ECEA 300 Assignment 3
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ECEA 300 Child Health, Safety and Nutrition
Assignment 3
Submitted By: Harpreet Kaur
Student ID: 231017
Submitted to: Kirpaul Kaur
Part 1 Think Deeper
1.
Describe the Determinants of Health as listed in Figure 8-1 on page 243.
Social and economic environment elements - This includes social support, social status, money,
socioeconomic standing, and education. The availability of support from family and friends, which
can have a favorable impact on health, is referred to as social support. Higher-income and education
levels are also linked to improved health outcomes.
The physical environment - encompasses things like the area, environmental exposure, and housing.
A person's physical surroundings can have a substantial impact on their health. A healthy physical
environment promotes good health by providing access to clean air, water, and safe housing.
Individual characteristics and behavior- include things like age, gender, heredity, and habits. Age is a
health determinant since health problems tend to worsen with age. Gender differences in health
concerns and dangers may also exist. Genetics influences an individual's vulnerability to various
health issues.
2.
Why is it important to complete a health evaluation before a child starts an Early Childhood
Education program? (Page 261)
a.
What is a health evaluation?
A health evaluation is a thorough examination of a child's physical and mental health. It
consists of a review of the child's medical history, a physical examination, and sometimes
diagnostic tests.
Edit: May 2023
b.
Is it also important to complete ongoing assessments including daily health checks and
continual observation? Why?
Yes, it is critical to conduct ongoing assessments, such as daily health checks and
continuous surveillance. This is because children's health can change quickly, and early
discovery of any health issues can result in timely intervention and treatment, preventing
further consequences.
c.
What specific information should be included in a daily health check? (Page 285)
A daily health check should involve looking for indicators of illness, such as fever,
cough, runny nose, behavioral changes, skin rashes, or any other unusual symptoms. It
should also entail keeping track of the child's eating and sleeping habits, as changes in
these can suggest potential health problems.
3.
Is health information personal and private? Should health information be obtained respectfully, used
appropriately, and managed confidentially? (Page 262)
Yes, personal and private health information exists. Health information should be obtained
respectfully, handled correctly, and kept confidential. According to the Health Insurance Portability
and Accountability Act (HIPAA), personal health information must be kept confidential and
effectively communicated.The purpose of this act was to protect the privacy of personal health
information while improving the efficiency of the healthcare system
.
4.
The authors in the textbook state that an individual’s race, culture, and ethnic background influences
how they perceive health and illness, and that health disparity exists. What can an educator do to
provide a family with support to promote health and well-being? (Page 255)
Ways to promote health and well being
What can be done?
Recognize stereotype and prejudice
This can be accomplished by educating students about
the negative consequences of stereotypes and prejudice,
fostering diversity and inclusion, and encouraging open
debates about these issues.
Promoting acceptance in the classroom
Setting clear expectations for respectful behavior,
appreciating diversity, and teaching empathy and
understanding can help teachers establish a safe and
inclusive atmosphere.
Supporting families who do not speak
English
Language challenges can make it difficult for families to
participate in the school community and gain access to
crucial resources. Schools may support and incorporate
these families by offering translation services and
ensuring that all communication is available in various
languages.
Edit: May 2023
5.
Why is it important to encourage caregivers to complete hearing and vision screening and daily health
checks for their child? (Page 281)
It is critical to encourage caregivers to conduct hearing and vision screenings as well as daily health
checks for their child because this helps to assess the child's ability to learn effectively. Caregivers
can uncover any potential difficulties that may hinder the child's capacity to learn and communicate
successfully by checking their hearing and vision on a regular basis. Because hearing loss is difficult
to diagnose during the first few months of life, the Early Hearing Detection and Intervention (EHDI)
program was designed to provide universal newborn hearing tests. Many children with hearing loss
went months or even years without being recognized prior to the beginning of this program. Children
born outside the United States or outside of a hospital may not have had their hearing tested at birth.
Furthermore, children frequently suffer vision abnormalities, which might result in long-term deficits.
Through vision screening, children who require extra testing can be identified quickly and affordably.
As a result, vision screening has become a requirement for various government programs, including
the Early Periodic Screening, Diagnosis, and Treatment (EPSDT) Program and Head Start. Early
detection of vision impairments may promote optimum learning. Untreated vision problems might
lead to blindness or visual loss. Teachers should be aware that the AffordableCare Act has made it
easier for children with certain health plans to obtain preventative eye screenings and glasses. During
vision screening, the most common visual impairments, such as: can be discovered.
6.
There are several classroom practices for controlling the spread of disease including hand washing,
conducting daily health checks, and cleaning and sanitizing. Sanitary practices are especially
important when diapering and toileting.
As an educator, a large portion of your day is spent diapering
and assisting with toileting. As a result, there are many opportunities for germs that pose severe health
risks to spread in
a childcare facility. Like handwashing, when diapering and toileting are done
correctly, the spread of germs and illness decreases, resulting in better health for all. (Page 298)
Read: HealthLink BC- Tips for Diapering a Newborn Baby
https://www.healthlinkbc.ca/pregnancy-parenting/parenting-babies-0-12-months/newborns/tips-diapering-
newborn-baby
Describe important sanitary and safety practices when diapering and toileting. (Page 301)
1. Hands should always be washed before and after diapering or assisting with toileting.
2. Changing diapers while wearing gloves.
3. Proper diaper disposal in a covered, lined, foot-operated garbage container.
4. After each diaper change, clean and sanitize the diaper area.
5. Teaching and supporting children with proper handwashing procedures.
6. Watching for indicators of illness in youngsters and taking appropriate action if symptoms are
detected.
These techniques aid in the control of germs and the maintenance of a healthy atmosphere in
childcare facilities.
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7.
Common childhood infections are caused by bacteria, viruses, fungi, or parasites. Each infection has
its own set of characteristics concerning mode of transmission, symptoms, and incubation period.
Describe the symptoms of common diseases. Children born in other countries who immigrate or are
adopted here can have a higher risk of certain infections. These children should have appropriate
immunizations and health assessments (Page 294)
Illness
Description
Fever
An elevated body temperature is frequently linked to an underlying
infection or sickness. Chills, sweating, and general discomfort may
occur.
Cough
The respiratory reflex is used to cleanse the airways. Infections such as
the common cold, flu, pneumonia, or asthma can all cause it.
Rash
Infections (e.g., chickenpox, measles), allergic responses, or other
medical disorders can also produce skin eruptions or discolouration.
Vomiting
Expulsion of stomach contents through the mouth, usually as a result of
illness, food poisoning, or other gastrointestinal disorders.
Diarrhea
Constipation that is frequent, loose, or watery. Virus or bacterial
infections, dietary intolerance, or specific drugs are common causes.
Respiratory Tract
Illness
Ailments of the respiratory system cause symptoms in the nose, sinuses,
ears, throat, and lungs. Respiratory infections are common in children
under the age of five. The common cold, ear infections, pneumonia (lung
infection), pharyngitis (throat infection), sinusitis, and pharyngitis are all
frequent respiratory disorders.
Skin Infection and
Rashes
Skin infections are caused by a variety of organisms, including viruses,
bacteria, and fungi. Skin rashes can also be caused by a variety of
pediatric disorders. Skin infections or rashes can coexist with respiratory
tract infections on occasion. One example is chicken pox.The sickness
begins with upper respiratory symptoms before progressing to the
characteristic skin rash. Chicken pox in toddlers can result in secondary
bacterial skin infections as well.
Pertussis (Whooping
Cough) (Page 307)
Whooping cough, also known as pertussis, is a bacterial infection that is
very dangerous and contagious in young children. One of the symptoms
is uncontrolled coughing spells, which generate the characteristic
"whooping" sound. During these coughing episodes, the child may
undergo severe respiratory distress and turn blue. The symptoms of
pertussis can last for weeks or even months.
Chicken Pox
Chicken pox is a common childhood infection, especially in children
who have not gotten a vaccine. The chicken pox rash usually spreads
from the top down. Pox lesions, or lesions, are most common on the
trunk. The rash is distinguished by itchy red pimples that swiftly grow
into fluid-filled lesions
.
Edit: May 2023
Measles
Measles is a severe and highly contagious infectious disease. Its
symptoms include pinkeye, cough, runny nose, and rash. The face and
head are the first parts of the body to acquire the measles rash.
Tetanus
Tetanus is a bacterial infection induced by coming into touch with soil
contaminated with the infectious germ.
Influenza (The Flu)
The influenza virus is highly contagious and causes fever, muscle aches,
sore throats, coughs, and headaches.
Common cold (Page
309)
Viruses cause upper respiratory infections such as the common cold,
which do not improve with antibiotic therapy.
Conjunctivitis
(Pinkeye)
Pinkeye occurs when the lining of the eye becomes inflamed as a result
of bacterial or viral infections, allergies, chemicals, or trauma.
Croup
The phrase "croup" refers to an upper respiratory viral disease
characterized by fever, runny nose, and a barking cough.
Ear Infections
Inflammation or infection of the middle ear, resulting in ear discomfort,
fever, and occasionally fluid discharge.
Head Lice (Page 312)
The term "head lice" refers to a hair and scalp infestation that is
primarily spread by direct contact with infected people' hair.
Asthma (Page 335)
Asthma is a condition in which the airways constrict and become
obstructed, causing a chronic cough, wheezing, and shortness of breath.
Skin allergies (Page
337)
Eczema is a type of skin reaction that is distinguished by a red, itchy
rash and dry skin.
8.
What are special health care needs? (Page 323)
Any physical, developmental, mental, sensory, behavioral, cognitive, or emotional impairment or limiting
condition that necessitates medical management, health care intervention, and/or the utilization of
specialized services or programs is referred to as having special health care needs. The condition may be
congenital, developmental, or acquired as a result of disease, trauma, or environmental factors, and it may
impose restrictions in everyday self-care activities or significant limitations in a major life activity.
a.
How do teachers contribute to the education and development of children with special
health care needs?
Teachers are extremely important in the education and development of children with
unique health care requirements. They can help by:
a.
modifying instructional techniques and classroom arrangements
to match the specific requirements of these pupils.
Edit: May 2023
b.
Creating and implementing Individualized Education Programs
(IEPs) in collaboration with other experts (such as therapists,
social workers, and medical professionals).
c.
Creating a welcoming and inclusive environment that
encourages self-esteem and social connection.
d.
Encourage peer acceptance and comprehension.
e.
Communication with parents about the child's progress and any
concerns on a regular basis.
9.
The symptoms of a nervous system problem depend on which area of the nervous system is involved
and what is causing the problem. Nervous system problems may occur slowly and cause a gradual
loss of function (degenerative), or they may occur suddenly and cause life-threatening problems
(acute). Symptoms may be mild or severe. Complete the table below. (Page 338)
Condition
Describe classroom management strategies that can be used to support
the child. List one outside agency that can support the child, family
and/or center.
attention deficit
disorder and attention
deficit/ hyperactivity
disorder
Teachers must create a peaceful and structured atmosphere for
pupils with attention deficit disorder (ADD) and attention
deficit/hyperactivity disorder (ADHD). This can aid in reducing
distractions and fostering a more concentrated learning
atmosphere. Teachers may also need to provide accommodations
for these students, such as providing them extra time to finish
work or modifying assignments to meet their requirements. It
may also be beneficial to provide visual cues and schedules to
assist them in remaining organized and on track.
Children and Adults with Attention-Deficit/Hyperactivity
Disorder (CHADD) is an outside organization that can help
children with ADD/ADHD, their families, and the school.
Individuals with ADD/ADHD and their families can turn to
CHADD for services, support groups, and educational materials.
They can provide advice and solutions for symptom
management and academic performance improvement.
autism
Teachers play an important part in the support network for families with
autistic children during the assessment phase. They may help by
teaching students and their families about autism and hosting discussion
forums. When a kid is diagnosed with autism, teachers play a crucial
role in developing a successful IEP. The IEP seeks to reduce nonadaptive
behaviors such as aggression and inappropriate furious outbursts while
improving social and communication skills in autistic children. It is
critical to develop routines and a consistent timetable for young children,
as well as to aid them when their timetables alter. To better understand
autism, the Centers for Disease Control and Prevention (CDC) regularly
examines prevalence rates in surveillance studies.
The Autism Society of America
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learning disabilities
(Page 341)
Special concern should be given to the social and emotional well-being
of children with learning difficulties to offer the least restrictive
environment as defined by IDEA. Emotional problems, such as
melancholy or worry, may be more common in children with learning
disabilities. The engagement of instructors, as well as specific inclusion-
related teaching strategies, is critical in assessing whether pupils have
learning issues. There is no single test for diagnosing learning
impairments. Typically, professionals make the diagnosis based on a
combination of information received from parents and teachers, as well
as tests performed by the school system.
Learning Disabilities Association of America
cerebral palsy
Teachers should become aware of the child's demands for adaptations in
the school environment in order to accommodate the child's mobility in
the setting. Because children with CP may use a number of
communication tools, such as a picture board, digital communication
device, or keyboard, understanding how the child communicates is
critical. Many kids with cerebral palsy are supported in the classroom by
an educational assistant who works with the leadteacher to manage any
medical treatments and adjust the learning environment as needed.
Speech and physical therapists are common partners in aiding the child's
educational plan.
United Cerebal Palsy
fetal alcohol spectrum
disorder
Teachers place a heavy emphasis on teaching children self-help
strategies so that they can successfully navigate the classroom's daily
routines. Detail visual cues and prompts are used to reinforce directions
such as "Time to clean up" and "Time to wash your hands," as well as to
make abstract notions more visible. Teachers seek to reduce distractions
and assist kids with FAS in staying focused on activities and developing
their skills. Teachers provide prompt feedback on both appropriate and
inappropriate behavior.
The National Organization on Fetal Alcohol Syndrome
intellectual disability
The assistance necessary for successful inclusion in the classroom for
children with intellectual disabilities varies. Some children may require
assistance with specific aspects of their activity in order to ensure their
safety. A classroom education assistant may be required to support and
teach the child individually in the larger class group. The standard
curriculum can be adapted to assist kids with mild intellectual
disabilities who only require moderate support. One modification could
be to go at a slower speed so that children can explore with new ideas,
while another could be to give more specific directions so that children
can follow them.
The Arc of United States
Edit: May 2023
10.
Genetic disorders are diseases that are caused by an abnormality in the genome. Abnormalities can
range from a small mutation in a single gene to the addition or subtraction of an entire chromosome
or set of chromosomes. Most Genetic disorders are present from birth and are quite rare, often
affecting only one person in every several thousand or million. Genetic disorders are usually heritable
and are passed down from the parents’ genes.
Complete the table below. (Page 345)
Condition
Describe classroom management strategies that can be used to support
the child. List one outside agency that can be support the child, family
and/or center.
cystic fibrosis
Cystic fibrosis is a hereditary condition passed down from both parents.
It is distinguished by the formation of thick, sticky mucus in the lungs
and other organs, which causes developmental delays, chronic lung
infections, and premature mortality. In a school setting, initiatives such
as giving extra time for physical activities, ensuring excellent air quality
in the classroom, and promoting a healthy diet and exercise regimen can
be applied to support a child with cystic fibrosis.
The Cystic Fibrosis Foundation is a non-profit organization that can
offer assistance and resources to the kid, their family, and the facility.
sickle cell anemia
Another genetic condition that is passed down from both parents is
sickle cell anemia. It compromises the integrity of red blood cells,
resulting in a reduced lifespan and a sickle-shaped appearance. This can
result in anemia, prolonged pain, and an increased susceptibility to
infections. Strategies for supporting a child with sickle cell anemia in the
classroom can include making physical activities more accessible,
allowing for regular pauses, and assuring access to necessary medical
treatments and interventions.
The Sickle Cell Disease Association of America (SCDAA) is a non-
profit organization that can offer more assistance and information.
diabetes
To maintain blood sugar levels in children with diabetes, it is critical to
give them snacks and liquids throughout the day. It is also vital to
monitor their blood sugar levels regularly. The American Diabetes
Association (ADA) is an independent organization that can give diabetes
management advice and services.
down syndrome (Page
350)
Down syndrome is caused by an extra section on the 21st chromosome,
which raises the risk of heart problems, cognitive impairment, and short
stature. Down syndrome is an inherited condition.
muscular dystrophy
The phrase "muscular dystrophy" (MD) refers to a group of inherited
illnesses that weaken muscles over time, leaving a person more
susceptible to lung infections and ultimately leading to death. Every
year, 500-600 newborns are diagnosed with this extremely rare
illness.The most common type of MD is Duchenne's. The absence of a
protein necessary to maintain muscle integrity is the result of a genetic
mutation linked to the X chromosome. Although girls can have this gene
mutation, it only affects men.
Edit: May 2023
seizure disorder
Seizures imply a neurological problem. They occur when the brain's
electrical activity is abnormal. Seizures are the most common adolescent
neurological disorder, which can be caused by medicines, head trauma,
high fevers, and other illnesses. Most seizures are harmless and last from
a few seconds to two minutes. When a seizure lasts more than five
minutes, it is considered an emergency.
epilepsy
Epilepsy is a seizure disorder that causes two or more spontaneous (not
febrile) seizures each episode.
11.
Children may communicate differently. Figure 11-3 identifies speech and language impairments
(Page 353). Educators need to have a basic understanding of medical conditions that may affect a
child’s growth and development.
a.
What is speech impairment?
Speech impairment refers to problems or difficulties in producing verbal speech. It is
characterized by issues with the coordination of the muscles involved in speech
production, including the tongue, lips, teeth, and vocal cords. These issues can emerge in
a variety of ways, resulting in three distinct categories of speech impairments.
The first category is an articulation problem, which relates to difficulties in accurately
producing specific speech sounds. This includes replacing one sound with another,
deleting noises, and distorting sounds.
The second type of disorder is a fluency issue, which involves disturbances in the flow or
rhythm of speech. This can involve stuttering, which is characterized by repeated,
prolonged, or blocked speaking sounds or words.
The third classification is vocal dysfunction, which refers to problems controlling the
vocal cords and producing voice sounds. This can involve issues with pitch, volume, or
voice quality.
Overall, speech problems have an impact on how we utter words and can interfere with
communication and social interactions.
b.
What is a language impairment?
i.
What is a receptive language disorder?
A receptive language impairment is characterized by difficulty understanding
or comprehending language. This means that people with this illness may
struggle to interpret spoken words, follow instructions, or grasp written
content. It can have an impact on their ability to communicate successfully,
as well as their academic achievement and social connections. Receptive
language impairments can range in severity and might coexist with other
developmental or neurological diseases.
ii.
What is an expressive language disorder?
An expressive language disorder is defined as difficulty speaking or
expressing oneself through words. This means that a person suffering from
this illness may struggle to discover the correct words or phrases to utilize
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when talking. They may have difficulty forming phrases or expressing their
thoughts and ideas clearly. This can make it difficult for them to
communicate effectively with others.
c.
List 2 possible classroom management strategies in identifying children with speech and
language impairments.
Observing children's communication abilities and comparing them to regular
developmental milestones is the first viable classroom management method for
identifying children with speech and language impairments. This includes paying
attention to how the child speaks, their vocabulary, grammar, and overall communication
ability. By comparing their abilities to what is predicted for their age, it is possible to
discover any delays or challenges in their speech and language development.
The second option is to perform formal or informal assessments. Language tests or
examinations by speech-language pathologists may be required. These tests are intended
to evaluate a child's speech and language ability and can provide more detailed
information about any deficits or delays. These assessments can be performed in an
organized environment, such as a speech therapy session, or in an informal setting, such
as through observations and interactions with the kid in the classroom.
d.
How important is it for an educator to record and maintain children’s records in an
accurate, objective, and respectful way?
For various reasons, it is critical to capture and keep children's records in an accurate,
objective, and courteous manner.
For first, accurate and objective documentation enables care continuity. Educators can
give consistent and appropriate support when they have access to full and trustworthy
information about a child's background, growth, and any specific needs or issues. When
numerous educators or experts are involved in a child's care, precise records assist
guarantee that everyone is on the same page and can work together effectively.
Second, respectfully keeping records is critical for protecting the child's and family's
privacy and dignity. Medical history, behavioral concerns, and family situations are all
common topics in children's records. Educators may create a safe and trusting
environment for the kids and their families by treating this information with respect and
discretion. It also shows professionalism and ethical behavior.
Finally, accurate and objective documentation enables educators to make sound decisions
and implement appropriate solutions. Educators can customize their teaching tactics,
interventions, and support services to best suit the child's specific needs if they have a
firm grasp of the child's strengths, limitations, and special needs. This has the potential to
significantly improve the child's learning and development outcomes.
In conclusion, it is critical to capture and preserve children's records in an accurate,
impartial, and respectful manner to ensure continuity of care, stimulate professional
collaboration, and provide the appropriate support and interventions based on the child's
needs. It contributes to the creation of a safe and trustworthy atmosphere, encourages
good communication among educators and professionals, and enables informed decision-
making.
Edit: May 2023
e.
How important is it for the educator to provide input into the child's Individual Education
Plan (IEP), be prepared for meetings and work closely with the child’s advocates and
other relevant agencies?
As the IEP is a personalized plan that defines the child's individual requirements, goals,
and adjustments, the educator must contribute input into the child's Individual Education
Plan (IEP). The educator can ensure that the plan properly meets the child's individual
needs and goals by offering ideas to the IEP.
Being prepared for meetings is particularly important because IEP meetings include talks
on the child's progress, goals, and required assistance. The educator can actively
participate in these discussions, contribute vital insights, and advocate for the child's
needs if they are prepared.
Working closely with the child's advocates and other relevant agencies is essential for
collaboration and service coordination. Other professionals or agencies participating in
the child's education and development may include speech therapists, occupational
therapists, or social workers. The educator can ensure that the essential services and
accommodations are provided to assist the child's learning and development by working
closely with these individuals and agencies.
Overall, the educator's participation in the child's IEP, meeting preparation, and
coordination with advocates and agencies are critical to ensuring that the child's unique
needs and goals are properly addressed and that the required services and
accommodations are given.
f.
Can an educator advocate on behalf of, and with children in their families?
Yes, an educator may advocate for and with children in their families. This means that
educators can collaborate with families to support and advocate for children's needs and
rights. They can connect families to resources and services, provide direction and
information, and work with other specialists to ensure that children's needs are met at
school. Educators can assist in establishing a supportive and inclusive atmosphere for
children and their families by acting as advocates.
g.
Can an educator provide referrals to a wide variety community services?
Depending on the child's needs, an educator can refer them to a wide range of community
resources. This means that if a kid requires further assistance or services that the school
or educator is unable to give, the child can be sent to professionals or organizations who
specialize in those areas. For example, if a youngster is having difficulty with speech or
language, the educator may recommend them to a speech-language pathologist. A
developmental pediatrician may be referring to a child who has developmental
difficulties. Similarly, if a youngster need psychological assistance, they may be referred
to a psychologist. Educators may also refer children to support groups or other
community organizations that might help and guide them. Overall, the purpose is to
ensure that the child has the assistance and resources that they require.
h.
Can an educator support families in their initial on going contact with other agencies and
services?
Edit: May 2023
By providing information, resources, and direction, an educator can assist families in
their initial and ongoing contact with other organizations and services. They can assist
families in understanding the service-access procedure and connecting them with the
right agencies. Educators can also advocate for families and assist them in overcoming
any obstacles or barriers they may face. Educators can help families feel more confident
and empowered in their interactions with other organizations and services by providing
support and assistance.
i.
How important is it for an educator to share information with the family in a confidential,
respectful, and professional manner?
For various reasons, it is critical for educators to share information with families in a
confidential, polite, and professional manner.
To begin, building trust and respect between the educator and the family requires secrecy.
By keeping information private, the educator demonstrates that they respect the family's
privacy and personal matters. This contributes to the creation of a safe and secure
environment conducive to open conversation.
Second, it is critical to share facts in a courteous manner in order to retain strong
connections with family members. Respectful communication is listening to the family's
concerns and opinions, respecting their emotions, and treating them with empathy and
understanding. This fosters trust and cooperation between the instructor and the student's
family, resulting in improved outcomes for the kid.
Finally, sharing knowledge in a professional manner is critical for the educator's
credibility and reputation. When dealing with the family, professionalism entails utilizing
appropriate vocabulary, tone, and demeanor. It also entails conforming to ethical
principles and regulatory regulations related to information sharing. The educator
positions oneself as a dependable and trustworthy source of information and assistance
for the family by exhibiting professionalism.
Overall, it is critical to share information with the family in a discreet, courteous, and
professional manner to establish open communication, build trust, and promote strong
connections between the educator and the family.
j.
How important is it for an educator to share information about children and families
respectfully and confidentially during an IEP meeting?
For various reasons, an educator must provide information about children and families
politely and confidentially during an IEP meeting.
To begin, politely exchanging information is critical to maintaining a happy and
supportive environment during the discussion. By treating all participants with dignity,
the educator may foster a collaborative environment in which everyone feels comfortable
sharing their ideas and concerns. This may result in more fruitful discussions and better
outcomes for the youngsters.
Second, it is critical to share information secretly to safeguard the privacy and dignity of
the persons concerned. Medical issues, learning difficulties, and family situations are
examples of sensitive and personal material that may be presented during an IEP
discussion. Respecting the confidentiality of this information contributes to the educator,
family, and child's confidence. It also ensures that personal information about the child is
not shared without their permission, which is vital for their privacy rights.
Finally, giving knowledge courteously and confidentially reflects the educator's
professionalism and ethical behavior. It demonstrates that they cherish and prioritize the
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child's and their family's well-being and rights. This can help to develop a positive
relationship between the educator and the family in the future, fostering trust and open
communication.
Overall, it is critical to provide information about children and families politely and
confidentially during an IEP meeting to foster a supportive environment, protect privacy
and dignity, and display professionalism and ethical behavior.
12.
There are several biological, environmental, and developmental factors that influence mental health in
young children. Children’s emotional well-being during their early years has a powerful impact on
their social relationships. Children who are emotionally healthy are better able to establish and
maintain positive relationships with adults and peers.
a.
Analyze Tables 12-1 and 12-2. (Page 365). What important information is contained in
these tables? Is it important for an educator to promote social and emotional
development?
Tables 12-1 explain the social and emotional characteristics of infants from birth to 12
months, with emphasis on sights, sounds, interactions, and behaviors. When needs are
addressed by the age of 6 months, attachment is formed, whereas at the age of 12 months,
attachment is formed. Takes pleasure in initiating and mimicking sounds and actions.
Explain the Social and Emotional Characteristics of Children Ages 1-8 Years in Table 12-
2. Educators must foster social and emotional development. Setting appropriate and
consistent limits that allow children to understand the boundaries for their actions and
behaviors and begin accepting responsibility for their activities will help teachers foster
the development of healthy emotional capacities in children of this age. It is critical to
provide appropriate feedback and encouragement for appropriate behavior. Teachers must
also be prepared to correct inappropriate behavior and help children understand how their
actions affect those around them.
b.
Describe ways an educator can support growth in the social and emotional domain. (Page
370)
Ways to support
social and
emotional
development
Describe each area. Why is each area important? Describe 2 ways an educator can
support a child in this area.
Establishing and
building healthy
relationships
Interactions between children and their caregivers are critical and, to a large part,
determine how well they do later in life. These relationships, particularly those
formed early on that enhance attachment, have an impact on how the child's stress
hormones are managed.Aside from these links, early childhood care and education
standards have a substantial impact on how the body responds to stress. When
children enroll in and learn to engage in early childhood courses, they get the
opportunity to develop their social skills with people outside of their families.
Teachers show students how to deal with difficult situations. When teachers easily
overcome hurdles, kids acquire coping skills. This attentive interchange
demonstrates commitment and respect for the child, transmits a sense of importance
to the infant, and acts as a role model for how to deal with issues. To create
empathetic relationships with kids, teachers must be conscious of their own social
and emotional skills. This set of abilities can be used to absorb, comprehend, and
Edit: May 2023
control emotions, develop interpersonal relationships, and use cognitive ability to
pay attention and concentrate. Teaching may be a difficult and stressful career.
Supporting stressed-out youngsters necessitates knowing how to regulate emotions
and stress.
Developing self-
concept and
self-efficacy
The perception or consciousness of oneself is referred to as one's self-concept. Self-
efficacy refers to a person's beliefs about his or her capacity to pursue and complete
objectives, projects, or other endeavors. It's the concept of "I can do it!" adapted for
children. Self-concept and self-efficacy work together to help children establish
their identities by providing them with a sense of who they are and what they are
supposed to do in the world. Teachers can help students develop abilities such as
using children's names; and commenting on and acknowledging individual features
that pertain to each child's contributions. Allow children to share elements of
themselves and their families.
Developing self-
regulation
Self-regulation refers to the ability to manage one's thoughts and emotions in order
to achieve goals and maintain good relationships. According to HeadStart, one of
the fundamental domains of early childhood development is self-regulation. These
talents require time to develop in young children, and by the time they start
kindergarten, they should be able to manage their impulses and emotions in
accordance with the new environment's expectations. Kindergarteners, for example,
are meant to learn to raise their hands and wait to be called on rather than blasting
out a response to a question.For instance, learning how to manage with intense
emotions so that they do not become overwhelming.Learning characteristics needed
to get along with others and achieve work goals
Developing
resilience
The ability of an individual to deal with stress and successfully respond to adversity
or obstacles is referred to as resilience. It is also known as the ability to transmute
unmanageable stress into manageable tension. Resilience is a skill that may be
developed through early exposure to supportive interactions and is tempered by
innate characteristics such as personality and temperament.As an example for the
teacher, consider the following: Developing a sense of accomplishment and
perceived control in children. Having a secure, loving relationship with at least one
caregiver. Parents, teachers, neighbors, and social worker are some examples.
Creating
supportive
environments
(Page 374)
Creating appealing environments that are cognizant of children's growth lays the
groundwork for optimum social and emotional development. Several studies have
found that environments for young children that match certain requirements boost
children's social and emotional development. Teachers may create welcoming
environments for children to play, study, and grow by instilling a sense of safety
and security. They also help children manage their emotions and engage with
others. Make space away from the promenade of the dramatic play center, for
example, for construction and block play. Other factors to consider include
designing social and quiet spaces that allow children to choose the environment that
best meets their needs, fostering independence by providing restrooms where
children can use the facilities independently when the age is appropriate, and
labeling toy bins and shelves so that children can help with cleanup.
Edit: May 2023
Providing
appropriate play
Free form plays influences children's social, emotional, creative, physical, and
cognitive development. Play has been identified as a childhood right by the United
Nations Commission on Human Rights due to its importance in child development.
Developmentally appropriate play improves the talents described above, which are
essential for a child's healthy social and emotional development. Replaying is one
aspect of children's social and emotional development that is easy to observe.
Through play, children explore and interact with the things and people in their
surroundings. Children can use play as an opportunity to engage in enjoyable
activities, test hypotheses, exercise dexterity, discover results, and acquire mastery.
Part 2 Connect and Reflect
13.
A parent asks you what your center does to promote healthy social and emotional development and
asks you to send your response by email.
Pretend to write an email to this parent and describe
characteristics of supportive environments that promote mental health. (Page 370)
Start your email with Dear Mr. Khan,
Include:
Building healthy relationships
This entails creating positive interpersonal ties and interactions. It entails
encouraging children, parents, and staff members to communicate openly and
with empathy. Building strong relationships fosters a sense of belonging and
support, which is critical for mental health.
Developing self-concept, self-regulation, and self-efficacy
This relates to assisting children in developing a positive sense of self, the
ability to manage their emotions and behaviors, and self-belief. By allowing
children to pursue their interests, create goals, and conquer obstacles, you are
promoting their mental and emotional development.
Creating supportive environments
This includes creating physical locations as well as enacting policies and
procedures that prioritize children's well-being. It entails guaranteeing safety,
giving people access to resources and support services, and fostering
inclusivity and diversity. A safe, respected, and accepted environment helps
youngsters feel secure, valued, and accepted, which benefits their mental
health.
Establishing and maintaining caring relationships
This entails cultivating warm and nurturing relationships between children
and adults. It entails genuinely caring for children, offering emotional
support, and being responsive to their needs. Caring interactions assist
children in developing trust, resilience, and a sense of security, all of which
are essential for their mental health.
Building attachment
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Attachment is the emotional relationship that exists between a kid and their
primary caregiver. You may help youngsters develop a sense of trust, safety,
and emotional stability by encouraging secure bonds. This can be
accomplished by providing consistent and responsive care, encouraging
pleasant interactions, and providing a nurturing environment.
Providing developmentally appropriate play
Play is critical for the social and emotional development of children. By
providing play opportunities that are appropriate for their age and stage of
development, you are encouraging their creativity, problem-solving skills,
and emotional expression. Developmentally appropriate play promotes
resilience, self-confidence, and positive interactions with others in children.
14.
Biological health hazards include
bacteria, viruses, parasites, molds and fungi. They can pose a threat
to human health when they are inhaled, eaten, or come in contact with skin. They can cause illness
such as food poisoning, tetanus, respiratory infections, or parasite infections. Biological hazards are
common and cannot be seen.
Read:
HealthLink BC-
Foodborne Illness and Safe Food Handling
https://www.healthlinkbc.ca/health-topics/foodborne-illness-and-safe-food-handling#:~:text=If
%20you%20have%20questions%20about,can%20Email%20a%20HealthLinkBC%20Dietitian
a.
What is foodborne illness? (Answers from the HealthLinkBC link above)
Foodborne sickness, often known as food poisoning, is an ailment caused by eating
contaminated food or consuming pathogenic bacteria, viruses, or parasites that infect
food.
b.
What are the symptoms?
Foodborne illness symptoms might vary, but they commonly include vomiting, diarrhea,
abdominal pain, fever, and chills.
c.
How do harmful germs get into food?
Harmful microorganisms can enter food through a variety of channels, including Cross-
contamination occurs when contaminated food comes into touch with non-contaminated
food. If you use the same cutting board to prepare raw meat and subsequently vegetables,
the veggies may become infected with bacteria from the raw meat. Inadequate cooking:
Germs can survive if food is not adequately prepared. For example, even if you cook
chicken to an internal temperature of 165°F, it may still contain hazardous bacteria.
Improper food handling: Germs can spread when food is not handled properly. For
example, if you do not completely wash your hands after using the restroom, you may
contaminate food.
d.
How can you prevent foodborne illness?
It is critical to follow safe food handling and preparation standards to avoid foodborne
illness. Cooking food to the correct temperature kills any hazardous bacteria or pathogens
that may be present. It is also critical to prepare food in a clean and sanitary environment,
Edit: May 2023
using soap and water to thoroughly wash hands before, during, and after handling food.
Furthermore, rapidly refrigerating food helps to limit the growth of bacteria.
Cross-contamination should be prevented by keeping raw meats, poultry, shellfish, and
eggs apart from other foods to prevent bacteria from spreading. It is also suggested that
raw or undercooked meat, poultry, shellfish, and eggs be avoided because they may carry
hazardous bacteria.
It is critical to use caution when handling raw sprouts because they have been linked to
outbreaks of foodborne illness. Before eating sprouts, it is best to thoroughly wash and
boil them.
Finally, any food left out at room temperature for more than two hours should be
destroyed since germs can multiply quickly at room temperature and cause foodborne
illness.
You may considerably lower the risk of foodborne disease by following these guidelines
and purchasing food from reliable sources.
e.
When should an educator call the parent and/or 911?
If a kid exhibits any signs of food poisoning, such as diarrhea, vomiting, or fever, an
educator should contact the parent and/or 911. This is because food poisoning can be
serious and necessitates medical intervention. It is especially crucial to get medical
attention as quickly as possible if the child is young, elderly, or has a weaker immune
system, since they may be more vulnerable to foodborne illness complications.
Furthermore, if the student exhibits serious symptoms of foodborne disease, such as
continuous vomiting, a high fever, excruciating abdominal pain, evidence of dehydration,
or any other symptoms that may necessitate immediate medical attention, the teacher
should contact the parent and/or 911. This guarantees that the youngster obtains the
essential medical attention as soon as possible.
f.
How can you make your own no-rinse sanitizing solution?
(Page 117)
A few components are required to manufacture your own no-rinse sanitizing solution: 1
gallon of water, 1 tablespoon of unscented liquid dish soap, and 1 teaspoon of bleach.
The bleach used for disinfection should have a sodium hypochlorite level of 5.25-6.15%.
This is significant since not all bleach compounds are appropriate for sanitizing.
To make the solution, combine the materials in a clean spray bottle. To ensure that the
components are well combined, shake the bottle thoroughly before each use.
This solution can be used to clean and disinfect a variety of surfaces, dishes, and utensils. It
is very effective for sterilizing surfaces, tools, and equipment in childcare centers.
However, it is critical to follow the manufacturer's instructions and area health authority
recommendations to ensure that proper sanitizing procedures are used. For efficient
sanitization, different surfaces and things may necessitate distinct recommendations.
15.
Opinions vary related to allowing children to attend school when they have head lice. (Page 312)
Read: HealthLink BC- Head Lice
https://www.healthlinkbc.ca/healthlinkbc-files/head-lice
Edit: May 2023
a.
What are head lice?
(Answers from the HealthLinkBC link above)
Head lice are microscopic, wingless insects that infest the human scalp. They are
scientifically known as Pediculus humanus capitis. They are around the size of a sesame seed
and might be difficult to detect because they are frequently the same color as the person's
hair. They suck on human blood numerous times a day to survive. Female lice lay eggs,
known as nits, on individual hair strands near the scalp, where the temperature is ideal for
keeping them warm until they hatch. Nits are elliptical and typically yellow to white in color.
Infestation of head lice is a widespread condition, particularly among children in preschool
and primary school.
b.
Do head lice cause illness or spread disease?
Head lice might be itchy and uncomfortable, but they do not carry or spread infections.
c.
How are head lice spread?
Because lice are unable to jump or fly, they spread when heads come into close contact,
allowing the lice to crawl from one head to the next. They can also spread through the sharing
of personal goods such as caps, combs, or headphones that have come into touch with
contaminated hair.
d.
What are 2 safe options for treating head lice?
Permethrin (Nix) and pyrethrin (Rid) are widespread over-the-counter medicines that are safe
for the majority of people. If over-the-counter therapies are ineffective, prescription
medications such as malathion (Ovide) or ivermectin (Sklice) may be used. To ensure safety
and effectiveness, all therapies should be used exactly as indicated.
e.
What are the policies related to head lice in the early childhood programs in your area?
Head lice policies in early childhood programs might differ greatly. Some programs may have
a "no-nit" policy that requires children to be lice and nit (lice egg) free before returning,
whilst others may allow children to return after treatment has begun. For the most up-to-date
information, contact your local health agency or school district.
16.
Equal access to education and appropriate inclusion is a human right for all children. (Page 326)
a.
Explain the concept of ensuring access to education for all children including children
with disabilities.
Providing equal access to education for all children, including those with disabilities,
entails removing any barriers that may prevent any child from receiving a quality
education. This includes ensuring physical accessibility, supporting different learning
styles, and providing the required support services to suit the specific requirements of
each kid.
b.
What is appropriate inclusion?
Appropriate inclusion is the process of integrating children with impairments or
differences into mainstream educational settings in a way that fulfills their particular
requirements and allows them to fully participate in classroom activities alongside their
peers.
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c.
How important is equal access to education and inclusion of children with chronic
medical conditions or social and emotional challenges? (Page 364)
Children with chronic medical illnesses or social and emotional challenges need equal
access to education and inclusion to develop and thrive. It promotes diversity, fosters
empathy, and prepares kids for a more inclusive society.
d.
How important is it to follow a child’s Individualized Health Plan and/or Individual
Education Plan?
(In Canada, most jurisdictions create and use IEP’s)
Following a child's Individualized Health Plan (IHP) or Individualized Education Plan
(IEP) is critical because these plans are tailored to address a child's individual
requirements. They make certain that proper accommodations and assistance are made
available to assist the child in succeeding in their educational path.
e.
Chronic health conditions may be unfamiliar to other children in the classroom. Other
children may have questions they wish to ask, and some children may be scared of a
child’s physical appearance or their behavior. Children’s literature (page 332) and lesson
plans (page 333) can be used to educate other children. Why is it important to make other
children in the class aware and informed about another child’s uniqueness (differences)?
Should you ask permission from the child’s parents before doing an entire class lesson?
To encourage understanding, empathy, and a sense of belonging, it is critical to make
other children in the class aware of and informed about another child's uniqueness or
peculiarities. However, it is best to ask permission from the child's parents before
conducting a complete class lesson in order to respect their privacy and preferences
regarding how their child's uniqueness is discussed in the classroom. Collaboration
between educators and parents has the potential to result in more effective and sensitive
educational approaches
.
17.
Children with health care needs may need to take medicine throughout the day. Policies and
procedures must be followed when giving children medication. Educators must safely store and
record when they have administered medication.
Analyze Figure 11-1 (Page 330).
a.
What important information is contained on this form?
Figure 11-1, also known as a medication administration form, contains critical
information such as the child's name, the name of the medication, the dosage, the time
and frequency of administration, the route of administration (oral, topical, etc.), the
medication's start and end date, and any special instructions. It also has a place for
parental consent and a record of each time the drug is given, including the date, time, and
signature of the person doing the giving.
b.
How important is parent permission to administer medication?
When giving medication to a child, parental consent is required. It is a legal as well as an
ethical requirement. Medication administration without parental authorization may result
in legal implications and a breach of confidence between the parents and the educational
institution.
c.
How important is it to partner with families?
Edit: May 2023
Collaboration with families is critical in managing a child's healthcare requirements.
Parents or guardians are the most knowledgeable about their child's medical history,
current prescriptions, allergies, and reactions to various medications. Their advice can be
quite beneficial in assuring the child's safety and well-being. A good collaboration with
families can also lead to improved communication, trust, and cooperation, all of which
can boost the child's health and educational outcomes.
Part 3 Theory into Practice
18.
Personal hygiene is at the root of our overall heath. By taking care of your body in small ways every
day, you can prevent many health conditions that are related to poor hygiene.
Read the information about personal hygiene below. This information is from the Child Care
Licensing Regulation.
Health and hygiene
46
(1)A licensee must establish a program to instruct children in, and to practice the
rules of, health and hygiene.
(2)A licensee must ensure that any surface used for food preparation, storage or
consumption is not used for changing diapers.
Stacey is a child in your care. Stacey’s personal hygiene is lacking. Often, she comes to school
without brushing her teeth or hair, wearing dirty clothes, and having body odor. The other
children are noticing. Her mother has stated that she is refusing to look after her personal
hygiene.
a.
How can an educator promote proper hygiene?
Educators have a critical role in encouraging kids to practice good hygiene. They can
help by regularly washing their hands, using tissues when sneezing or coughing and
keeping their personal spaces clean. Through lessons and activities, they can also teach
pupils about the importance of hygiene. They may, for example, utilize a science lesson
to explain how germs spread and how proper cleanliness can help avoid this.
Alternatively, teachers may employ a fun, engaging exercise, such as a hand-washing
relay race, to emphasize the necessity of washing hands regularly and correctly.
b.
How important is proper hand washing? (Page 114)
Hand washing is a basic yet effective strategy for reducing illness transmission. Hand
washing, when done correctly (using soap and clean water, and scrubbing all regions of
the hands for at least 20 seconds), can kill or remove most bacteria that cause illness. This
is especially crucial in settings such as schools and childcare centers, where children are
Edit: May 2023
in close contact with one another and are thus more likely to transfer and catch diseases.
Educators may help children create a habit that will protect their health and the health of
others around them by teaching them the importance of proper hand washing.
c.
Describe the steps in washing hands. Figure 4-13 (Page 115)
Handwashing is a simple and efficient approach to keep many sorts of infections and
illnesses at bay. It consists of five basic steps: wet, lather, scrub, rinse, and dry.
Wet: To begin, wet your hands with clean running water. This helps the soap lather,
which improves its effectiveness.
Lather: Apply soap to your hands and rub them together to make a lather. This lather aids
in the removal of debris, grease, and germs from the skin.
Scrub: Scrubbing your hands for at least 20 seconds ensures that all parts of your hands,
including the backs of your hands, between your fingers, and beneath your nails, are
properly cleaned.
Rinse: Rinsing your hands eliminates the foam as well as any debris, grease, or
microorganisms that have been lifted from your skin.
Dry: Drying your hands removes any germs that may have remained. Wet hands are also
more prone than dry hands to transfer germs.
Remember that hand hygiene is a simple, low-cost, and effective way to keep everyone
healthy by preventing the spread of germs.
a.
Design a lesson plan to promote hand washing.
Thoughtfully created lesson plans
ensure that programming is informed by
knowledge of each child's unique needs, stage of development, and learning
style. An effective lesson plan
will ensure children learn and have fun while
meeting necessary learning goals using evidence-based principles and practices.
A lesson will not contain all the principles and practices below, but an educator
should strive to include as many as possible.
When planning a lesson include the following practices and principles:
Be play based
Promote inclusion and diversity
Develop the whole child: social and emotional, cognitive, physical,
communicative, and cultural development
Include an appropriate balance of child-initiated, adult guided,
structured, and open-ended activities
Use a variety of teaching methods and include children’s literature
Be developmentally appropriate, stimulating and interest the child
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Provide opportunities to participate in individual, small and large group
activities
Programming should be culturally appropriate and affirming and be
consistent with the philosophy and policies of the center
Share responsibility for program planning, evaluation, and
implementation amongst all staff members
Improve programming based on self reflection, current research and
emerging trends that reflect good practice
Follow the format design below:
Teaching wellness message:
Hand cleaning is essential for maintaining our health.
Germs can transfer from one person to another via filthy
hands, so it is critical to wash our hands frequently.
Learning outcome:
Recognize the processes in properly washing their
hands.
Hand wash for at least 20 seconds.
Explain the significance of hand washing.
Vocabulary focus:
Germs, Soap, Lather, Scrub, Rinse, Dry
Safety watch:
Use soap that is free of colors and scents and warm,
flowing water.
Dry your hands completely.
Target age group:
3-5 years old
Goal:
To educate children on the importance of hand washing
and how to properly wash their hands.
Materials:
Soap
Water
Towels
Germ Pictures
Posters about hand washing
Activity Plan:
By teaching children about germs. Explain that germs
are microscopic living organisms that can make us sick.
Show youngsters illustrations of germs and explain how
they transmit from one person to the next.
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Explain how to properly wash your hands. Make it a
point to stress the necessity of scrubbing for at least 20
seconds.
Let the kids practice washing their hands. You can assist
kids remember the processes by using posters or
drawings.
Congratulate children on appropriately washing their
hands.
How to adjust the activity:
This activity can be tailored
to various age groups. You may want to divide the steps
into smaller ones for younger children. You might wish
to challenge older children to wash their hands for a full
20 seconds.You can also tailor the activity to your
specific teaching style and interests. You could, for
example, sing a song about hand washing or play a game
about hand washing.The most important thing is to teach
youngsters the importance of hand washing and how to
properly wash their hands.
19.
Read the information around Medication, Illness and Notification of illness below. This information is
from the Child Care Licensing Regulation.
Division 3 — Illnesses
Medication
53
(1) Subject to subsection (1.1), if a licensee has agreed with a parent to give a child
any medication prescribed by a medical practitioner or provided by the parent, the
licensee and his or her employees must ensure that the medication is
(a)administered to the child in the amount and at the times specified by the
child's parent or in the child's record or care plan, and
(b)readily accessible to employees.
(1.1) A licensee who provides a care program described as Child-minding must not
(a)agree to give a child any medication as described in subsection (1), and
(b)give, or permit an employee to give, a child any medication unless the
medication is immediately necessary to address a significant risk to the
child's health.
(2)A licensee must ensure that a child's medication is not accessible to any child, except
that a child may have access to his or her own medication if
(a)the child's parent has instructed the licensee to permit this, and
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(b)the nature of the child's medication is such that, without immediate
access to the medication by the child, the child's health will be significantly
at risk.
(3)A licensee must ensure that at all times an employee is available who is competent to
either
(a)administer a child's medication as instructed by the child's parent or
required by the child's record or care plan, or
(b)if, by the parent's instructions or under the child's care plan, the child is
permitted to self-administer the medication, supervise the administration of
a child's medication.
(4)A licensee must ensure that an employee who supervises a child who self-administers
medication documents the administration of the medication
(a)in the child's care plan, or
(b)in the child's record, in the case of a licensee who provides a care
program described as Recreational Care.
[am. B.C. Regs. 202/2011, s. 15; 130/2021, s. 17.]
Child who becomes ill
54
If a child becomes ill while under the care of the licensee, a licensee must
(a)provide in the community care facility a quiet and clean resting area for
the child, and
(b)ensure that the child is under the close supervision of,
(i)if the licensee provides a care program described as Child-
minding, the child's parent, or
(ii)in any other case, a responsible adult.
[am. B.C. Reg. 202/2011, s. 16.]
a.
Find a policy from a childcare centre that follows the Medication, Illness and Notification
of illness requirements outlined above.
Be sure that this policy aligns with the criteria set
by the Child Care Licensing Regulation.
Hurley Children's Hospital's supplied policy conforms with the regulations outlined for
medicine delivery in a childcare center.
To begin, the policy stipulates that medication will only be delivered if it has been
prescribed by a doctor and written agreement has been provided by the parent/guardian.
This is consistent with the need for medication to be administered only with proper
authorization and consent.
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Second, the policy states that medication will be kept in a secured cabinet that only
authorized personnel will have access to. This ensures the medication's safety and
security, which is essential for preventing unwanted access or misuse.
Third, the policy specifies that medication will only be delivered by authorized personnel.
This ensures that only trained and certified people are in charge of providing medication,
which is critical for the children's safety and well-being.
Finally, the guideline highlights the importance of documenting medicine delivery in the
child's health record. This is consistent with the necessity to keep correct drug
administration records, which is critical for tracking and monitoring the child's health and
ensuring effective communication with parents/guardians.
Overall, Hurley Children's Hospital's policy reflects the requirements for medication
administration in a childcare center, assuring the safe and effective use of medication for
children in their care.
b.
Why is it important to have a policy around Medication, Illness and Notification of
illness and injury in a childcare centre?
A medication, illness, and notification of illness and injury policy in a childcare center is
necessary for various reasons.
First and foremost, the policy assures the safety and well-being of all children in foster
care. The policy aims to reduce pharmaceutical errors and misuse by specifying how
medication will be provided. It guarantees that only authorized persons are in charge of
medicine administration and that suitable processes are followed to ensure proper dosage
and timing.
Second, the policy aids in the appropriate management of illness and injuries. It explains
how to recognize and respond to common illnesses and injuries that may arise in a
daycare setting. Protocols for diagnosing symptoms, administering appropriate treatment,
and seeking medical attention when necessary are included. With a clear policy in place,
childcare providers may respond to any health concerns that arise in a timely and
appropriate manner.
Finally, the policy guarantees that efficient communication with parents or guardians is
maintained. It specifies how and when parents will be alerted if there are any concerns
about their child's health. This involves advising parents of any illnesses or injuries that
occur during their child's time at the daycare center, as well as any medicine that may be
required. The policy promotes open lines of communication and trust between the
childcare facility and the families it serves by keeping parents informed.
Overall, having a Medication, Illness, and Notification of Illness and Injury policy in
place in a childcare center is critical for assuring the safety, well-being, and effective care
of all children in the center. It aids in the prevention of prescription errors, the timely and
appropriate management of health concerns, and the maintenance of open communication
with parents or guardians.
c.
Describe the role of the educator in developing, implementing, and maintaining
comprehensive policies and procedures about sick and injured children and those with
other healthcare needs such as allergies, and diets as outlined in the Child Care Licensing
Regulation.
The educator's involvement in designing, implementing, and maintaining comprehensive
policies and procedures for sick and wounded children, as well as those with additional
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health care needs, is critical in assuring the well-being and safety of all children in the
childcare setting.
The educator must actively participate in the establishment of policies and procedures
that accommodate the special needs of children with diseases, injuries, allergies, and
other health concerns. This entails working with other staff members, parents, and
healthcare professionals to develop recommendations that encourage these children's
health and safety. The educator is critical in carrying out the policies and procedures
daily. This involves adhering to medication administration standards, providing adequate
care for sick or injured children, and ensuring that children with unique dietary needs or
allergies receive appropriate meals and snacks. By following these policies and
procedures, the educator contributes to the creation of a safe and supportive environment
for all children. The educator is accountable for the long-term upkeep of the
comprehensive policies and procedures. This entails reviewing and revising the rules
regularly to reflect any changes in regulations, best practices, or individual children's
needs. The educator should also ensure that all staff members are aware of, and trained
in, the rules and procedures so that they can be implemented and followed efficiently.
Overall, the role of the educator in designing, implementing, and maintaining complete
policies and procedures is critical in supporting the health, safety, and well-being of all
children in the childcare setting.
d.
Describe the role of the educator in developing, implementing, and maintaining
comprehensive policies and procedures for storing and administering medications as
outlined in the Child Care Licensing Regulation.
The educator's responsibility in designing, implementing, and maintaining thorough
policies and procedures for medication storage and administration is critical to assuring
the safety and well-being of the children in their care. During the development phase,
educators offer their skills and knowledge to the design of rules and procedures that
specify the acceptable techniques for managing medicine delivery and storage. This may
entail conferring with healthcare specialists, remaining current on medication
administration recommendations, and considering the individual requirements of the
children in their care. Educators are responsible for adhering to the stated policies and
procedures for dispensing and storing drugs during the implementation period. This
includes providing adequate monitoring during pharmaceutical delivery, keeping accurate
records, adhering to dosage requirements, and ensuring that medications are maintained
properly. During the maintenance phase, educators should examine and adjust
medication-related policies and procedures regularly to account for changes in rules,
industry standards, or children's individual needs. They should also be provided with
ongoing training and support to help them improve their medication administration skills
and expertise. Overall, the educator is critical in ensuring safe and effective drug storage
and delivery in conformity with the Childcare Licensing Regulation. They oversee
keeping the atmosphere safe, answering parents' queries about drugs, and ensuring that
the children receive their medications on time.
e.
Describe the role of the educator in storing and administering medications as outlined in
the Child Care Licensing Regulation.
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According to the Childcare Licensing Regulation, the educator's involvement in storing
and providing drugs comprises many obligations.
To begin, the educator must adhere to the norms and processes established by the license
regulation. This ensures that pharmaceuticals are stored and dispensed safely and legally.
Second, the educator should be acquainted with the medications being delivered. This
involves comprehending the medication's purpose, the proper dosage, and any potential
side effects or interactions. Because the educator is educated about the medications, he or
she may answer any questions or concerns that parents or guardians may have.
Overall, the educator is critical in assuring the safe storage and administration of
pharmaceuticals in a childcare setting, under the Child Care Licensing Regulation.
f.
Describe the role of the educator in developing, implementing, and maintaining policies
and procedures for obtaining and recording the appropriate legal guardians’ consent for
all necessary activities.
The educator's responsibility in designing, implementing, and maintaining policies and
procedures for getting and recording legal guardians' consent is critical in ensuring that
all activities involving children are done with proper authorization. In partnership with
their team and center management, educators are responsible for developing clear
protocols and guidelines. These protocols should specify the measures to be taken to get
consent for activities like as field trips, medical procedures, or special dietary
requirements. Consent should be given voluntarily and in compliance with applicable
legislation, according to the standards. The execution of these consent norms and
processes is the responsibility of educators. Educators must obtain written permission
from legal guardians before participating in children in any activities that require consent.
To guarantee accountability and to have a recorded record of the legal guardians'
authority, it is critical to retain accurate records of the consent acquired. Educators should
maintain and update consent-related policies and procedures. They should examine and
amend these policies regularly to ensure they are in line with the most recent legislation
and industry standards. Educators should also keep open channels of contact with legal
guardians, presenting them with any pertinent information and addressing any questions
or concerns they may have about consent for activities. The educator's duty in designing,
implementing, and maintaining policies and procedures for collecting and documenting
consent from legal guardians is to ensure that consent is gained properly, accurately
documented, and by applicable laws and regulations.
g.
Find a Record of Illness sheet that could be used in the center. What important
information is on this sheet? (Page 305)
A Record of Illness sheet is a form used to keep track of any illnesses that a child may
have while in care. This form is crucial because it allows important information regarding
the condition, such as symptoms, treatment, and outcome, to be documented.
The child's name should be included on the form to help identify which child the record
is for. It should also contain the date of the illness, which is vital for tracking the illness's
timeline as well as any potential patterns or outbreaks.
The illness's symptoms should be documented on the form to provide a precise picture of
what the youngster experienced. This data can be used to find any common symptoms or
trends among multiple children.
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The document should also include information about the illness's treatment. This can
include any prescriptions supplied, any home remedies or interventions employed, and
any medical procedures undertaken.
Finally, the illness's outcome should be documented. This can include whether the child
recovered completely, whether they required any follow-up care, and whether or not there
were any problems or residual effects.
Both the parent/guardian and the instructor must sign the form, indicating that they have
reviewed and agreed on the documentation. This helps to ensure record-keeping accuracy
and accountability.
h.
Should children be sent home if they are not well? Explain your thinking.
If a child is ill, he or she should be sent home. This is due to the fact that being ill might
make children more susceptible to other illnesses and make it difficult for them to
participate in activities. If a youngster is ill, he or she should be sent home to rest and
recover.
20.
Anxiety disorders cause extreme fear and worry, and changes in a child's behavior, sleep, eating, or
mood. Anxiety refers to
anticipation of a future concern
and is more associated with muscle tension
and avoidance behavior. Fear is an emotional response to an immediate threat and is more associated
with a fight or flight reaction – either staying to fight or leaving to escape danger. (Page 383)
Read HealthLink BC- Anxiety
https://www.healthlinkbc.ca/health-topics/anxiety
Natasha constantly worries and displays symptoms of trembling, sweating and trouble concentrating.
You feel that Natasha is displaying symptoms of anxiety.
(Answers from the HealthLinkBC link above)
a.
What is anxiety?
Anxiety is a psychological condition characterized by continuous and excessive worry,
anxiety, and nervousness about ordinary circumstances. Physical symptoms such as
shaking, sweating, and difficulty concentrating are common. Anxiety is a chronic illness
that can interfere with a person's daily activities, not merely a brief fear or tension tied to
a specific occurrence.
b.
What strategies can be used to support Natasha?
Cognitive-behavioral therapy (CBT) could be used to help Natasha recognize and
change thought patterns that lead to worry. Deep breathing, meditation, and yoga are all
relaxation strategies that can help control symptoms. Encourage Natasha to have a
healthy lifestyle that includes frequent exercise, a well-balanced diet, and enough sleep.
It's also critical to encourage Natasha to express her views and concerns.
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c.
What is a trauma-informed classroom? (Page 377)
A trauma-informed classroom is one in which teachers are mindful of the potential effects
of trauma on their students' behavior and learning. They include activities that foster
safety, empowerment, and healing. This method acknowledges the presence of trauma
symptoms as well as the impact trauma may play in a student's life.
d.
Early adversity, stress and threats can lead to a variety of short- and long-term negative
health effects. It can
disrupt early brain development and compromise the functioning of
the nervous and immune systems. The more adverse experiences in childhood, the greater
the likelihood of developmental delays and other problems. Despite adversity, many
children develop resilience.
i.
What is resilience? (Page 373)
Resilience is a psychological quality that allows certain people to be
knocked down by adversity and recover at least as well as before. Rather
than being depleted by obstacles, terrible events, or failure, extremely
resilient people find a way to reverse direction, emotionally recover, and
keep advancing toward their goals. It is defined as the ability to adapt to
hardship. When stress, hardship, or trauma occurs, you still experience
wrath, grief, and anguish, but you can function – both physically and
psychologically. Resilience, on the other hand, does not involve
overcoming adversity, being stoic, or working things out on your own.
Resilience is the psychological ability to cope with hardship and
misfortune. It is the mental reserve of strength that helps people to
persevere in the face of adversity. According to psychologists, resilient
people are better equipped to deal with adversity and rebuild their life
after a setback.
ii.
List the factors that increase resilience.
Relationships of support with caring adults or mentors.
Developing good problem-solving and coping skills.
Possessing a favorable attitude toward oneself and one's talents.
Access to resources and assistance in the community or
environment.
Improving communication and social skills.
iii.
Analyze the lesson plans to develop a child’s resilience on page 411.
What are the wellness messages?
It promotes wellness themes to build a child's resilience. These messages
include the idea that it is natural to feel terrified or anxious from time to
time, and that it is critical to identify and affirm these feelings. The
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lesson plans also emphasize the necessity of establishing coping
mechanisms, emphasizing that everyone can learn how to cope with their
anxieties and worries. Furthermore, the plans emphasize the need for
social support, emphasizing that people are not alone in their challenges
and that we can all help one another. Finally, the lesson plans instill in
students the feeling that they are strong and capable, fostering a sense of
self-efficacy and empowerment.
iv.
How important is it for the educator to build caring and nurturing
relationships with children to develop resilience?
It is critical to provide a supportive and caring environment for children
to promote resilience. Trust, support, and emotional ties are built on
strong bonds between teachers and pupils. These relationships provide
children with a sense of security and consistency, which promotes
resilience and increases their ability to deal with adversity.
v.
How important is it for the educator to build attachment with children to
develop resilience?
Children's emotional growth and resilience must form secure
attachments. This attachment provides a secure foundation for youngsters
to explore the world, gain new abilities, and deal with problems. It aids
in the development of a sense of security and self-worth, both of which
are essential components of resilience. When youngsters feel safe and
appreciated, they are more inclined to take risks, persevere in the face of
adversity, and recover from failures.
vi.
Educators often report inappropriate behavior to caregivers. How
important is it for the educator to also share positive feedback about a
child’s development and progress to a child’s parents?
It is critical to provide positive feedback regarding a child's development
and progress for various reasons. For starters, it contributes to the
establishment of a positive relationship between the educator and the
parents, which is advantageous to the child's general development.
Second, it gives parents a more balanced view of their child's behavior
and talents, allowing them to better assist their child's learning and
growth. Finally, positive comments can increase a child's self-esteem and
willingness to learn, both of which are critical for academic performance
and emotional well-being.
vii.
Describe how the concepts of resilience and self-esteem are related.
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Resilience and self-esteem are inextricably linked since they both
contribute to a person's ability to navigate life's obstacles and failures.
Self-esteem is a person's total judgment and perception of their worth. It
is the belief in one's potential to succeed. Someone with strong self-
esteem has a favorable view of themselves and their talents. Positive self-
perception can serve as a solid foundation for resilience.
Resilience, on the other hand, is the ability to recover from misfortune
and obstacles. It is the ability to adapt to and recover from adversity.
Individuals who are resilient can endure setbacks, disappointments, and
challenges with tenacity and perseverance.
When someone has strong self-esteem, they are more inclined to believe
in their own strengths and their ability to overcome obstacles. This self-
belief can boost resilience by providing a sense of competence and
autonomy. Individuals with high self-esteem are more inclined to see
obstacles as chances for progress and are more motivated to find answers
when faced with adversity.
Developing resilience, on the other hand, can have a beneficial impact on
self-esteem. Individuals might gain a sense of satisfaction and confidence
in their capacity to handle challenging situations by successfully
navigating challenges and overcoming barriers. This sense of expertise
and confidence can lead to a more positive self-image and increased self-
esteem.
In conclusion, resilience and self-esteem are notions that are inextricably
linked. High self-esteem can boost resilience by instilling confidence in
one's skills, whereas gaining resilience can boost self-esteem by instilling
competence and confidence in one's capacity to face problems.
viii.
Is it important for an educator to provide resources for parents on the
importance of building a child’s self-esteem,
Self-esteem and resilience are inextricably linked since they both
contribute to an individual's general well-being and ability to deal with
adversity.
The perception of one's own worth and value is referred to as self-esteem.
It is influenced by a variety of circumstances, including personal
accomplishments, relationships, and feedback from others. Someone with
strong self-esteem has a positive self-image and believes in their abilities
and worthiness.
Resilience, on the other hand, relates to a person's ability to recover from
hardship, adapt to change, and deal with adversity. It entails having a
positive attitude, problem-solving abilities, and effective coping
mechanisms.
The relationship between self-esteem and resilience is that gaining
resilience can boost self-esteem. Individuals' confidence and belief in their
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talents increase when they successfully navigate through challenges and
overcome hurdles. As a result, their self-esteem improves.
For example, if a youngster tackles a challenging academic subject and is
able to persevere, problem-solve, and eventually accomplish, it might
boost their self-esteem and self-worth. This can lead to a boost in self-
esteem.
As a result, educators must provide information for parents on the
importance of developing a child's self-esteem. Parents may assist their
children develop a positive self-image and belief in their talents by
building resilience in them, which can have long-term positive
implications on their general well-being.
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