Health, Safety and
Nutrition
Module 1: A Healthy Environment
1
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 A’s 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
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Has clear, bright eyes
Has clear skin
Has well-developed muscles
Gains steadily in height and
body weight
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Activity
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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 child’s 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:
• Behavior
•fever
• Face and Body •vomiting
•bowel movement changes
•pain
•skin marks
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It is important to remember that
children’s 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 child’s 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 child’s 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
person’s 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 body’s 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.
Here’s 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 athlete’s 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)
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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
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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
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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
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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
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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:
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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
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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 morning’s
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 Chaka’s 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 Chaka’s 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
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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 foodhandling 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
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•
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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 child’s
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
82
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
children’s development.
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Safety Hazard Hunt
Find the Hazards
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First Aid Kits
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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: 1-800-2221222 (local)
• Child Abuse Hotline: 1-800-96ABUSE
• 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
children’s 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.
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In the event of
an accident or
poisoning, it is
important to
document the
accident or
incident in full
detail.
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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
children’s 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.
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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)
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Key Point
A child’s response
to an injury or
accidents depends
on the adults and
others around him.
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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 child’s 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 child’s feelings.
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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.)
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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, that’s
nothing. Ignore it.”
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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 you’re coming back. Tell the child
where you will wait. Console her right after
treatment.
• Bring a favorite toy or blanket to the
emergency room.
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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.”
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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. Don’t 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.
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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.
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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)
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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.
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105
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”
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106
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)
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Key Point
Caregivers should
familiarize
themselves with their
child care program’s
emergency
procedures and
evacuation drills.
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108
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 childrestraint seat or seat belt.
Violation of these
requirements can result in
fines and points on a driver’s
record.
109
Health, Safety and Nutrition
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.
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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.
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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 seat’s slots)
• Tightness (how firmly the seat is
held in place)
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Health, Safety and
Nutrition
Module 3: Children and Nutrition
113
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.
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Key Point
Each age group has
specific nutritional
needs that supply
essential resources
their bodies must
have to grow and
develop.
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115
Consider Children’s
Developmental Skills
Related to Eating
• Mouth patterns
• Hand & body skills
• Feeding skills & abilities
Refer to Chart in note packet (p244)
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116
NEVER
Prop A Bottle.
Why?
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117
Caregiver’s Role in
Breastfeeding
• Must support mother’s decision to
breastfeed.
• Working together, results are well worth
the effort.
(see page 245)
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118
Benefits of Breastfeeding
• AAP recommends that mothers breastfeed their babies
for at least 1 yr.
• The optimal food for any infant is its own mother’s 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.
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119
Facts about Breast Milk
•
•
•
•
•
•
Milk should be slightly bluish in color & should look thinner that
cow’s milk.
Breast milk is more easily digested than cow’s 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 child’s mother to give you small containers of milk (2 -3 oz)
since left-over milk should be thrown away.
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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)
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121
Key Point
When the right foods
are introduced at the
right time, nutritional
needs are met, and
skills develop
properly.
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122
Videotape: Nutrition for
Infants and Children
Let’s 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
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123
Video Notes
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124
MyPlate
www.choosemyplate.gov
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125
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.
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126
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
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127
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.
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128
The MyPlate Food Guide
What are the major food groups in the MyPlate
Food Guide?
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129
The MyPlate Food Guide
What are the major food groups in the MyPlate
Food Guide?
Grains, Vegetables, Fruits, Dairy, and
Protein.
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130
Health, Safety and Nutrition
131
Health, Safety and Nutrition
132
Key Point
Nutritional snacks
and meals should be
planned around
guidelines established
by the U.S.
Department of
Agriculture.
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133
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
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134
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
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135
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.
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136
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.
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137
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?
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138
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
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139
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.
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140
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.
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141
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
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What NOT to do…
• Don’t hit child’s back
• Don’t attempt First Aid or Heimlich
Maneuver unless you are trained to
perform it
• Don’t finger-sweep mouth-you can push
object further inside mouth
• Don’t shake child or have child put their
head between their knees
• Don’t panic in front of child
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