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Example text

This gives assurance to parent and child that their bond is the primary one. The caregiver maintains that bond during their hours away from each other. The infant and toddler maintain contact or stay near the attached person by creeping, walking, and following those important people. The child uses vocal signals, cooing, crying, and eventually words to maintain contact. Older infants and toddlers begin to anticipate the coming separation. This may happen when they see their coat and diaper bag being readied by the caregiver at the end of the day, or when they see the parent.

________________________________ Does your child have a history of the following: Frequent Colds: ________ Frequent Diarrhea:________ Asthma: ________ Nosebleeds: ________ Ear Infections: ________ Stomach Aches: ________ Seizures: ________ Headaches: ________ Urinary Infections: ________ Please indicate what brings on the above conditions if you know: __________________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ What illness(es) has your child had?

Any extraordinary behavior should be noted factually and shared at the end of the day with the parent, away from the presence of the child. Participation. The child who is experiencing separation difficulties may not be able to attend to the learning activities that are planned. He may have difficulty making choices or staying with a task. Transitions from one area to another or interacting positively with other children may precipitate crying or tantrums. After a normal adjustment period, if this behavior is observed, it should be recorded.

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