Domains of Infant and Toddler /physical Development of A CHild

 

 

DOMAINS OF INFANT AND TODDLER `S DEVELOPMENT Birth to three = infants and toddlers

 

Three to five = preschool age

What are the development developmental al domains?

Each of the different developmental domains consists of a somewhat arbitrary grouping of related skills and behaviours. Each grouping or domain represents one specific aspect of a child’s overall developme development. nt. 

It is important to keep in mind that there is often considerable overlap between the different domains. Most behaviours and skills could easily be classified under more than one domain. However, using the domains can help educators organize their thoughts and observations.

Although many different systems exist for dividing development into different domains, for the purposes of this website, we will refer to six domains. They are:  

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Physical Domain   

Behaviours involving the body

 

Can be grouped into gross-motor (large muscles) and fine-motor (small

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muscles) behaviours, as well as sensory skills (hearing, seeing, tasting, smelling, touching)  

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Language Domain   

Behaviours involving communication

 

Listening, talking, literacy skills (reading, writing, comprehension, expression),

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as well as non-verbal communication skills  

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Aesthetic Domain   

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Skills and behaviours used to perceive and evaluate beauty, both in the natural world and man-made objects

 

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How individuals respond to beauty and express exp ress their own inspirations through drawing, painting, dance, song, poetry, sculpture, movement, stories, etc.

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Cognitive Domain 

 

 

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Emotional Domain   

The inner life of the child: feelings and emotions, fears, joys, etc.

 

Important elements of the emotional domain include self-concept, self-

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Skills used to know, learn and understand

esteem and autonomy Social Domain   

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Behaviours and skills used to establish and maintain relationships with others

Why do early childhood educators use the developmental domains?

Early childhood educators use the developmental domains as a kind of shorthand when considering the different aspects of each child’s overall development.  

By grouping related behaviours and skills into domains, educators can more easily zero in on a specific area of a child’s growth and learning. learning.  By organizing and tracking their observations using the developmental domains, educators can ensure that they are gathering data from each of these domains, thus creating a sampling of observations that represents the whole child.

How do early childhood educators use the developmental domains? There are many different ways that educators can use the domains in their

observations. For example, many checklists are organized using the domains. These developmental checklists are divided into different sections where specific skills from each domain are grouped together.

Every parent strives to raise a healthy, compassionate child who has high selfesteem and respect for others. We all go to great lengths to make sure their physical and emotional needs are met and that they are learning and developing

 

the way they should be. As parents, we are our children’s first teachers so it’s

important to know how to positively foster a child’s early learning and what we can do to help that along every step of the way. Knowing the seven domains of childhood development can help parents and caregivers do just that. Think of these as seven slices- they all come together to make a complete pie. Keep these in mind for your own children, whether whether they’re

at home, in daycare, or in a pre-school program. Let’s take a look…  

Gross Motor Here children learn to use the big muscle groups of their body. Crawling, walking,  jumping, climbing are all examples examples of this. We are all excited excited by those first steps, steps, but they lead to greater things like biking, kicking, dancing and swinging. 

Fine Motor Learning hand-eye coordination is the focus here. Kids learn how to control precise muscle movement in their hands to build fine motor skills. Coloring, cutting with scissors, tearing paper are all activities which reinforce this development. Legos, origami, knitting, drawing, whittling and sewing help keep the mind and hands engaged as partners as the children get older

Language This domain centers on the child’s ability to speak, read, and write, involving alphabetic and phonetic learning. Reading and talking regularly with your kids

when they are very young is important, and the conversations you continue to have around the table or in the car enhance their ability to communicate their opinions, wants, and needs with others. Watching and hearing Mom and Dad speak is the first exposure children have to language, and navigating family interactions gives them skills to carry into the wider world. Learning the ABC’s, the “magic” words like “please” and “I’m sorry”, and the wonder of a simple

thank you note are all prime examples.

 

Cognitive Children learn cause and effect and reasoning here, as well as early math skills and counting and patterning during pre-school years. We all know the game our little ones love to play when they drop the spoon from his or her high-chair so Mom or Dad can pick it up. When we do that, we’re teaching cause and effect. 

Social/Emotional We are all social beings and our kids are no different. Learning to play with others is a skill that is taught. Making sure a child feels safe and nurtured is part of this development as is using manners and modeling kind behavior. Kids learn what they see and we are their first examples. The things they learn to do reflexively become self-reinforcing self-reinforcing habits as they grow older and see the effects of their manners and behavior. 

Self-Help/Adaptive In this domain children begin to show a little independence and learn how to take care of themselves. Learning to dress and eat on their own, how to tie their own shoes and brush their own teeth are all examples of becoming less dependent on Mom and Dad. Potty training is a big milestone here.

Morals/Values Teaching kids to love and respect themselves is a behavior that is learned from and modeled by Mom and Dad. Children learn by observation as well as exploration, and they are always watching. Knowing the difference between right and wrong is an important lesson to be learned early on. Respecting oneself includes respecting others and all that is in the world around us. The binary right and wrong expands into ever-varying shades as children grow and experience the values of different families and people they encounter. A clear message from home gives them something to return to, as well as to push against as they grow and develop their own internal compass. Learning is a fluid process that never stops. The domains are equally important, interrelate and overlap as learning occurs. As they grow and children interact with the world around them they not only exercise their muscles, they learn about the world physically, cognitively, and socially.

 

We can help them along by loving them, keeping them safe, and encouraging exploration

Example of an anecdotal record with domains at the top

In this example, the observer has identified the cognitive and language domains as being most relevant to the particular anecdote being recorded. This information is clearly indicated under a separate heading at the top of the anecdote.

Date: October 10, 2011

Domain(s): Cognitive, Language

Anecdote: Caitlyn sat on the big white chair looking at a board book. She pointed to a picture of a train, and chirped, “Choo choo!” 

Example of a running record with domains on the side

In this example, the observer has added a quick note about which domain and specific skill is being observed at certain points in the observation.

 

Observation

Domain

Annette kneels down next to Maya and begins wiping her face with a wet cloth. As Annette starts to wipe Maya’s right hand, Maya grabs

Emotional Domain (autonomy)

the cloth with her left hand and yanks it away from Annette. Annette asks, “You wanna do it?” Maya starts

wiping her mouth and tongue, clutching the cloth tightly in both hands.

Language domain (comprehension) Physical domain (hand-eye coordination)

Annette smiles, claps her hands together and exclaims, “OK! Good job!” 

Annette reaches out and begins to lift Maya’s bib over her head. Maya transfers the wet cloth Physical domain (fine-motor control) to her right hand, then, as the bib is lifted up and over her head, grabs it with both hands again. She wipes the cloth across her cheek and mouth, then vigorously swipes at her tongue four times.

Sample checklist for language development: Two-year-olds

A blank checklist could look something like this: Child’s Name: Alan

Behaviour/Skill Communicates with gestures and pointing

Date

Comments

 

 

Shakes head for no Uses one- word sentences Uses two- word sentences Names familiar objects Follows simple instructions Enjoys songs and rhymes Refers to self as "me" or "I"

Once you begin filling in the checklist, it will start to look something like this:

Child’s Name: Alan

Behaviour/Skill Communicates with gestures and pointing

Date

Comments

March 9, 2012

Shakes head for no

March 9, 2012

Uses one- word sentences

March 10, 2012

Uses two- word sentences

March 29, 2012

"My book"

Names familiar objects Follows simple instructions

Aprl 15, 2012

Enjoys songs and rhymes

March 5, 2012

Refers to self as "me" or "I"

March 20, 2012

Loves Hokey Pokey Taps self on chest, says "Ayan"

 

Note that, in general, behaviours and/or skills that you have not yet observed, or that the child has not yet mastered, are left blank, so that you can update the checklist as needed. In some cases, you may want to add a comment like the one in the last box in the sample above. In this example, Alan’s strategies for referring to himself are significant, even if he

is not yet demonstrating the specific behaviour from the checklist.

Using a rating scale  Sometimes educators feel limited by a checklist because this method only allows the observer to record if   a a child uses a specific skill or not. In this case, they might choose to add a rating scale to their observations. By adding a rating scale, an educator can rate the quality, frequency or ease with which a child uses a certain skill. If you were to add a rating scale to your checklist, it might look like this: Child’s Name: Alan

Date: March/April 2012 Behaviour/Skill Communicates with gestures and pointing Shakes head for no Uses one- word sentences Uses two- word sentences Names familiar objects

Usually Frequently

Rarely

Never

Comments

 

Follows simple instructions Enjoys songs and rhymes Refers to self as "me" or "I"

Once you begin filling it in, it could look something like this: Child’s Name: Alan

Date: March/April 2012 Behaviour/Skill

Usually Frequently

Rarely

Never

Comments

Communicates with gestures and pointing Shakes head for no Uses one- word sentences Uses two- word sentences

"My book"

Names familiar objects Follows simple instructions Enjoys songs and rhymes Refers to self as "me" or "I"

Taps self on chest, s "Ayan"

INFANT/TODDLER ENVIRONMENT RATING SCALE-Revised Edition(ITERS-R) Statements of Developmentally Appropriate Practice for items included on the Tennessee Child Care Evaluation Program

 

Space and Furnishings 

1. Indoor Space Children need sufficient space that is well lit and has a comfortable temperature for learning and playing. Indoor space that is well maintained and in good repair sends a message to the young child that is welcoming and inviting. 2. Furnishings for routine care and play Furnishings should be provided for use by both children and adults. Routine care furnishings (for meals, sleeping, diapering, and storage of children�s possessions) should be comfortable, supportive and appropriate to the size of the child. This allows them to focus on developing self-help skills like feeding, rather than being hindered by discomfort and instability. Furnishings for play (blankets, exersaucers for non-mobile children, or chairs/tables, play furniture for toddlers) need to be easily accessed and used by all children in order to encourage exploration and independence. Furnishings used to store play materials (i.e., shelves, baskets, etc) should be on children�s level to promote self-help skills and independence of choice. All furnishings for routine care and play must be safe for children�s use, therefore they need to be sturdy and in good repair. Adults working with children need easy access to routine and play furnishings, as well as storage facilities. This convenience allows adults to maintain proper supervision and to provide pr ovide smooth transitions between activities. Seating for adults should be used when assisting children with routine care needs. Adult seating may vary according to children�s needs, but should provide comfort for the health and well being of caregivers. 3. Provision for relaxation and comfort Soft furnishings and toys allow children opportunities for daily relaxation and comfort. Cozy areas provide a place for quiet activities to occur and should be

 

protected from active play so children can snuggle, daydream, and lounge. The designated area should be away from active play areas and be protected by caregivers. 4. Room arrangement Space that is arranged to promote safe care means that all children can be observed at all times without being hidden from view by furniture or other obstructions. Quiet and active play spaces should be separated, but still allow free movement from one activity to another, to encourage exploration and selfchoice. Independence is also encouraged when materials are placed so that children can access them easily. 5. Display for children Colorful pictures and mobiles promote visual stimulation and active learning. They should be displayed at child eye-level. Play items should be placed within easy reach of the children. Pictures, created by the children, should be talked about by the caregiver and should be displayed in order to promote feelings of positive self-esteem. self-esteem. This sends a message to the child that his/her work is valued and appreciated. Top of page page   Personal Care Routines

6. Greeting/Departing Parents and children need a warm, welcoming, and pleasant atmosphere to make the daily greeting and departing routine a happy one. Positive greetings help to promote the children's self-esteem and create a welcoming environment for parents. Parents should enter the classroom with their child and a nd should be able to move around the room freely. Caregivers should be sensitive to separation anxiety by parents and children alike. The child's daily schedule should be made available to the parents.

 

7. Meals/Snacks Meals and snacks that follow USDA guidelines contribute to the health of children and provide a model for good nutritional habits for life-long practice. Proper hand washing and careful food preparation both teach children proper hygiene and promote sanitary conditions. Children�s safety is a concern during mealtimes. Precautions should include posting of food allergies and making necessary food substitutions. In addition, children need to be carefully supervised while eating or held while taking bottles. Mealtimes should be relaxed and scheduled to meet children�s individual needs. 8. Nap Naptime should be scheduled to suit the individual needs of children. Each child should have his/her own crib/mat separated from others to help prevent the spread of germs. Caregivers should stay alert to handle potential problems that arise and to help provide a peaceful rest/nap time for young children. 9. Diapering/Toileting Young children need appropriate supervision of the toileting process in order to care for basic needs and to teach the importance of good health habits. As children are ready, parents and caregivers should work together to introduce toileting practices that encourage positive self-concept and self-esteem. The schedule should be individualized. Provisions, such as soap and an d steps near the sink, should be convenient and accessible so that children can wash hands or have their hands washed after toileting; this promotes self-help skills and good personal hygiene. Diapering should always be managed in a manner that promotes safety and good health practices. 10. Health practices When caring for young children, caregivers must take action to prevent potential health problems and promote positive health habits. Since young children are especially vulnerable to illnesses, caregivers caregivers should be alert to handle children�s

 

health needs. Medicines should be administered appropriately. Preventative measures should be practiced with consistency. Prevention includes properly washing hands after handling pets, wiping noses, etc. The spread of germs should be minimized by providing children with clean toys, contaminate free sandboxes, and clean classroom surfaces. Protecting children�s health includes taking appropriate actions to remove sick children from contact with others. Children should be provided with a change of clothes if needed due to accidents, weather conditions, or messy play. Caregivers are great role models for promoting positive health habits. They are a valuable resource in educating young children about life-long health practices that prevent illness and promote good health. Caregivers should model and encourage self-help skills through activities where children are actively involved and encouraged to be interested in learning personal hygiene. 11. Safety practice Protecting children is critical in providing quality care, whether through adequate supervision or minimizing hazards both inside and outside. Caregivers should anticipate potential safety problems and demonstrate, model, and teach children safe practices. page   Top of page Listening and Talking 

12. Helping children understand language The importance of exposing children to language, even very young children, cannot be emphasized enough. Children�s early language experiences influence many areas of their development. Language is best understood when modeled by caregivers who are attentive and talk to children in a warm, supportive manner. Children need to be talked to frequently with simple, exact words. Children learn language within meaningful contexts where adults name objects and describe what children are doing and feeling.

 

  13. Helping children use language Children, as well as adults, use language to communicate their needs. Children�s initial use of language is often expressed in their cries and sounds. As children grow in their understanding of language, their language becomes more distinguishable as words and phrases. When adults show interest in understanding what the child is trying to communicate, language is encouraged because the child learns their voice is heard and has meaning. This �give and take� is an early form of turn taking in communication. Children feel valued when adults respond in a positive, timely manner to their use of language. Adults also become language models by describing their own actions, introducing children to new words, and asking children questions. 14. Using books The use of books and pictures with infants and toddlers is an important means of language learning for children as they make sense of the world around them. Books and pictures should be available in sufficient number for both independent use and use by a caregiver with the children. Early experiences with books, such as when caregivers are involved and interact warmly with children, encourage continued interest in literacy. Literacy is further encouraged when books are kept in good repair, thus sending the message that books are a valued resource. Children should be allowed to choose from a wide variety of age-appropriate books. The use of sturdy vinyl, cloth, or hard page books make them easier for children to explore independently. Top of page  page   Activities

15. Fine motor

Infants and toddlers need a variety of age-appropriate toys and materials that they can manipulate and play with at will. Materials should be in good repair,

 

organized for play, and stimulate children at different skill levels. These activities strengthen fine motor control while encouraging and reinforcing skill development that contributes to academic readiness. 16. Active physical play Young children need ample opportunity to exercise their gross motor skills. Opportunities for active play should be available both indoors and outdoors. Ageappropriate equipment and materials should present interesting and challenging options and should be supervised by attentive caregivers. 17. Art Young children benefit from exposure to child-initiated art activities that are open-ended and process oriented. Children's art should be respected r espected and appreciated as individual creative expression. Materials and opportunities to create art projects at a beginning level should be available as children are developmentally ready for them. 18. Music and movement Music and movement are valuable means of learning and expression. Children�s educational and developmental needs are better met when recorded music is used purposefully. Children need supportive caregivers that encourage selfexpression and free choice in music and movement experiences. 19. Blocks Block play, with a variety of blocks and accessories, allows young children the opportunity to explore spatial, mathematical, and role-play possibilities. Block play requires sufficient space in a protected area and time to expand on concepts and ideas. 20. Dramatic play

 

Dramatic play gives children opportunity to discover an array of roles and responsibilities as well as providing a vehicle through which they make sense of their world. Space, time, props, materials, and supportive caregivers enhance dramatic play. 21. Sand and water play Sand and water play gives young children the opportunity to learn concepts through active exploration with their senses. The learning potential is extended when a variety of toys and different activities are used with sensory play. 22. Nature/ science Even young children can appreciate the wonders of the natural world. Children need experiences with natural things both indoors and outdoors. Children benefit from hands-on experiences with the weather, natural objects, living things, etc. Realistic portrayals of nature in books, pictures, and toys enhance children�s understanding of their world. 23. Use of TV, video, and/ or computer Since children benefit more from hands-on experiences, the use of television, video, or computers is not recommended for infants and should be limited if used with toddlers. Children�s experiences are enhanced when caregivers are involved in viewing and limit materials to those that are appropriate and educational. If media materials are used alternative activities should be available to children. 24. Promoting acceptance of diversity Children need to learn about similarities and differences and acceptance by exposure to diversity through pictures, books, dolls, and other materials. Activities and classroom interactions are valuable resources as well. Exposure to diversity among peoples encourages respect for others and lessens misunderstandings.

 

Top of page  page  Interaction

25. Supervision of play and learning Supervision of infants and toddlers means meeting individual needs with a flexible schedule and providing for a variety of play activities. Caregivers should be tuned in to routine needs, but also should recognize the need for a balance of quiet and active experiences. Caregivers should provide and watch over the use of materials that stimulate the senses and interests of children. 26. Peer interaction Infants and toddlers begin to learn how to interact socially and engage in peer experiences when they are allowed to move freely and encouraged to develop positive peer relationships. Caregivers need to promote early social skills by guiding and reinforcing the positive efforts of children interacting with each other. 27. Staff-child interaction Caregivers, who are nurturing and responsive, promote the development of mutual respect between children and adults. Children, who wh o trust adults to provide for their physical, psychological, and emotional needs, develop their own sense of self-worth and self-esteem. 28. Discipline Infants and toddlers, who are nurtured with appropriate expectations and who experience consistency in disciplinary care, receive the first lessons in managing their own behavior and learning self-control. A stimulating environment in which rules are simple, explained, and consistently enforced is key to managing discipline and promoting good behavior.

 

Top of page  page  Program Structure

29. Schedule Infants and toddlers thrive on a consistent routine that provides a balance of activities designed to meet individual needs and foster physical, cognitive, social, and emotional growth. Play activities, basic routines, and transitions provide opportunities for learning and growing. 30. Free play When children are permitted to select materials and companions, and, as far as possible, manage play independently, they learn to make their own choices, tailoring their learning to their personal needs. When giving opportunities opp ortunities to explore, children will choose to play and learn in the way that is most effective for their own personality by following their interests and working on the skills that they really need to develop. Caregiver intervention should be in response to children's needs, an invitation, or an opportunity to expand play activities. 31. Group play activities In group-care situations, the focus needs to be on meeting individual needs and guiding children as they interact in small groups. If whole group activities are used, they should be limited to a small number of children, limited in time, and flexible to allow for the individual interests of all children. 32. Provisions for children with wi th disabilities Meeting the needs of infants and toddlers with disabilities requires knowledge of routine care needs, individual assessments, developmental developmental levels, and the integration of the children in ongoing classroom activities. It also requires the involvement and establishment of a partnership between the parents and staff in setting attainable goals that will assist the child in reaching his/her full potential.

 

Infancy (Birth –2) What You Might Observe:  

Emergence of reflexes

 

Initial increase followed by decline in crying

 

Rapid growth and change in proportions of body parts

 

Increasing ability to move around, first by squirming; then rolling, crawling,

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creeping, or scooting; finally by walking  

Increasing ability to coordinate small muscles of hands and eyes

 

Increasing self-help skills in such areas as feeding, dressing, washing, toileting, and

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grooming Diversity:  

Children vary in timing and quality of gross motor skills (e.g., rolling over, crawling, and sitting up) depending on genetic and cultural factors.

 

Children vary in timing of mobility as well as in methods they use to get around

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(some children never crawl or creep).  

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Fine motor skills and eye-hand coordination may appear earlier or later depending on genetic makeup and encouragement from caregivers.

 

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Self-help skills appear earlier when encouraged, but virtually all children learn them eventually, and sooner is not necessarily better. Implications:

 

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Celebrate each child’s unique growth patterns, but watch for unusual patterns or

differences that may require accommodation or intervention.  

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Provide a choice of appropriate indoor and outdoor experiences to help children practice their developing fine and gross motor skills.

 

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Don’t push infants to reach milestones. Allow them to experience each phase o f

physical development thoroughly.  

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Be aware of serious developmental delays that call for professional intervention. Early Childhood (2 –6)

 

What You Might Observe:  

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Loss of rounded, babyish appearance, with arms and legs lengthening and taking on more mature proportions

 

Boundless physical energy for new gross motor skills, such as running, hopping,

 

tumbling, climbing, and swinging Acquisition of fine motor skills, such as functional pencil grip and use of scissors

 

Transition away from afternoon nap, which may initially be marked by periods of

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fussiness in the afternoon Diversity:  

Children differ considerably in the ages at which they master various motor skills.

 

Boys are more physically active than girls, but girls are healthier overall; these

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differences continue throughout childhood and adolescence.  

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Some home environments (e.g., small apartments, as well as larger houses in which parents restrict movement) limit the degree to which children can engage in vigorous physical activity; others may present hazardous environmental conditions (e.g., lead paint, toxic fumes).

 

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Children with mental retardation may have delayed motor skills. Implications:

 

Provide frequent opportunities to play outside or (in inclement weather) in a

 

gymnasium or other large indoor space. Intersperse vigorous physical exercise with rest and quiet time.

 

Encourage fine motor skills through puzzles, blocks, doll houses, and arts and

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crafts.  

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Choose activities that accommodate diversity in gross and fine motor skills. Middle Childhood (6 –10) What You Might Observe:

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Steady gains in height and weight

 

 

Loss and replacement of primary teeth

 

Refinement and consolidation of gross motor skills and integration of such skills

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into structured play activities  

Participation in organized sports

 

Increasing fluency in fine motor skills, such as handwriting and drawing

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Diversity:  

Variations in weight and height are prominent at any single grade level.

 

Children begin to show specific athletic talents and interests.

 

Gender differences appear in children’s preferences for various sports and

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physical activities.  

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Some neighborhoods do not have playgrounds or other safe play areas that foster gross motor skills.

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Some children have delays in fine motor skills (e.g., their handwriting may be unusually uneven and irregular) as a result of neurological conditions or lack of opportunity to practice fine motor tasks.

 

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Some children spend much of their non school time in sedentary activities, such as watching television or playing video games. Implications:

 

Integrate physical movement into academic activities.

 

Provide daily opportunities for children to engage in self-organized play activities.

 

Teach children the basics of various sports and physical games, and encourage

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them to participate in organized sports programs.  

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Encourage practice of fine motor skills, but don’t penalize children whose fine motor precision is delayed. Early Adolescence (10 –14) What You Might Observe:

 

Periods of rapid growth

 

Beginnings of puberty

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Self-consciousness about physical changes

 

Some risk-taking behavior

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Diversity:  

Onset of puberty may vary over a span of several years; puberty occurs earlier for girls than for boys.

 

Leisure activities may or may not include regular exercise.

 

Young teens differ considerably in strength and physical endurance, as well as in

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their specific talents for sports. Noticeable gender differences occur, with boys being faster, stronger, and more confident about their physical abilities than girls.  

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Peer groups may or may not encourage risky behavior. Implications:

 

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Be a role model by showing a commitment to physical fitness and good eating habits.

 

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Provide privacy for changing clothes and showering during physical education classes.

 

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Explain what sexual harassment is, and do not tolerate it, whether it appears in the form of jokes, teasing, or physical contact.

 

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Encourage after-school clubs and sponsored leisure activities that help teenagers spend their time constructively.

 

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Explain to adolescents that risky behaviors can cause them real harm. Late Adolescence (14 –18) What You Might Observe:

 

In girls, completion of growth spurt and attainment of mature height

 

In boys, ongoing increases in stature

 

Ravenous appetites

 

Increasing sexual activity

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Some serious risky behaviors (e.g., drinking alcohol, taking illegal drugs, engaging in unprotected sexual contact, driving under the influence of drugs or alcohol), due in part to greater independence and acquisition of drivers’ licenses 

Diversity:  

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Gender differences in physical abilities increase; boys are more active in organized sports programs.

 

Boys more actively seek sexual intimacy than girls do.

 

Some teens struggle with issues related to sexual orientation.

 

Some teens begin to taper off their earlier risky behaviors and make better

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decisions.  

Eating disorders may appear, especially in girls.

 

Adolescents are less likely than younger children to get regular medical care.

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Implications:  

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Make sure that adolescents know “the facts of life” about sexual intercourse and

conception.  

Encourage abstinence when adolescents are not sexually active.

 

When adolescents are sexually active and committed to remaining so, encourage

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them to use protective measures and to restrict the number of partners.  

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Encourage young people to form goals for the future (e.g., going to college, developing athletic skills) that motivate productive actions and discourage incompatible risky behaviors.

 

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Develop and enforce policies related to sexual harassment