks a day. But expect your toddler to sometimes skip meals. Letting kids skip a meal is hard for many parents, but kids should be allowed to respond to their own internal cues for hunger and fullness. Don't push food on a child who's not hungry. Children eat when they are hungry and usually stop when they are full. Some parents worry because young children appear to eat very small amounts of food, especially when compared with adult portions. To check your child's eating pattern, pay attention to his food choices. The following table gives guidelines for how much your toddler should be eating each day. a) Grain Group: at least 6 servings each day  

1/4 - 1/2 slice of bread 2-3 crackers

b) Fruit and Vegetable Group: at least 5 servings each day  

1/4 - 1/3 cup cooked, canned, or chopped raw 1/4 - 1/2 small fruit/vegetable

c) Milk Group: at least 3 servings each day 1/2 cup milk or yogurt 1/2 - 1 ounce of cheese d) Meat Group: 2 servings each day   

1-2 ounces lean meat, chicken, fish 2-4 tablespoons dry beans and peas 1/2 - 1 egg

e) Fat Group: 3-4 servings each day 

1 teaspoon margarine, butter, oils

Food

Portions size

Number of servings per day

Milk & dairy products

½ cup of milk or yogurt or 15g cheese

4-5

Meat, fish, poultry, eggs, peanut 30-60g meat, fish or poultry, 1 egg, 2 2 butter or cooked legumes tablespoons peanut butter or 4 tablespoons cooked legumes like baked beans Fruit & vegetables

4-5

Vegetables, cooked

2-3 tablespoons

Vegetables, raw

A few pieces - only if child can chew well

Fruit, raw

½-1 small fruit

Fruit, canned

2-4 tablespoons

Fruit juice

90-120ml (less than ½ cup)

Bread and cereals Wholewheat or vitamin mineral fortified bread

3 & ½-1 slice

Cooked porridge

1/4-½ cup

Dry breakfast cereal

½-1 cup

B. Sample Menu and Food List

Breakfast

Day 1

Day 2

Apricot juice 40 ml

Orange juice 40 ml

Oats porridge 1/4 cup Cornflakes, ½ cup Honey 1 T

Brown sugar 1 T

Milk ½ cup

Millk ½ cup

Yoghurt ½ cup MidYoghurt ½ cup morning Banana ½ mashed, Oats cookie 1 snack ripe

Day 3 Banana ½ mashed Egg 1 poached Toast ½-1 slice Margarine 1 t Milk ½ cup

Day 4 Apple ½ grated Creamy meal 1/4 cup Honey 1 T Yoghurt, ½ cup

Cheese 15g

Milk ½ cup

Apple juice 40 ml

Dried fruit 1 T

Lunch

Egg, 1 boiled

Peanut butter 2 T

Baked beans 3 T

Fish finger 1

Bread ½-1 slice

Bread ½-1 slice

Bread ½-1 slice

Mashed potato 2 T

Margarine 1 t

Margarine 1 t

Margarine 1 t

Canned pear 1

Apple ½ grated

Canned peach 1

Carrot sticks

Custard 1/4 cup

Milk ½ cup

Milk ½ cup

Yoghurt 1/4 cup

Milk 1/4 cup

Cheese 15g Yoghurt ½ cup sweetmilk/Gouda Provitas 1-2

Midafternoon Bread ½ slice snack Margarine 1 t

Margarine 1 t Honey 1 T

Pear juice 40 ml Meat 30g mince Supper

Canned apricot 2

Butternut, cooked 1 T Custard 1/4 cup Bedtime Milk 1/4 snack withvaltin

Peanut butter 2 T

Bread ½ slice

Crackers 2

Margarine 1 t

Cranberry juice 40ml

Apricot juice 40ml Meat 30g cooked

Egg, scrambled 1

Pumpkin, 2 T

Carrots, cooked 2 T

Bread ½-1 slice

Tomato, 2 slices

Naartjie ½-1

Margarine, 1 t

cooked Fish cake, 30g

Potato, mashed 2 T

Cottage cheese 15g

Milk pudding 1/4 Jelly cup Milk ½ cup

cup Milk 1/4 cup with Milk 1/4 honey Horlicks

Banana 1 Custard ½ cup cup

with

Milk 1/4 cup with Milo

What are some snack ideas for my child?    

Whole grain cereal or oatmeal with milk Bite-sized pieces of leftover cooked beef or chicken and soft cooked vegetables Milk or yogurt-based fruit smoothies in an open cup Yogurt with pieces of soft fresh fruit

What are some meal ideas for my child?   

Sandwich triangles made with egg, tuna, chicken salad, or easy-to-chew meat Hummus, whole wheat pita and soft cooked and cooled vegetables Soft cooked short pasta noodles, cooked pieces of fish and peas

C.

Foods to Avoid

By now your child should be eating a variety of foods. Continue to watch for allergic reactions when introducing new foods. Kids are at higher risk for food allergies if they or a close family member have allergies or allergy-related conditions (like eczema or asthma). Avoid foods that could cause choking, like popcorn, hard candies, hot dogs, raw vegetables and hard fruits, whole grapes, raisins, and nuts. Supervise your child at all times when eating. Do not give your child foods such as: 

Whole peanuts, nuts, seeds,

or popcorn   

Fish with bones Dried fruit such as raisins Hard candy or cough drops

It is important to avoid foods that may cause choking: 

Slippery foods such as whole grapes; large pieces of meats, poultry, and hot dogs; candy and cough drops.

 

D.

Small, hard foods such as nuts, seeds, popcorn, chips, pretzels, raw carrots, and raisins. Sticky foods such as peanut butter and marshmallows.

Useful Tips on Feeding Toddlers  Keep introducing new flavors and textures.  Toddlers have little tummies, so serve foods that are packed with the nutrients they need to grow healthy and strong, and limit sweets and empty calories.  Your toddler will continue to explore self-feeding, first with fingers and then with utensils at around 15–18 months of age. Give your child lots of chances to practice these skills, but lend a hand when frustrations arise. As skills develop, step back and let your little one take over.  Kids shouldn't be allowed to eat on demand all day long either. Keep a regular schedule of meals and snacks so your kids will know that food is available at certain times of the day.  Some toddlers don’t like eating meat as they find it hard to chew. Offer minced meat or well-cooked soft meat, (e.g. casseroles), so they get used to chewing.

E.

Supplementation For Some Children Vitamin supplements are rarely necessary for toddlers who eat a varied diet. However, supplemental iron may be needed if your child eats very little meat, ironfortified cereal, or vegetables rich in iron. Large quantities of milk (more than 32 ounces [960 mL] per day) also may interfere with the proper absorption of iron, thus increasing the risk of iron deficiency anemia. Your child should drink 16 ounces (480 mL) of low-fat or nonfat milk each day. This will provide most of the calcium he or she needs for bone growth and still not interfere with his or her appetite for other foods—particularly those that provide iron. The American Academy of Pediatrics (AAP) recommends that children stay on whole milk until they are two years of age—unless there is a reason to switch a baby to low-fat milk sooner. Whole milk contains approximately 4% milk fat. It may help to gradually switch your child from whole milk to a lower-fat milk. Therefore, many pediatricians recommend that children get reduced fat (2%) milk for a few weeks before switching them to low fat (1%) or no fat (skim) milk. According the AAP clinical report, Optimizing Bone Health in Children and Adolescents, infants under 12 months require 400 International Units (IU) of vitamin D per day and older children and adolescents require 600 IU per day. This amount of vitamin D can prevent rickets—a condition characterized by the softening and weakening of bones. The Department of Health recommends that: 

Babies from birth to 1 year of age who are being breastfed should be given a daily supplement containing 8.5 to 10 micrograms (µg) of vitamin D to make sure they get enough. This is whether or not you're taking a supplement containing vitamin D yourself.

 

Babies fed infant formula shouldn't be given a vitamin D supplement if they're having more than 500ml (about a pint) of infant formula a day, because infant formula is fortified with vitamin D and other nutrients. Children aged 1 to 4 years old should be given a daily supplement containing 10µg of vitamin D.

TEACHING STRATEGIES Different teaching strategies were chosen by the educators depending on the topic to be presented and the developmental stage of the learners. The educators believed that these teaching strategies will help the learners understand the knowledge that the educators want to deliver. The following teaching strategies are the ones that the educators regarded to be the most effective and appropriate for the learners, in this case, the toddlers and their caregivers.

VIDEOS The use of technology is widely used nowadays for various activities. Children are very fond of playing and using gadgets in learning. The audio-visual effects presented in videos will make the learners engage and be more interested to the learning process. Therefore, the educators will use videos as an audio-visual representation of the colors, animals and their sounds that aim to stimulate the learners’ sensory abilities which will help them retain every learning. The videos to be presented will target the learners’ attention that would eventually be also a way to keep them focused. A video about the Implementation of Nutritional Plan for Toddlers is also going to be presented by the educators for the caregivers. It will serve as the introductory motivation for that part. It will include the nutritional needs of toddlers and the reason why caregivers need to focus on their child’s food plan. It will be brief but full of information needed by every caregiver in the world.

QUESTIONING They say that asking a question is not bad. It clarifies all things that we can’t understand or that need more explaining. It is one of the best ways to understand information before we accept it as truth or fact. It also stimulates the mind to think especially when asked a question suddenly. The educators will be asking questions to the learners to test if they understood the video presentation. The educators will ask the learners to recall the colors, and pictures of animals and what sound they make, based on what they have seen in the previous video shown to them. The educators will use flashcards to aid the learners in recalling. The learners will guess what color was shown in the flashcard that was also shown in the video. Building blocks provided by the educators will also aid in their presentation. Pictures of animals will also be shown in the

flashcards and the learners will guess what sound they make. The animals involved will be based on the video presented beforehand. Questioning will also enhance Toddlers cognitive skills. This teaching strategy will also be used in the lecture of the Implementation of Nutritional Plan for Toddlers. The educators will be asking questions from time to time to know the amount of knowledge that the caregivers have concerning toddlers’ nutritional needs. In other words, Questioning will be used mostly all throughout the session.

ROLE PLAY and GAMING Children love to play. The educators will use role play so that the learners will try to mimic the sounds presented to them at the beginning. It will be a great motivation for them to learn if games involve prizes. The educators will divide the class into eight groups and will assign an animal on each as a name. The educators will instruct each group that whenever the group is being called by name, they will respond by mimicking the sound of the animal assigned to them. The group must respond within five seconds or else their group will have points deducted. The group with the least mistakes after three rounds will be the winner, given with a prize. With this strategy, every learner will have the animal and their sounds retain in their memory which makes this the appropriate teaching strategy.

LECTURING AND POWERPOINT PRESENTATION Lecturing is a traditional way of teaching and can be used for the age of most caregivers. The educator will address the audience directly on what they need to know for the said topic. Knowledge will be given to any number of audience present. A power point presentation will also be used as an instructional material during lecture. After the video presented for the introduction in the Implementation of Nutritional Plan for Toddlers, lecture will follow During lecture, power point presentation will aid the educator in discussing the said agenda. Power point presentations are brief and on point, while the lecture of the educator will elaborate each points presented in the power point. It will also be open for questions from the audience that the educator will answer. This strategy will provide more understanding for the caregivers. HANDOUTS Handouts are hard copies of the topics discussed by the lectures. By providing the learners (caregivers) handouts, they would have their own copies of the lecture and can be used for reviews if the caregiver forgets some details. Videos, questioning, role playing, gaming, lecturing and power point presentation are the teaching strategies that the educators have decided to use for the said topic. These teaching strategies are believed to be appropriate for the target audience. These teaching strategies will provide audio-visual presentation that will support the group in delivering the information to the learners. The discussion to be done by the educators will completely utilize their resources and the strategies provided.

RESOURCES Resources take a big part on the health education plan. Without these, the teaching strategies planned by the educators will not be executed well and might lead to failure of the whole plan. Resources include the concrete materials and equipment to be used during the planned sessions. Complete resources during lecture might mean a fifty percent chance of success already. STIMULATION OF SENSORY ABILITIES: 1. Flashcards – These are to be used for the pre – test and post – test evaluation. Flashcards will be used to help the learners recall the colors that was presented to them via video presentation and they also represent great examples of ways to exploit children’s sense of sight. 2. Building Blocks -- These are also to be used for evaluation. -- Building blocks are very attractive to children since they are colorful and great for playing with their sense of sight. PROPER NUTRITION APPROACH ON TODDLERS: 1. Printed pictures – These will help the learners understand the topic more. With these, learners will be able to identify the food that should be given to toddlers at their age. 2. Handouts – These will serve as their own copy of the topic. They will contain the highlights of the discussion and will serve as their reminder of the things that they have to do for the nutrition plan for toddlers. 3. Certificates – This will be given after the session to prove that the learners have already obtained the information needed that was discussed by the researchers. It is also an evidence that they have participated and cooperated during the event. General Resources The following are the general materials to be used for the whole session. These will aid the educators in conveying the information to the learners. These will be used toward the end of the session so these are the vital resources for the Health Education Plan. A. Laptop – This will manage all of the presentation to be presented by the educators, from videos to power point. This will also serve as the editing resource. Whenever the educators need to edit something in their presentation, they can do it in the laptop. B. Projector – If there are videos to be presented and power points available, projector is needed. It enlarges anything presented in the laptop. It makes reading the information presented in the videos or power point more visible. C. Power point presentations – The content is divided in slides. Information in the slides are short and to be elaborated by the educators during lecture. It will help the educators organize and act as a guide in the flow of the discussion. D. Visual Aids – Various visual aids are to be used in each session. Some might differ based on the target audience on the topic.

E. Speakers – This will be used to accompany the video presentation for each topic. It will provide a clearer delivery of information during the lecture. F. Backdrop – This visual aid will be used as design in front for the learners to know what event, time, place, and what the topic will be during the session. It will provide general information of the event. EVALUATION PRE – TEST and POST – TEST Pre-test and post-test is a type of evaluation that monitors and assess the cognitive, psychomotor and affective ability of the learners. This evaluation determines the amount of change the learner undergoes after the lecture or discussion of a topic. The pre-test and post-test must be of the same content and solely focuses on the topic at hand: selected colors, animals and their sounds, and the nutritional approach for toddlers. The use of flashcards is a way for a learner to help them learn and memorize. Toddlers are known to have a very short attention span, so it would take a lot of effort to gain their interest. So visual aids like flashcards, along with some efforts from the educators, must be colorful and interesting enough for it to gain attention especially by children. These flashcards containing objects with colors, and pictures of animals, will be used to assess the knowledge of the toddlers. Providing questionnaires is one of the widely used type of evaluation for adults. It consists of multiple choice questions to be answered by the caregiver before and after the lecture. Just like in examinations in school, it is very effective for it will make the learners think on what the right answer among the choices. It is also very simple and understandable. The type of evaluation chosen by the educators have been thought carefully with consideration to the developmental stage of the learners on each topic. The tests will also provide information just like in the lecture proper of the session. The pre-test and post-test will be done as a class for toddlers, and individually for the caregivers. The questionnaire for the caregivers will be reproduced to provide for the number of learners in the event. The evaluation will only last for at least two minutes.

RESEARCH WORK

EVIDENCE-BASED PRATICES RELATED TO HEALTH EDUCATION OF TODDLERS A. B. C. D.

Developmental Characteristics of a Toddler Learning Means of Toddlers Evidence Based Learning Approach to Toddlers with Caregiver Health Education of Toddlers Through Caregiver DEVELOPMENTAL CHARACTERISTICS OF A TODDLER

Child development is a dynamic, interactive process. Every child is unique in interacting with the world around them, and what they invoke and receive from others and the environment also shapes how they think and behave. Toddlerhood is one of the developmental stages of life that a person undergoes. It ranges from 12 months – 36 months of age (1-2 years old). Skills such as taking a first step, smiling for the first time, and waving “bye-bye” are some of the developmental milestones of a toddler. Developmental milestones are things most children can do by a certain age. Children reach milestones in how they play, learn, speak, behave, and move like crawling, walking, or jumping. During the second year, toddlers are moving around more, and are aware of themselves and their surroundings. Their desire to explore new objects and people also is increasing. During this stage, toddlers will show greater independence, begin to show defiant behavior, recognize themselves in pictures or a mirror, and imitate the behavior of others, especially adults and older children. Toddlers also should be able to recognize the names of familiar people and objects, form simple phrases and sentences, and follow simple instructions and directions. Physical Development While children tend to gain about three to five pounds and grow three to five inches between ages one and two, this rapid growth tends to slow down between ages two and five. During this time, your child will develop increasing strength and coordination. Cognitive Development After beginning to recognize familiar people and objects, between the age of one and two, your toddler will be better able to recall recent events. During this age your child will imitate others and will become much more imaginative, especially during play time. From two to five, the ability to think and understand grows greatly as children learn letters, numbers, symbols and colors.

Emotional and Social Development The competing emotions that develop during this age are often behind the “terrible twos” label. From 12 to 24 months, children continue to develop strong bonds with their loved ones, while at the same time wanting to be more independent. Between ages two and four, your child will likely begin to like to “do it myself” and will want to make more choices on his or her own.

Language Development Understanding progresses faster than speech in a toddler’s language development. Between 15 to 18 months, most toddlers know 10 times more words than they can verbally communicate. By the age of two, however, vocabularies can span between 50 and 100 words and children begin using two or more words in combination. By the age of five, children can use thousands of words to communicate and will speak in sentences. Sensory and Motor Development Improving motor skills make your child more mobile by age two. The toddler years are a time when your child will likely be in constant motion. Toddlers will quickly master walking and move on to running, jumping and climbing. Around age two, most toddlers will be able to navigate stairs, kick or throw a ball and draw simple lines. During this time, children may still stumble frequently and be accident prone. By age five, better control of fine motor skills allows children to dress and undress themselves and write some letters. LEARNING MEANS OF TODDLERS Screen Media Screen media are increasingly common in young children's life. It is therefore essential to understand the impact of specific technologies such as tablets or e-books for literacy and the best ways to include these technologies in children's routine at home, in childcare or in the classroom. Emerging practices and their implications for parents, teachers and policy makers are reviewed in this study. Toddlers today have unprecedented access to screen media, including content viewed on television, computers, and gaming consoles, as well as on newer mobile devices such as smartphones and tablets. Although most of their direct viewing consists of 1 to 2 hours of television and video daily, younger children are also exposed to about 5.5 hours of “background” television, meaning television that is left on for the attention of older children or adults or as background noise without direct attention by any family member. Their experience with mobile devices is more limited, though access is growing rapidly with increasing availability.

Toddlers attend to screen media and are responsive to its sensory and perceptual features or the movement, pace, bright color, music, and sound effects. Imitating their parents and older children, they will pick up a tablet or smartphone and tap and swipe to navigate the screen. However, this does not mean that they understand or learn from the content. Although toddlers are remarkably capable learners in direct social interaction, their language and story comprehension skills are limited and they are unlikely to follow the narrative content, story line, or content to be learned from a video or app. This contrasts with the potential of screen media to facilitate older children’s learning when the content is age appropriate, engaging, and educational. When toddlers view screen media, their understanding of what they see is limited. They more easily learn actions, words, and problem solving directly from a person than from the same information on a screen. Video deficit occurs because very young children are inflexible learners: the features of the learning situation and transfer context must match exactly for learning to be evident. Objects and characters on screens look and behave differently than their realworld counterparts. Two-dimensionality and size, the failure of TV characters to respond to viewers, and extraordinary visual and sound effects are sources of mismatch. Video is a representational medium that differs from reality. Information currently available to parents and child development professionals on this topic provides mixed messages. As infants’ and toddlers’ exposure is fairly high, there is concern that time spent with screens might replace learning activities known to benefit development, such as reading, play, and social and language interactions with others. There is also worry that screen media might be harmful to children’s developing attention and self-regulation and that this could diminish learning. These issues, though unresolved, prompted pediatricians to recommend that children under 2 years be discouraged from viewing any screen media.

Infant-Directed Videos Many infant-directed videos target word learning, a milestone achievement at this age. Researchers who have carefully evaluated vocabulary learning from video report that both child age and adult scaffolding matters – when parents co-view with their children, direct their attention to the video, talk about the story, ask questions, and otherwise support their children’s learning, children between 2 and 4 years of age can learn new words from video. However, even when children do learn new words, there can be a video deficit: reduced learning relative to learning from live and interactive instruction. For infants younger than 2 years, there is little evidence of word learning from baby video, even with parent co-viewing. Notably, a recent study indicated that 15-month-olds learned American Sign Language baby signs from video, both with and without parent scaffolding. There is also evidence that background television distracts infants and toddlers from learning during play: they direct many quick looks to the screen and show less focused attention to their toys. They also engage less with parents, who respond more

slowly to their children’s bids for attention and talk to them less often using simpler and briefer utterances. The potential of these reduced interactions are significant, as these provide a major route to young children’s learning about language and their world more generally. Some have suggested that the newer mobile devices may hold promise for infant learning, as they are interactive and can be programmed to meet the goals and skills of the individual child. For example, there is evidence from older children that well designed e-books can facilitate word learning, emergent literacy, and reading through thoughtful use of multimedia and possibly hotspots on the screen that when touched, activate interactive features such as dictionaries, word readouts or learning games.

Video Chat and Touchscreens Early research on toddlers’ learning from video chat and touchscreens has yielded promising results. However, the effectiveness of interactive devices with infants and toddlers may still rely on parent scaffolding to help children understand how information on a screen relates to real life. Several important questions about infant and toddler learning from screen media remain to be answered. Among the most important concern the nature and consequences of their interaction with mobile devices, whether and how they operate them, whether these media are better suited to support learning than are passive media like television, and whether built-in features can replace parent scaffolding in facilitating learning. A second issue concerns the potential of mobile devices to target the needs of individual children, and whether they might provide a useful supplement to learning for young children at risk for developmental delays or whose parents may often be unavailable. Finally, there is the thorny question of how much screen media is too much. The answer likely will depend on a judicious consideration of the characteristics of the child, the effectiveness with which good design and an awareness of how infants learn are integrated into the content, and the quality of the supportive learning environment.

EVIDENCE BASED HEALTH EDUCATION OF TODDLERS THROUGH CAREGIVER The American Academy of Pediatrics (AAP) recommends reading sessions from infancy on to prepare your child for lifelong success, since kids who are read to as babies have better language skills and are more interested in reading when they start school. Sharing a book also helps babies and parents bond, which the AAP notes is essential for a child's cognitive and social-emotional development. So from an early age, read often to your little one, pointing out objects, characters, animals, colors, textures and sizes in the pictures The results showed significant correlations between parent and child for reported snack intake, eating motivations and body dissatisfaction, indicating an important role for modelling. Parents were then divided according to their control scores. Children whose parents indicated greater attempts to control their child’s diets reported higher intakes of both healthy and unhealthy snack foods. In addition, those children whose parents indicated a greater use of food as a means to control their child’s behavior reported higher levels of body dissatisfaction. The results provide some support for both the modeling and control theories of parental influence. However, whereas modeling appears to have a consistent impact, parental control has a different impact depending upon whether this control is found on the child’s diet or on other aspects of their behavior. To conclude, a positive parental role model may be a better method for improving a child’s diet than attempts at dietary control. Health Education of Caregivers for Toddlers Nutrition Understanding children’s eating attitudes and behavior is important in terms of children’s health. Evidence also indicates that dietary habits acquired in childhood persist through to adulthood. In addition, research also indicates a role for childhood nutrition on adult health. Much research also shows that many children’s diets in the Western world are unsatisfactory. For example, the Bogalsua Heart Study in the US showed that the majority of 10 year olds exceeded the American Heart Association dietary recommendations for total fat, saturated fat and dietary cholesterol A survey in the UK showed a similar picture, with 75% of children aged 10–11 exceeding the recommended target level for percentage of energy derived from fat Comparable results have also been reported by Wardle (Wardle, 1995) and Currie et al. (Currie et al., 1997). There has been a range of explanations offered to understand why children eat what they eat. Lack of knowledge has been implicated as causing poor diets, but is not explanation enough as health education campaigns have had limited success in changing eating habits (Gatherer et al., 1979). Other research has focused on social cognition models, but most studies using this approach have focused on adults rather than children and those which have explored children’s diets have left much of the variance in eating behaviour unexplained (Resnicow et al., 1997). An alternative approach to children’s diets has focused on developmental theories, and emphasizes the influence of significant others on a child’s development of

food preferences and eating habits. In line with Social Learning Theory [e.g. (Bandura, 1977)], some research has highlighted the role of observational learning and modelling. In one study, peer modelling was used to change children’s preference for vegetables (Birch, 1980). The target children were placed at lunch for 4 consecutive days next to other children who preferred a different vegetable to themselves (peas versus carrots). By the end of the study the children showed a shift in their vegetable preference which persisted at a follow‐up assessment several weeks later. The impact of observational learning has also been shown in an intervention study designed to change children’s eating behaviour using video based peer modelling (Lowe et al., 1998). Role of Caregivers Some evidence supports an important role for parents. For example, Klesges et al.(Klesges et al., 1991) showed that children selected different foods when they were being watched by their parents compared to when they were not. Olivera et al.(Olivera et al., 1992) reported a correlation between mothers’ and children’s food intakes for most nutrients in pre‐school children, and suggested targeting parents to try to improve children’s diets. Likewise, Contento et al. (Contento et al., 1993) found a relationship between mothers’ health motivation and the quality of children’s diets. Food preferences therefore change through watching others eat. Research also indicates that children may not only model their parents’ food intake, but also their attitudes to food and their body dissatisfaction. For example, Hall and Brown (Hall and Brown, 1982) reported that mothers of girls with anorexia show greater body dissatisfaction than mothers of non‐ disordered girls. Likewise, Steiger et al. (Steigeret al., 1994) found a direct correspondence between mothers’ and daughters’ levels of weight concern, and Hill et al. (Hill et al., 1990) reported a link between mothers’ and daughters’ degree of dietary restraint. Research therefore emphasizes the role of observational learning with a particular role for parental attitudes and behaviour. Other studies have highlighted a role for parental control. Some research has explored the impact of controlling food intake by rewarding the consumption of ‘healthy food’ as in ‘if you eat your vegetables I will be pleased with you’. For example, Birch et al. (Birch et al., 1980) gave children food in association with positive adult attention compared with more neutral situations. This was shown to increase food preference. Similarly an intervention study using videos to change eating behaviour reported that rewarding vegetable consumption increased that behaviour (Lowe et al., 1998). The relationship between food and rewards, however, appears to be more complicated than this. In one study, children were offered their preferred fruit juice as a means to be allowed to play in an attractive play area (Birchet al., 1982). The results showed that using the juice as a means to get the reward reduced the preference for the juice and have been supported by similar studies (Lepper et al., 1982; Birch et al., 1984; Newman and Taylor, 1992). These examples are analogous to saying ‘if you eat your vegetables, you can eat your pudding’. Although parents use this approach to encourage their children to eat vegetables the evidence indicates that this may be increasing their children’s preference for pudding even further as pairing two foods results in the ‘reward’ food being seen as more positive than the ‘access’ food.

I. A. B. C. D.

FILIPINO CULTURAL CHARACTERISTICS AND HEALTH CARE BELIEFS RELATED TO TODDLERS Cultural Influences in the development of Toddlers Common Health Care Practices for Toddlers in the Philippines Common Filipino Cultural Beliefs in Toddler Care Filipino Cultural Characteristics in Raising a Toddler

CULTURAL INFLUENCES IN THE DEVELOPMENT OF TODDLERS From educational toys to governmental guidelines and detailed nursery progress reports, there are lots of resources available to help parents track and facilitate their children’s development. But while there are tricks we can use to teach children to talk, count, draw or respect others, a surprisingly big part of how they develop is determined by the culture they grow up in. Children growing up in different cultures receive specific inputs from their environment. For that reason, there’s a vast array of cultural differences in children’s beliefs and behaviors. Language is one of the many ways through which culture affects development. Moreover, the content and focus of what people talk about in their conversations also vary across cultures. As early as infancy, mothers from different cultures talk to their babies differently. This early exposure affects the way children attend to themselves or to their relationship with others – forming their self-image and identity Parents in different cultures also play an important role in molding children’s behavior and thinking patterns. Typically, parents are the ones who prepare the children to interact with wider society. Children’s interaction with their parents often acts as the archetype of how to behave around others – learning a variety of socio-cultural rules, expectations and taboos. Cultural differences in interactions between adults and children also influence how a child behaves socially. For instance, in Chinese culture, where parents assume much responsibility and authority over children, parents interact with children in a more authoritative manner and demand obedience from their children. Children growing up in such environments are more likely to comply with their parents’ requests, even when they are reluctant to do so.

COMMON HEALTH CARE PRACTICES FOR TODDLERS IN THE PHILIPPINES

Usog causes fever Also called as the "evil eye," usog is believed to occur when a person meets a child for the first time and becomes too fond of him. The "fondness" results in a fever, feeling of weakness, or extreme discomfort on the part of the child. The only way to cure the child of usog is to have the person dab his saliva on the child's forehead or abdomen. To prevent it from happening, people usually say "pwera usog" when they greet the child for the first time. Filipinos believe we all have this evil eye in us; it just varies in intensity. People who have darker gums and are hungry when they meet a child will pass on a stronger usog effect. Meanwhile, to protect the child from the hex, those who believe make their babies wear an anti-usog bracelet, usually with black and orange or red beads.

Tuwalya (towel)/diyaryo (newspaper) draped at the back With our humid climate, Pinoy parents know how sweaty their active children can get when playing. It can be worrisome because we think the sweat will dry up on the kids’ backs and be absorbed by the lungs, resulting in pneumonia. To combat this, we drape a hand towel or a piece of newspaper on children’s backs. Some Filipinos still do it in their adulthood — you might have seen a jeepney driver or two with the all-toofamiliar white towel.

Breastfeeding Do not breastfeed when you’re tired. It affects the quality of the milk. Although this is not really followed today since if you think about it, moms are always tired because of their busy days at work and at home plus the fact that there’s a loud campaign on breastfeeding now. Put a small thread on his forehead when he has the hiccups. Baby hiccups can cause by several factors like overfeeding or swallowing air. To avoid them, make sure you burp the baby, don’t feed the baby too fast, take small breaks, sit your baby for 20-30 minutes after meal times. You can also gently pat and rub the baby’s back or make him drink some water. If none of the above works, don’t surprise or startle the baby -- there’s no known fact that it works.

Child are not allowed to go out at night because of hamog They say that letting babies go out at night, especially if it's cold, will cause the baby to have colds and become sick. Doctors will tell you babies don't get sick just from the cold air outdoors. Any cold or hot room can provide discomfort and cause colds for the baby. Most doctors recommend babies not to be brought to crowded places when they're one to three months to allow the immune system to develop antibodies that will fight against viruses.

COMMON FILIPINO CULTURAL BELIEFS IN TODDLER CARE There are a lot of Filipino traditions up to this day that some people follow and believe in. Some say they are just myths while others say there is actually an unknown basis and truth to those beliefs or “pamahiin”. Up to this day, there are still a lot of pamahiins being followed by new and young parents. These have been passed on from many generations from our elders. Here are some of the child beliefs and culture in the Philippines: Stepping over a toddler while he is asleep will stunt his growth. It's been passed on from our elders, but there is really no known scientific basis for it. A child's growth and development will depend on a number of factors from nutrition to genetics. Keep child's hair from his first haircut. It's common practice for hair to be kept inside books like encyclopedias and dictionaries hoping that it will make children smarter. Today, kiddie salons offer a certificate to commemorate a child's first hair cut (which includes a few streaks of hair, plus his before and after photos) so the belief takes a backseat for many. If a child is sucking his toes, he is asking for a sibling. A child normally starts to suck his toes between 4 to 8 months. It's actually an important milestone. The baby's hands aren't very coordinated yet, but he's trying to learn so much about the things around him. One way of exploring is putting things in his mouth including his own feet, once he's found them. Besides promoting body awareness, toe-sucking is very satisfying and soothing to your little one. Cutting a child’s eyelashes during his first month to make them long and beautiful. Thin and short lashes is not a sign of poor health or poor child care. Lashes like our hair fall off and regrow in time. It has its purpose so cutting them might do more harm than good. Breech Child Belief A breech baby (called “suhi” in Filipino which means baby came out from the womb feet first instead of the head first) will bring luck to the family. She will also have the

ability or gift to remove fish spines (“tinik” in Filipino) stuck in another person’s throat by simply touching that person’s neck

Birthmark It is said that when a child has a birthmark anywhere on his/ her body, it is lucky for the parents and the child. There are also different beliefs on the location of the birthmark. When you have one on your buttocks, they say it bring bad luck on small and big instances in the child’s life. Deformities It is said that when the baby has a deformity or abnormality of any kind – like an extra finger or maybe is a special child-, it is considered to be very lucky for the family. Filipinos see this as a blessing.

Nose Always pull the babies nose to make it more defined and have a better-looking shape. Some say that we can still modify the child’s nose while the cartilage is soft. But some medical experts say though that these things we cannot modify. We might just injure the nose by doing this and features of a person is based on his/her parents’ genes. Bath Time and Nails It is considered unlucky to bathe and cut child’s nails at night. Some even believe that cutting the nails should only be on certain days of the week. It is said to be unlucky to cut the baby’s nails on a Friday. The first cut nails of the baby should be wrapped in a white cloth or paper and kept well so baby will be a good boy or girl when he/she grows up. Nap times Those toddlers who nap a lot will grow taller. Babies must not be kissed during nap times or when asleep or else the baby will grow up to be a stubborn or naughty child. If a child has two hair whorls or puyo, he or she will be naughty. While having two hair whorls or puyo is a genetic predisposition, there is no scientific evidence that states this unique hair feature leads to hyperactivity and/or naughtiness. Big ears signify long life. A child having big ear is believe to be given a gift of long life and prosperity

Placenta should be wrapped and buried. They say that if you bury the placenta near the house, the child will grow up close to the family. Wrapping the placenta in newspaper will make the baby smarter, too. It is an old belief that city-living folks don't usually practice. The placenta, which is attached to the lining of the womb and delivers oxygen and nutrients to the unborn baby, is said to be full of nutrients. It is why some people think that eating it will make the mother even healthier after childbirth. Umbilical cord also brings luck. The umbilical cord stump, which is still attached to a newborn and falls off several days after giving birth, should be kept for good luck. Six out 10 moms that were surveyed believe luck is connected to the umbilical cord. But nothing has been established about the fortune that befalls a family after keeping the stump. There is, however, such a thing called cord blood banking, where blood from the umbilical cord and placenta is extracted and stored for future medical use. Many believe cord blood contains potentially lifesaving cells called stem cells, which can cure some types of illnesses through stem cell therapy, a subject of many research today.

Bigkis Use “bigkis” or a white cloth wrapped around the baby’s tummy so that the child’s tummy will remain small and grow up to be slim or sexy. Some use bigkis when they baby has colic / kabag (in Filipino). Some put acute de manzanilla on the tummy and bigkis to keep the tummy warm and avoid or remove colic. Baby Clothes It is considered unlucky to show a baby’s clothes before he/ she is born. This means that the baby will suffer poor cognition and mental abilities throughout his/her life. FILIPINO CULTURAL CHARACTERISTICS IN RAISING A TODDLER Filipino families have raised its bar when it comes to parenting and raising a toddler. As an elder will usually say, it is during the early years of a child that he/she should be raised and instilled appropriate values and manners. Below are some examples of Filipino cultural characteristics that is eminent in parenting practice in toddlers

Saying "Mama," "Opo," "Po" And "Papa" Children sometimes use the words "mama," "opo," "po" and "papa" to show respect to their elders, and they may often take care of their parents when they age. Our display of respect also encompasses our vocabulary. Not only do we teach our children to say “po” and “opo” when addressing elders, but also when speaking to people of authority such as teachers, church elders and policemen.

Pagmamano From a young age, as early as the toddler years, we teach our children to express humility and respect for older people with the gesture of pagmanano, or bringing the elderly’s hand to one's forehead. Cleaving and Independency Filipinos are very clanish. They tend to live closer to their relatives. Children are raised up not only by their parents but with the whole clan. They grow up being taken care of by their grandparents, aunties, or uncles and up to their distant cousins. At an early stage of rearing a child, Filipino parents exposed their child knowing that they always have someone to depend on or will take care of them if both of the parents are unavailable. Managing Separation Anxiety It is easily overcome as early as toddler’s stage. They don’t have a difficult time adjusting to the surroundings of a nanny,in a daycare or nursery school. Having a hired help to take care of the children is not that prevalent although its a personal choice, but this can be seen now mostly on middle-class & well-off families. Extended Breastfeeding, Babywearing, & Co-Sleeping These are among the child rearing values that is so typical for Filipinos. Although many people have raised their different opinions about Co-Sleeping, it has become a trademark of Filipino families. A baby sleeps in the same room with the parents and most of the time, sleeps on the same bed too. This way of living sometimes happens because of lack of space in the house (separate room for baby ), for convenience reasons, or they just love to be close physically with their child. As for me, my daughter sleeps alone in her room from the time we brought her home from the hospital. This is a personal choice that we have made.

Removing our shoes/slippers Similar to our Japanese and Korean neighbors, we also espouse the habit of removing our footwear before entering someone’s house as a sign of respect. Toddlers on the other hand are being trained through play pretending.

Family mealtime It is the golden rule in the home: the family should enjoy mealtimes together. Some of us may be used to hearing, “Huwag paghintayin ang pagkain” (Don’t make the food wait). When the food is served, everybody should be ready to partake of it as one unit.

Father is the head of the family, and the mothers take care of the household. Well, those were the days when mothers would stay at home and religiously take care of the children in every traditional family. In this generation, mothers take the opportunity to work from home, and still take care of the children in between. While of course, fathers remain to be the providers of the family’s essentials/needs. When it comes to toddler care, some Filipino families opt in hiring a nanny or babysitter. Angelus at 6pm. Pinoy families are known to have a strong bond in their faith/religion that is readily practiced even for toddlers. Mothers usually teach their toddlers to make sign of the cross during these times.

Punishments Filipinos are known to be strict and proper specially when it comes to punishments even during toddlerhood. Education Filipino parents practically strive hardest and do everything to make sure their children will have the best education they can get. They ususally start tutoring their toddlers at a very young age and send them to school early as well. Filipino parents are, by nature, obsessed in making sure that their children graduate. Unlike Americans, they are given the choice to leave the house and live independently when they reached 18. Filipinos at times live in their parents’ house even after having a family of their own.

REFERENCES: https://www.smartparenting.com.ph/parenting/baby/filipino-pamahiins-myth-or-facta1663-20170924-lfrm https://tinatanjuatco.com/2016/07/07/filipino-baby-beliefs/ https://www.reference.com/world-view/examples-different-cultures-edd5835870b858ae http://www.answers.com/Q/What_are_the_differences_between_Filipino_children_to_A merican_children https://theculturetrip.com/asia/philippines/articles/superstitions-and-taboos-manyfilipinos-still-believe-in/ https://www.smartparenting.com.ph/parenting/baby/filipino-pamahiins-myth-or-facta1663-20170924-lfrm