Health, Safety and Nutrition

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Health, Safety and Nutrition

• Module 1 A Healthy Environment

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What does Health mean to you?
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Characteristics of a healthy environment that
promote good health practices include

• clean work and play areas.
• proper Hygiene practices.
• implementation and routine practice of a written
  health policy.

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Key Point

• Establishing and following a written policy is an
  effective way of maintaining a safe and healthy
  child care program.

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Key Point

• The three As of a healthy child are Appetite,
  Appearance and Activity.

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Appetite

• Can eat a substantial amount of food at times
• Will consume a variety of foods
• Is interested in eating
• Appears content after meals and snacks

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Appearance

• Has clear, bright eyes
• Has clear skin
• Has well-developed muscles
• Gains steadily in height and body weight

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Activity

• Has plenty of energy
• Is alert
• Sleeps soundly
• Has few aches and pains

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The following are also taken into consideration
when evaluating a childs health

• Emotional health-reflect happy, cheerful feelings
• Social health-friendly most of the time,
  interacts w/other children, enjoys quiet
  activities that require concentration
• Mental health-is interested in new experiences
  is usually confident adaptable

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Daily Health Checks

• Daily health checks are a good way of
  preventing, identifying, and controlling illness
  in a child care environment.

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Daily Health Checks

• Other signs
• fever
• vomiting
• bowel movement changes
• pain
• skin marks

• Behavior
• Face and Body

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• It is important to remember that childrens
  health records are confidential.

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How Can I Tell if a Child is Sick?

• Identify possible signs check for fever (sense
  of touch)
• Recommended way of taking temperature digital
  thermometer with a disposable sheath.
• Fever 100 degrees Fahrenheit under the arm or
  101 degrees Fahrenheit orally.

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• If You Could Just Help
• Me Out This Once
• (story read by teacher)

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• Knowing the signs of illness in children is
  very important, but responding quickly to these
  signs is equally important. Depending upon the
  type and severity of the symptom, a caregiver may
  do one or more of these things
• 1. Call the parents, and if necessary, suggest to
  the parents that the child needs medical
  attention.
• 2. Call 911.
• 3. Isolate the child until parents and/or
  paramedics arrive.
• 4. Watch the child closely notify and be ready
  to discuss your observations with parents and/or
  paramedics.

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Dehydration

• It is very important to watch for signs of
  dehydration when a child in your care suffers
  from fever, diarrhea, or vomiting.
• Watch for the following signs
• Dry to very dry mouth
• Little to no tears when crying
• Less active than usual, or very fussy
• Infant will wet less than 6 diapers a day, a
  child will make fewer trips to the restroom than
  he normally does

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Dehydration

• If dehydration is severe, the following will
  occur
• Eyes are sunken
• Hands and feet are cool and blotchy
• Pulse may seem weak and fast
• Child will not urinate for hours

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Dehydration

• The steps to prevent dehydration are dependent
  on the childs symptoms, and can include
• For mild diarrhea, do not give milk it has a
  high concentration of minerals and salt which
  could be dangerous to a child with diarrhea.
• For vomiting, stop giving solid food, and give
  water at 30 to 60 minute intervals.
• For both diarrhea and vomiting, stop the childs
  normal diet and give electrolytes.
• Do not give a child sports drinks or any other
  similar drink made for adults.

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Heat Exhaustion

• Occurs when someone who is not used to very hot
  weather does not get enough liquid and salt. The
  condition is caused by excessive sweating. The
  persons skin becomes pale and clammy, and the
  person feels sick, dizzy, and/or faint. Pulse
  rate and breathing become rapid, and a headache
  or muscle cramps may develop. Take action!
• 1. Lay the person down in a cool, quiet place,
  with feet raised a little.
• 2. Loosen any tight clothing and supply water to
  drink.
• 3. Add 1 teaspoon of salt to each quart of water.

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Heat Stroke

• Occurs because of prolonged exposure to very hot
  conditions. The mechanism in the brain that
  regulates body temperature stops functioning, and
  the bodys temperature rapidly rises to 104
  degrees Fahrenheit. The person becomes flushed,
  with hot, dry skin and a strong, rapid pulse.
  He/she quickly becomes confused or unconscious.
• Heres what to do if you observe these
  conditions
• 1. Anyone who has heat stroke should receive
  medical attention. If you suspect heatstroke,
  call 911.
• While waiting for emergency Medical Services
  (EMS) to arrive
• 2. Remove clothing and wrap the person in a cold
  wet sheet, or sponge with cold or tepid water.
• 3. Fan the person by hand, with an electric fan,
  or with a hairdryer set to cold.
• 4. When his or her temperature drops to 101
  degrees Fahrenheit, place the person in the
  recovery position.
• 5. Cover the person with a dry sheet and continue
  to fan. If his or her temperature rises again,
  repeat the cooling procedure.
• A caregiver should know the signs of
  illness in children and be prepared to
  take appropriate action.

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Key Point

• It is important to recognize and respond
  appropriately to signs of illness in the children
  in your care, both for their well-being and for
  the prevention of illness and disease within your
  program

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What is a Communicable Disease?

• A communicable disease is one that can be spread
  from one person to another.
• This usually results from the interaction between
  people, the environment, and germs

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• There are 4 types of germs
• - bacteria
• - virus
• - fungi
• - parasites

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Bacteria

• Small organisms seen with an ordinary microscope
• Can cause strep throat, impetigo, pinkeye, and
  some pneumonia
• Antibiotics help stop growth

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Virus

• Smaller than bacteria
• Grow only in living cells
• Can cause colds, chicken pox, measles, German
  measles, mumps
• Antibiotics have NO effect
• Rest is the best action body fights better when
  rested
• Vaccines against common ones are available

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Fungi

• Grow best in warm, moist places
• Can cause athletes foot and ringworm
• Effective medication available
• Medications work best when conditions that are
  favorable to fungal growth are removed

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Parasites

• Organisms that live on or in animals and people
• Common examples include pinworms, roundworms,
  head lice
• Effective medications are available for most

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Ways Illnesses/Diseases are Transmitted

• Respiratory- through nasal/throat discharges
  (common cold, flu, strep, chicken pox)
• Fecal/Oral- through bowel movement, soiled hands
  or objects in mouth (salmonella, Hepatitis A)
• Direct Contact- contact with infected area or
  infested body area (impetigo, ringworm, lice,
  scabies)
• Blood borne- through blood contact (HIV/AIDS,
  Hepatitis B and C)

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Serious Communicable Diseases

• Haemophilus Influenzae B (HIB)
• Hepatitis B/C
• Human Immunodeficiency Virus (HIV)

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Haemophilus Influenzae B (HIB)

• Is an infection that can lead to other conditions
  which can cause secondary infections in many
  areas of the body, including meningitis,
  pneumonia, epiglottis infection.
• Does not cause the flu
• Is caused by a germ that spreads through coughing
  sneezing common in children who are in close
  contact with one another.
• Since medical treatment for HIB is difficult,
  vaccination is important.
• 1 in 4 children who develop meningitis due to HIB
  suffer from mental retardation, permanent hearing
  damage or death.
• Epiglottis due to HIB occurs most often in
  children 2 to 4 years of age.

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Hepatitis B

• Is an infection of the liver
• It is vaccine-preventable with 3 doses of
  Hepatitis vaccines usually given during the first
  3 months of life.
• Is most commonly spread from mother to infant at
  birth or by transmission include IV drug use
  using contaminated needles sexual intercourse
  exposure of open wounds or mucous membranes to
  contaminated blood.
• Symptoms fatigue, loss of appetite, jaundice,
  dark urine, light stools, nausea, vomiting,
  abdominal pain.
• A serious infection in which premature death from
  liver cancer occurs in 15-25 of persons with
  chronic infection.
• A person who has no symptoms is still infectious
  to others.
• Hepatitis C
• Disease of the liver
• No vaccine available
• Spread from infected mother to baby during birth
  IV drug use blood transfusion
• -Same symptoms as above.

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Human Immunodeficiency Virus (HIV)

• Virus that causes an increasing loss of immune
  function that results in the body becoming unable
  to fight off infections.
• Most commonly spread by sharing contaminated
  needles for IV drug use, sexual intercourse,
  exposure to infected blood through blood
  transfusion, and from pregnant woman to fetus.
• Symptoms in children failure to grow gain
  weight constant diarrhea without cause enlarged
  liver spleen swollen lymph glands constant
  thrush and Candida pneumonia other bacterial,
  viral, fungal parasitic infections.
• Late stage of HIV is called Acquired
  Immunodeficiency Syndrome (AIDS)
• Many children are infected with HIV for years
  without developing symptoms.
• Once infected, a person becomes potentially
  infectious to others
• for life.

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Most Common Childhood Illnesses

• Chicken pox
• Common cold
• Flu
• Diarrhea related diseases
• Conjunctivitis
• Giardiasis
• Allergic reactions/anaphylaxis
• RSV (Respiratory Synctial Virus)
• Lice

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Chicken Pox

• Slight fever
• Fine blisters, first on scalp, then on face and
  body

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Chicken Pox
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Common Cold

• Runny nose
• Watery eyes
• Chills
• Malaise (ill feeling)
• Usually no fever
• Lethargic (sluggish)

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Common Cold
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Flu

• (Review the information on the Center for Disease
  Control (CDC) website (www.cdc.org) regarding flu
  pandemic in child care, frequently.)
• High fever
• Chills
• Headache
• Sore throat
• Muscle pain
• Sneezing
• Can develop chest pain and cough

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Diarrhea-Related Disease

• Loose or watery stools
• Nausea
• Vomiting
• Stomachache
• Headache
• Fever

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Conjunctivitis

• (Eye Infection Pink eye)
• Red eye or eyes
• Discharge from one or both eyes
• Crusted lid or lids

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Pink Eye
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Giardiasis

• Parasite found in the stools
• Diarrhea, bloating, abdominal cramps
• Weight loss and weakness

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Allergic Reactions/Anaphylaxis

• Rashes
• Swelling of Throat
• Difficulty breathing

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RSV (Respiratory Syncytial Virus)

• Wheezing and cough
• Blue color around lips
• Rapid breathing

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Lice

• Itchy scalp
• Nits (eggs)
• Small, red bumps or sores from scratching

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Head Lice
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Ringworm

• Flat, spreading scaly, ring-shaped spots
• Reddish in color and elevated
• Fungi that grows easily on moist, warm surfaces

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Ringworm
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Key Point

• Responding in a correct and timely manner when a
  child displays a symptom or symptoms of a
  communicable disease is an excellent way of
  preventing communicable diseases in a child care
  program.

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• Preventing Communicable Disease
• There are 3 main points to follow

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1. Isolate a child if the child has

• Severe coughing
• Difficult or rapid breathing
• Stiff neck
• Diarrhea
• Temperature 101 degrees Fahrenheit or over
• Conjunctivitis (Red eyelids or eyeballs and
  drainage)
• Exposed or open skin lesions
• Unusually dark urine
• Gray or white stool
• Yellowish skin or eyes
• It is important to note that this is not a
  complete list. Be sure to consult the written
  policies of your child care
• program. It is also important to note that
  even though a
• child is isolated, they must be directly
  supervised.

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2. Immunizations

• Essential factor in preventing spread of disease
• There are religious exemptions.

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3. Universal Precautions (Key Point)

• Strategy which requires caregivers to treat blood
  or any bodily fluid of all persons as potential
  sources of infection.
• Its core principle is that proper hygiene
  sanitary conditions are critical in communicable
  disease control

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Universal Precautions

• Use Universal Precautions when handling bodily
  fluids of any kind.
• Wear gloves.
• Throw disposable gloves away after one use.
• Do not get any bodily fluid in your eyes, nose,
  mouth, or near an open sore.
• Clean and disinfect any surfaces and mops that
  come into contact with a bodily fluid (a common
  and inexpensive disinfectant is 1/4 cup of bleach
  to 1 gallon of water).
• Discard fluid and fluid-contaminated materials in
  a tightly secured bag.
• Wash your hands thoroughly after cleaning up
  bodily fluids.
• Change diapers on non-porous/impermeable surfaces
  (usually plastic).
• Do not share personal hygiene items such as
  toothbrushes.
• Use disposable sheaths on thermometers.
• Wash linens and clothing that have become
  contaminated separately from other laundry. Use
  1/4 cup of bleach in the wash load. Place
  contaminated clothes in a tightly sealed bag to
  be taken home and washed.
• Do not allow babies and toddlers to
  share teething toys. Sanitize these after use.
• Teach children not to pick off scabs.
• Cover open wounds on both children
  and caregivers.

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The most effective way of preventing the spread
of disease germs is Proper Personal Hygiene

• Wear gloves
• Proper diapering techniques
• Proper hand washing
• (see appendix pages 272-274)

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Key Point

• Proper personal hygiene is the most effective way
  of preventing the spread of germs and diseases in
  a child care setting.

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Your Response to Signs of Illness in Children

• During small group time, you notice Charles is
  having difficulty breathing and is wheezing. What
  do you do?

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Your Response to Signs of Illness in Children

• During small group time, you notice Charles is
  having difficulty breathing and is wheezing. What
  do you do?
• Assume this could be life-threatening.
• Call Charles parents and 911.

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Your Response to Signs of Illness in Children

• At the dramatic play center, you notice Chelsea
  scratching the back of her head vigorously. What
  do you do?

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Your Response to Signs of Illness in Children

• At the dramatic play center, you notice Chelsea
  scratching the back of her head vigorously. What
  do you do?
• Check for lice, scabies, and/or rash.
• If there are lice, send Chelsea home with
  information. Sanitize dress-up clothes, carpet

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Your Response to Signs of Illness in Children

• While at the sensory table, Chancie sneezes into
  the water. What do you do?

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Your Response to Signs of Illness in Children

• While at the sensory table, Chancie sneezes into
  the water. What do you do?
• Ask Chancie to blow her nose and wash her hands.
  Change the water at the sensory table and
  sanitize it. Make sure all children wash their
  hands before and after using the sensory table.

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Your Response to Signs of Illness in Children

• Later in the day, the snack center is set up as a
  green grocery. Children come with a little straw
  basket to select crunchy vegetables for snack
  time. Chancie is shopping. He nibbles a few
  vegetables, but then complains of a stomach ache.
  What do you do?

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Your Response to Signs of Illness in Children

• Later in the day, the snack center is set up as a
  green grocery. Children come with a little straw
  basket to select crunchy vegetables for snack
  time. Chancie is shopping. He nibbles a few
  vegetables, but then complains of a stomach ache.
  What do you do?
• Monitor Chancie closely. He may be sick, or he
  may dislike the raw vegetables, and this
  mornings sneeze was only coincidental.

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Your Response to Signs of Illness in Children

• In the free-art center, Chu-lin is helping a
  teaching assistant mix dry tempra powder.
  Suddenly, her face becomes red and she begins to
  cough. What should you do?

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Your Response to Signs of Illness in Children

• In the free-art center, Chu-lin is helping a
  teaching assistant mix dry tempra powder.
  Suddenly, her face becomes red and she begins to
  cough. What should you do?
• This was a trick question. Do not mix dry
  tempra paint or dry paper mache in the presence
  of young children. Ask the class to discuss other
  hazards that may occur during art projects, such
  as accidental ingestion, allergic reactions, and
  accidents such as slips, falls, cuts, etc.

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Your Response to Signs of Illness in Children

• After playing in an outdoor learning center, you
  notice blister-like sores on Chakas arm. What
  should you do?

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Your Response to Signs of Illness in Children

• After playing in an outdoor learning center, you
  notice blister-like sores on Chakas arm. What
  should you do?
• Understand that this might be the sign of a
  communicable illness or disease. Call the parents
  and suggest they seek prompt medical attention.
  Isolate the child until he is seen by a doctor.

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Your Response to Signs of Illness in Children

• Charlotte ate very little at lunch today and now
  she has her head on a table, complaining of a
  stomachache. What should you do?

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Your Response to Signs of Illness in Children

• Charlotte ate very little at lunch today and now
  she has her head on a table, complaining of a
  stomachache. What should you do?
• Watch her closely and be ready to react to
  further signs of illness. Notify and discuss the
  signs with parents.

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Your Response to Signs of Illness in Children

• Chico is difficult to awaken after a long nap. He
  is warm to the touch, and then vomits as you lead
  him to the bathroom. What should you do?

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Your Response to Signs of Illness in Children

• Chico is difficult to awaken after a long nap. He
  is warm to the touch, and then vomits as you lead
  him to the bathroom. What should you do?
• Understand that this might be the sign of a
  communicable illness or disease. Call the parents
  and suggest they seek prompt medical attention.
  Isolate the child until he is seen by a doctor.

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Role of Sanitation In Preventing Illness

• In addition to practicing encouraging children
  to practice good personal hygiene, it is just as
  important to clean disinfect the child care
  environment.
• ¼ cup bleach in 1 gallon water replace daily
  (appendix p 275-276)

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Role of Proper Food Handling In Preventing
Illness

• Clean utensils equipment
• Wholesome food
• Correct storage cooking temperatures
• Clean healthy workers
• Safe food handling procedures
• Cross contamination
• Proper defrosting

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Key Point

• Safe and sanitary food practices help keep a
  child care program free of germs and disease and
  include using clean utensils and equipment
  serving clean, wholesome food applying correct
  storage and cooking techniques employing clean,
  healthy workers and practicing safe
  food-handling procedures.

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Key Point

• The administration of medication in a child care
  program is governed by Chapter 65C-20 and Chapter
  65C-22, Florida Administrative Code, and must
  conform to other statutes, regulations and
  procedures.

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Role of Administering Medication

• Accepting medications
• Storing medications
• Administering medications
• Documenting medications

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The Role of Administering Medicine in Preventing
Illness

• What should caregivers pay attention to while
  administering medication?

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The Role of Administering Medicine in Preventing
Illness

• What should caregivers pay attention to while
  administering medication?
• Name of recipient, dose, route, time and date of
  last dose according to the childs medication
  log, whether or not the medicine is in its
  original package, permission slip from parent
  with signature, and what person(s) in the program
  are authorized to administer medication.

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The Role of Administering Medicine in Preventing
Illness

• Why is it important to ensure that caregivers
  administer medication properly? What might the
  results of improperly administered medications
  be?

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The Role of Administering Medicine in Preventing
Illness

• Why is it important to ensure that caregivers
  administer medication properly? What might the
  results of improperly administered medications
  be?
• Over- or under-dose, hindrance to treatment of
  condition complications to illness.
• (appendix 277-278)

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Health, Safety and Nutrition

• Module 2 A Safe Environment

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Why is a Safe environment important?

• A safe environment is important to assure
  children can move around a hazard free area where
  the potential for injuries is minimum.

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Key Point
In a safe environment, hazards are kept to a
minimum.

• The characteristics of a safe child care
  environment are potential hazards are at a
  minimum the surroundings are neat and orderly
  the children are constantly supervised
  caregivers have knowledge of and practice safety
  policies and procedures and having knowledge of
  the stages of childrens development.

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• Safety Hazard Hunt
• Find the Hazards

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First Aid Kits

• Soap
• Adhesive bandage strips or equivalent
• Disposable non-porous gloves
• Cotton balls or applicators
• Sterile gauze pads and rolls
• Adhesive tape
• Thermometer
• Tweezers
• Pre-moistened wipes
• Scissors
• Current guide on First Aid and CPR
• (appendix 279)

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Emergency Telephone Numbers

• 911
• Poison Control Center 1-800-222-1222 (local)
• Child Abuse Hotline 1-800-96-ABUSE
• County Health Dept 527-0068
• (appendix 280)

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Poisoning

• Any substance that can cause harmful effects if
  used improperly is a potential poison.
• This includes plants and the venom of certain
  insects and animals.
• No one is immune to poisoning, and small children
  are especially at risk.

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Key Point

• To prevent poisoning, keep chemicals out of
  childrens reach, follow safe food-handling
  procedures, obey directions found on medicine
  labels, and teach children not to place
  unfamiliar items (plants, liquids, objects etc.)
  in or near their mouths.

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Poison Hazards by Seasons

• Spring Summer insecticides and garden
  chemicals snakes spiders plants/bulbs/seeds
  leaves/berries/ flowers wild mushrooms
  gasoline cleaning products picnic food etc
• Fall Winter antifreeze leaves/ berries/bulbs
  cold/flu medication improperly handled food
  holiday items (holly, mistletoe, poinsettias,
  tinsel) etc

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Look Alikes

• Medicine can look like candy.
• Powdered Cleanser can look like powdered sugar.
• Lamp oil or rubbing alcohol like bottled water.
• Pine cleaner can look like apple juice.
• Motor oil can look like honey.
• Shaving cream can look like whipped cream.
• Alcoholic beverages and mouth wash can look like
  juice drinks.
• Dishwashing liquids can look like sports drinks.
• Hazardous sprays such as pesticides can be
  mistaken for hairspray.

92
In the event of an accident or poisoning, it is
important to document the accident or incident in
full detail.
93
Accidents Injuries

• What sorts of accidents/injuries are common in a
  child care setting? Falls, bumps collisions,
  bites from other children, injuries on the
  playground, etc.
• Sometimes, the physical environment the
  childrens behavior play major roles in the
  occurrence of an accident or injury.
• Sometimes, an accident/injury may have been
  prevented. By using good safety practices with
  toys, equipment, cribs, etc.

94
Sudden Infant Death Syndrome

• While we are studying crib safety, it is a good
  time to talk about SIDS, or Sudden Infant Death
  Syndrome. SIDS is not a cause of death, but
  rather a classification for a manner of death.
• Does anyone know the memory aid that helps us to
  remember how to place a baby in a sleeping
  position?

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Sudden Infant Death Syndrome(appendix 282)
96
Key Point

• A childs response to an injury or accidents
  depends on the adults and others around him.

97
Support for Injured Children

• Always be honest, but positive. Using positive
  words and non-verbal behaviors will help the
  child remain calm. Do not tell the child that
  something will not hurt if it will or if you do
  not know if it will or not.
• Remain calm. Being prepared for emergencies will
  help you achieve this. After the incident is
  over, and you are out of the childs sight, you
  may (or may not) fall apart. Allow yourself to
  have a natural reaction to what you have just
  witnessed.
• Treat the child as a person. Do not ignore the
  injury or the childs feelings.

98
Support for Injured Children

• Encourage the child to express his or her
  feelings. It is normal to cry when frightened or
  injured. Do not tell him not to cry or shame him
  for doing so.
• Allow the child to have as much control as
  possible. For example, ask, Do you want to look
  at it? and Would you like me to stay here with
  you? Let the child hold a brown cloth over an
  area that is bleeding. (A brown cloth will not
  show blood.)

99
Support for Injured Children

• Encourage the child to talk or think about
  something pleasant. Talk about a favorite pet or
  activity, sing songs, or tell stories.
• Explain unfamiliar procedures and equipment
  step-by-step. Children react better when they
  understand what is going on. (Adults do too!) Do
  not ignore the presence of scary people or
  things. Do not say, That? Oh, thats nothing.
  Ignore it.

100
Support for Injured Children

• Determine the advantages and disadvantages of
  your presence during treatment. Often, medical
  staff can do a quicker and more thorough job if
  you leave the room. Ask the child what her
  preference is, and ask staff if you can
  accommodate that wish. If you leave the room, do
  not take all of your belongings, so the child
  will know youre coming back. Tell the child
  where you will wait. Console her right after
  treatment.
• Bring a favorite toy or blanket to the emergency
  room.

101
Support for Injured Children

• Tell them that the doctors and nurses help people
  and take care of them when they are sick or
  hurt.
• Take an emergency bag with you to the hospital
  that contains paper, crayons, story books, small
  toys, and similar items.
• Watch your language! Be alert to what you say and
  how you say it. If you say, We are going to sew
  up the cut on your arm, the child may imagine
  the sewing machine he sees at home. Instead, say,
  The doctor is going to fix your cut and you are
  going to feel better after he does that. Avoid
  all medical terms. Say, Let me help you to hold
  still, not We are going to hold you down.

102
Support for Injured Children

• Talk to the child at eye level. Children are
  empowered when they look at and talk to adults on
  an eye-to-eye level. Dont stand over an injured
  child to talk to him.
• After treatment, the child may have a possible
  regression in behavior. He may be suddenly
  sucking his thumb and wetting his bed she may
  develop a fear of strangers or become aggressive.
  Recommend a psychological service if the behavior
  is hurting himself or other people, or if it is
  prolonged.

103
Support for Injured Children

• After treatment, encourage the child to
  role-play and talk about how he feels. This will
  bring about closure and help the caregiver become
  aware of any issues the child might have.
  Consider using the experience in a learning
  center activity so that any children who
  witnessed the accident or injury can have closure
  as well.

104
Preventing Injury Accidents

• Systematic way of recognizing hazardous
  situations taking preventative measures a
  checklist (see chart in appendix 283-288)
• How to make it safer? (playground, electrical
  outlets, restroom,etc)

105
Key Point

• The caregiver has important roles in injury
  prevention, and it is their responsibility to
  secure a safe environment for the children in
  their care.

106
Safe Talk

• To encourage safe behavior with children use the
  words safe and safety around them as much as
  possible.
• Examples walk slowly and safely in the
  classroom

107
Emergency Procedures

• Should have written plans
• Evacuation (teacher to escort children follow
  escape route gather at designated meeting place
  call roll of children staff)
• Fires
• Weather emergencies
• Lockdown procedures
• Shelter-in-place procedures
• Should have drills (appendix 289)

108
Key Point

• Caregivers should familiarize themselves with
  their child care programs emergency procedures
  and evacuation drills.

109
Key Point
Child-restraint Seats, Safety Belts and the Law

• Transportation safety requirements state that
  children 3 and under must be secured in a
  federally approved child-restraint seat. Children
  4 through 5 must be secured by either a federally
  approved child-restraint seat or seat belt.
  Violation of these requirements can result in
  fines and points on a drivers record.

110
Child-restraint Seats, Seat Belts the Law

• Fl Law has 3 main provisions
• All drivers front-seat passengers must use seat
  belts at all times. All passengers under 18
  sitting in rear seat must wear a seat belt at all
  times.
• Children 0-3 yrs must ride in a properly
  installed, Federally-approved child-restraint
  seat.
• Children 4 5 yrs must use a properly installed,
  Federally-approved child-restraint
• seat or seat belt.

111
Child-restraint Seats, Seat Belts the Law

• Fines Points for failing to observe the law
  which vary county to county.
• Each community has trained car seat installers
  contact your local Health Department for a
  resource in your
  
• area.

112
Child-Restraint Seats

• 4 Key Points to Installing
• Location (where in the vehicle seat is placed)
• Direction (way the car seat is facing inside the
  vehicle)
• Seat Belt Path (the way the belts are threaded
  through the seats slots)
• Tightness (how firmly the seat is held in place)

113
Health, Safety and Nutrition

• Module 3 Children and Nutrition

114
Physical Development and Nutrition

• Nutrition is the process of nourishing or being
  nourished by the foods we eat and how our bodies
  use them. The food needs of infants, babies and
  children are essential for their growth and
  development.
• Food experiences also have an impact on
• Social skills or behaviors during meal times
• Motor skills or dexterity in handling utensils
  and foods
• And more, as we will see in this module.

115
Key Point

• Each age group has specific nutritional needs
  that supply essential resources their bodies must
  have to grow and develop.

116
Consider Childrens Developmental Skills Related
to Eating

• Mouth patterns
• Hand body skills
• Feeding skills abilities
• Refer to Chart in note packet (p244)

117

• NEVER
• Prop A Bottle.
• Why?

118
Caregivers Role in Breastfeeding

• Must support mothers decision to breastfeed.
• Working together, results are well worth the
  effort.
• (see page 245)

119
Benefits of Breastfeeding

• AAP recommends that mothers breastfeed their
  babies for at least 1 yr.
• The optimal food for any infant is its own
  mothers milk it is the only food an infant
  needs in the first 4 to 6 months of life.
• Helps develop a secure, nurturing loving
  relationship between a mother her child.
• Is ready-to-feed and needs no additives.
• Does not cost anything.
• Breast-fed infants do not get as sick as often as
  formula-fed infants.
• Breast-fed infants do not have constipation or
  diarrhea as often as formula-fed infants.

120
Facts about Breast Milk

• Milk should be slightly bluish in color should
  look thinner that cows milk.
• Breast milk is more easily digested than cows
  milk, so the infant should be fed more often,
  usually every 1-1/2 to 3 hours. Caregivers should
  ask each mother how often their child needs to be
  fed document.
• Refrigerate containers of breast milk. Mature
  milk (not colostrum, which is the milk that first
  arrives for newborns) can be kept up to 8 days in
  the refrigerator, up to 2 weeks in the freezer.
  Label with dates use the oldest milk first.
• To begin feeding, hold container of milk under
  warm running water for a few minutes until it is
  lukewarm to the touch. NEVER heat breast milk on
  the stove or microwave, this destroys the
  nutrients.
• Very gently shake the container.
• Ask the childs mother to give you small
  containers of milk (2 -3 oz) since left-over milk
  should be thrown away.

121
Good Nutrition

• Based on good eating habits, and these should be
  established during infancy
• Different guidelines for the different ages.
• Many guidelines are also licensing requirements
• See pg 290-291 (appendix)

122
Key Point

• When the right foods are introduced at the right
  time, nutritional needs are met, and skills
  develop properly.

123
Videotape Nutrition for Infants and Children

• Lets take a closer look at the nutritional
  needs of children by watching Nutrition of
  Infants and Children.
• As we watch the video, look for these key words
  and phrases
• 5 a day
• Allergies
• Vegetarianism
• Balanced diets
• Obesity

124
Video Notes
125
MyPlate
www.choosemyplate.gov
126
MyPlate

• USDA wants you to know about eating healthy
• -make half of your plate fruits vegetables.
• -make at least half of your grains whole grains.
• -select a variety of protein foods to improve
  nutrient intake health benefits.
• -switch to fat-free or low-fat milk.

127
MyPlate

• Tips for planning a healthy diet at a child care
  program
• -offer different foods from day to day
• -serve food in small portions at scheduled meals
  snacks
• -choose healthy snacks
• -make smart beverage choices
• -put a daily food plan into action with meal and
  snack ideas

128

• The USDA provides guidance on daily requirements
  for each food group that is based on age, gender,
  physical, and activity levels. But these
  requirements need to be translated into a daily
  food plan that includes foods that children will
  eat.

129
The MyPlate Food Guide

• What are the major food groups in the MyPlate
  Food Guide?

130
The MyPlate Food Guide

• What are the major food groups in the MyPlate
  Food Guide?
• Grains, Vegetables, Fruits, Dairy, and
  Protein.

131
(No Transcript)
132
(No Transcript)
133
Key Point

• Nutritional snacks and meals should be planned
  around guidelines established by the U.S.
  Department of Agriculture.

134
Roles of the Adult Child at Mealtime

• Adult ensure mealtimes are enjoyable,
  stress-free occasions during which children can
  learn practice important social skills etc
• Child learn about nutrition, learn practice
  social skills know when they are full etc
• See p303 appendix

135

• After meals, reinforce tooth brushing as a way to
  prevent tooth decay and other problems with the
  mouth, teeth, and gums.
• Cavities are prevented by practicing
• Healthy eating habits
• Healthy drinking habits
• Proper cleaning of the teeth

136
Inappropriate Foods

• Ways to Avoid Choking
• 1. Monitor and supervise meals and snack times
• Make sure children eat slowly.
• Provide a calm, relaxed eating environment.
• Encourage them to sit quietly in their places.
• Remind them to chew food well before swallowing
  and to eat small bites.
• Teach them not to talk with their mouth full,
  because they could inhale it into their airway
  that way.

137
Inappropriate Foods

• 2. Fix foods so they are easy to swallow
• Grind up tough foods.
• Cut food into small pieces or thin strips.
• Cut round foods, such as hot dogs, into strips
  rather than slice them into round pieces.
• Remove all bones from fish, chicken, and meat.
• Cook food until it is soft.
• Take out seeds and pits from fruits.

138

• 3. Do Not serve foods you suspect will be a
  choking hazard.
• What foods are
• 1-firm, smooth, and/or slippery?
• 2-small, dry and hard?
• 3-sticky or tough?

139

• 1- hot dogs, hard candy, peanuts, grapes
• 2-popcorn, corn chips, nuts, seeds, small pieces
  of raw carrot
• 3-peanut butter, meat, raisins, dried fruit, some
  kinds of candy

140
Choking

• Occurs when food is inhaled directly in the
  airway
• Occurs most often in infants and young children
  because the airway is not always blocked off
  properly when swallowing. This allows food to
  enter the airway and prevents breathing.

141
Key Point

• When helping a choking child, it is as important
  to know what not to do as it is to know what to
  do.

142
How to Help a Choking Child

• If child is coughing, allow him to cough, but
  watch closely
• If not coughing, unable to speak or cry turning
  blue, Call 911!
• If trained, use the Heimlich Maneuver
• Never leave choking child alone

143
What NOT to do

• Dont hit childs back
• Dont attempt First Aid or Heimlich Maneuver
  unless you are trained to perform it
• Dont finger-sweep mouth-you can push object
  further inside mouth
• Dont shake child or have child put their head
  between their knees
• Dont panic in front of child