Care Practices - Report Example

Essay Critique Care Practices Essay Critique Care Practices Introduction Care practices are all activities that are aimed at providing special treatment towards people at different stage of development or those with special needs as a result of chronic illnesses or are physically challenged. These practices are offered in aim to ensure that the affected party receives intensive care that meets their needs thereby making them comfortable and healthy (Natale, Lopez-Mitnik, Uhlhorn, Asfour, & Messiah, 2014). Care practices increase efficiency and productivity and are supportive services to professional services offered hence must be administered through strict guidelines that are provided. Care practices are carried out by different people including professionals, parents or teachers. Children who do not receive adequate care may develop diseases such as obesity (Larson, Ward, Neelon, & Story, 2011). Care givers are also trained personnel such that they are in a position to sufficiently handle the sensitive issues involved in care practices. Care practices may be institution or home care based (Neelon, Duffey, & Slining, 2014). The desire and need of care practice activities have increased tremendously in the recent past due to the involving lifestyles and work commitments with close relatives willing to pay care givers so that their children or ill relatives accorded professional assistance while they concentrate in making a living for the family. People requiring care practices range from little children to sick patients in hospitals (Adams, 2015). Other seemingly healthy people also need care practices for prevention of a possible health hazards they are exposed to at the workplace . There is an increased demand in courses related to care giving as these services are in great demand, however, these skills can be transferred through apprenticing from the trained personnel. Research shows that the quality of health services has been achieved greatly through the aid of care practice services. Less re-admissions are recorded, likely disease outbreaks have been contained and stress levels to the parties receiving care practices have reduced dramatically with time which confirms the effectiveness of these services. Governments through the health sector in various nations have shown recognition and support to care practices by providing a framework to help the professionals. Professional care practice providers have been recognized for they play a necessary role in providing necessary care. Child care practices involving offering essential care to children at their different stages of development and is seen more as parenting. Offering child care practices is very demanding and requires a strong heart to effectively administer since children unlike grownups are fully dependent, hence care giving becomes more of a calling than just a job. Care givers involved with children must acknowledge that it is at this tender age that most children are learning to be self-reliant and do so by imitating what they do, therefore caution should be taken to ensure that the children are not exposed to bad language or other moral wrongs at their tender age. Child care practices vary to factors like personal hygiene, schooling, to fundamentals like the art of relieving oneself. Child care practices are important in the formation of the life of the child, and, therefore, such methods should be carried out with outermost responsibility and professionalism. Although child care practices do not necessarily require any professionalism, prior training and experience is necessary. Children learn from the moment they are born (Benjamin, 2012). The choice of care givers should be under advice since the actions of the care givers will impact greatly to the behavior of children as they grow up since they spend more time with the children. For first time mothers, care practices may obtained mainly from friends or family that have been through the same experience and are in a position to effectively assist. The first learning efforts are repeated under the keen watch of the care givers, with the children trained on how best to ensure that they are clean and understand the essence of these actions they are being nurtured to learn. Special interest is given to toilet use. However, adequate care should be exercised in the whole process (Lanigan, 2012).) Toilet training is the process of teaching a young child to relieve themselves by use of the toilet. The training may start at an early age or a more developed stage, depending on the level of intelligence of the child (Sisson, 2012). Toilet training as a care practice is necessary as it establishes that hygiene patterns of the child are observed, and the child maintains a regular pattern in life and can use the toilet facility with little or no assistance. Toilet training at an early stage can be tricky and scares children as they transitioning from use diapers and want to imitate adults who use the toilets seats. The business world has been creative with models of the toilets devised to assist children learn faster and easily. Toilet training involves teaching the child the necessary steps such as proper urination and defecation techniques. It also involves teaching the child to use the tissue paper or wipes to clean themselves properly such that no faecal matter is left that might be the breeding ground for germs. Although most of the parents and guardians of children find this step difficult, the success through this stage of life for the child determines their future experience. Toilet training as a care practice is very necessary in a child’s life. Care givers learn the child expressions and are able to easily tell when the child wants to use the toilet. The care givers are in a position to easily comprehend the patterns that the children under their care follow when they want to relieve themselves. Waste causes a lot of discomfort in the body of the child, making them mostly express themselves through either through crying or soiling their clothes. Crying is an indicator of discomfort caused by waste discomfort can be reduced by toilet training. Toilet training makes the child relieve themselves whenever they are pressed without the need for necessary alarm (Natale, 2014). The process of toilet training is not as important for the child as it is important to the mother. Saving of time and improved hygiene are some of the benefits that the mother enjoys due to toilet training. The mother can concentrate on other activities that lead to the development of the child. Experts have attributed toilet training with the intelligence of a child. Toilet training can be used to measure the potential intelligence of the child, with more intelligent children understanding the whole process very quickly. Children who embrace toilet training at very early stages of life have been observed to grow to individuals with high levels of intelligence. However, the issue of a good diet should be emphasized since it prevents children having complications in their digestive system that may jeopardize the process (Benjamin, Vaughn, Ball, McWilliams, & Ward, 2012). Toilet training as a process, however, has had some flaws (Isaacs, 2014). Despite the attribute of toilet training to promote hygiene, the level of health, depends on the individual carrying out the care practice. In the early stages of a child where toilet dummies are used, the waste disposable may be unhygienic due to negligence or laziness of the care givers. The undisposed waste is a health hazard in the environment and, therefore, poses health issue complications. Toilet practicing also encourages feeding habits to the children. In conclusion, the toilet practicing is a process that should be carried out with a lot of care since it involves children learning behavior. Young children are very delicate and any care practice at this stage should be done with precaution to ensure that the right use of the toilet is right. References Adams, G., & Katz, M. (2015). Review of Massachusetts Child Care Subsidy Eligibility Policies and Practices. Washington, DC: Urban Institute. Ajao, K. O., Ojofeitimi, E. O., Adebayo, A. A., Fatusi, A. O., & Afolabi, O. T. (2011). Influence of family size, household food security status, and child care practices on the nutritional status of under-five children in Ile-Ife, Nigeria. African journal of reproductive health, 14(4). Benjamin Neelon, S. E., Vaughn, A., Ball, S. C., McWilliams, C., & Ward, D. S. (2012). Nutrition practices and mealtime environments of North Carolina child care centers. Childhood Obesity (Formerly Obesity and Weight Management), 8(3), 216-223. Hinkley, T., Carson, V., & Hesketh, K. D. (2015). Physical environments, policies and practices for physical activity and screen‐based sedentary behaviour among preschoolers within child care centres in Melbourne, Australia and Kingston, Canada. Child: care, health and development, 41(1), 132-138. Isaacs, J., & Katz, M. (2014). Review of Budgetary Policies and Practices in the Massachusetts Subsidized Child Care System Lanigan, J. D. (2012). The relationship between practices and child care providers’ beliefs related to child feeding and obesity prevention. Journal of nutrition education and behavior, 44(6), 521-529. Larson, N., Ward, D. S., Neelon, S. B., & Story, M. (2011). What role can child-care settings play in obesity prevention? A review of the evidence and call for research efforts. Journal of the American Dietetic Association, 111(9), 1343-1362. Natale, R. A., Lopez-Mitnik, G., Uhlhorn, S. B., Asfour, L., & Messiah, S. E. (2014). Effect of a child care center-based obesity prevention program on body mass index and nutrition practices among preschool-aged children. Health promotion practice, 1524839914523429. Neelon, S. E. B., Duffey, K., & Slining, M. M. (2014). Regulations to Promote Healthy Sleep Practices in Child Care. Pediatrics, 134(6), 1167-1174. Sisson, S. B., Campbell, J. E., May, K. B., Brittain, D. R., Monroe, L. A., Guss, S. H., & Ladner, J. L. (2012). Assessment of food, nutrition, and physical activity practices in Oklahoma child-care centers. Journal of the Academy of Nutrition and Dietetics, 112(8), 1230-1240. Read More