Child Development 2_Plan & Materials_Unit 2_Sanitation
Unit 2: Sanitation
Child Development 2 Curriculum
Page
Contents
2
Unit bubble map
3
Benchmarks
4
Products plan
5
Daily schedule
6
Teacher notes
7
Materials
Elizabeth Andress_St. Paul ABE_8/16/11
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Child Development 2_Plan & Materials_Unit 2_Sanitation
Child Development 2
Unit 2: Sanitation
Activity Product 2
* Notes on ELTM
lecture
Activity Product 3
* Verbal description
and evaluation of
note-taking
methods/skill
Section Product 1
* Open-note quiz on CDA
and ELTM content
Activity Product 4
* Vocabulary list from
reading and lecture
Activity Product 5
* E-mail with a
question for the
unit quiz
Activity Product 1
* Article summary
and application –
children’s illnesses
and childcare
Activity Product 1
* Completed
reading guide and
notes on CDA text
*PowerPoint slide or
poster on one sanitation
procedure, presented to
class and at volunteer
site
Activity Product 6
* Document
organization selfevaluation
Elizabeth Andress_St. Paul ABE_8/16/11
Final Product:
Activity Product 2
* Discussion/
activity on It’s
Not Just Routine
video
Section Product 2
* Outline of one
sanitation or health
procedure for use in
childcare setting
Activity Product 6
* Evaluation of
hand-washing using
Glo-Germ
Activity Product 3
* Diaper-changing
card sort
Activity Product 4
* Question for
health guest
speaker
Activity Product 5
* Answers to
questions from
guest speaker
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Child Development 2_Plan & Materials_Unit 2_Sanitation
Unit Benchmarks
Final Unit Product (Description): PowerPoint slide or poster on one sanitation procedure, presented to class and at volunteer
site
Section Product:
Reading
Writing
Speaking
Critical thinking
Technology
Study skills
Grammar
Listening
 Learners will
produce…
 Open-note quiz on
 Read for main
 Use note-taking
 Describe and

 Put e-mail
CDA and ELTM
ideas and for
methods from unit 1 evaluate note-taking
addresses into econtent
specific
for notes on lecture methods/skill
mail system
information
address book
 Recognize
 Compose and send
skimming and
a new e-mail
scanning as
distinct and
important reading
skills
 Use notes to study
for quiz
 Outline of one
 Organize class
 Write summary of  Ask questions of
 Generate critical
 Use on-line
sanitation or health
materials
article
guest speaker
questions for guest
resources to
procedure for use in
clearly
speaker based on
complete
childcare setting
readings
assignments
 Listen for answers
to questions in
 Create simple
presentation
slides in
PowerPoint (FP)
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Child Development 2_Plan & Materials_Unit 2_Sanitation
Products Plan
Section Product 1 (S1)
Description: Open-note quiz
on CDA and ELTM content
Materials:
Sanitation quiz – T creates
Students’ individual reading
and lecture notes
Section Product 2 (S2)
Materials
Activity Product 1 (S1-A1) Activity Product 2 (S1-A2) Activity Product 3 (S1-A3)
 CDA pp. 123-135
Completed reading guide Notes on ELTM lecture
Verbal description and
 ELTM Module 1, Unit 1
and notes on CDA text
evaluation of note-taking
 Reading Guide – Sanitation
methods/skill
(S1-A1, S1-A5)
Activity Product 4 (S1-A4) Activity Product 5 (S1-A5) Activity Product 6 (S1-A6)
 Vocabulary grid (handout in
Vocabulary list from
E-mail with a question for Document organization
Unit 1) (S1-A4)
reading
and
lecture
the unit quiz
self-evaluation
 Document organization selfevaluation form (S1-A6)
Materials
Activity Product 1 (S2-A1) Activity Product 2 (S2-A2) Activity Product 3 (S2-A3)
Description: Outline of one  Children’s Illnesses &
Article summary and
Discussion/activity on It’s Diaper-changing card sort
sanitation or health procedure
Childcare article and
application – Children’s Not Just Routine video
for use in childcare setting
worksheet (S2-A1)
illnesses and childcare
 It’s Not Just Routine video
Activity Product 4 (S2-A4) Activity Product 5 (S2-A5) Activity Product 6 (S2-A6)
Materials:
(S2-A2)
Questions for health guest Answers to questions from Evaluation of handList of ideas (S2)
 Diaper-changing card sort
Outline worksheet (S2)
speaker
guest speaker
washing using Glo-Germ
(S2-A5)
 Glo-Germ and black light or
cotton swabs and alcohol (S2A6)
Final Product (FP)
Materials
PowerPoint slide or poster on  Student computers
one sanitation procedure,
or
presented to class and at
 Poster board, markers
volunteer site
 Student outlines (S2)
 Examples of mini-posters
Elizabeth Andress_St. Paul ABE_8/16/11
Final Product Description
Students can work alone or in pairs/teams to produce a PowerPoint slide they
can print out as a mini-poster (or a poster on poster board) on one sanitation /
hygiene practice – the audience (children or staff), the procedure, and how
they’ll teach it. Students will present their posters to the class, and once in their
volunteer placement, use it there as well.
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Child Development 2_Plan & Materials_Unit 2_Sanitation
Daily Schedule
Day
1
Time
5
30
40
15
20
5
5
2
10
10
15
10
15
60
3
10
30
20
30
30
Activities
Homework
Introduce unit, inform of final product
S1-A1 - Read CDA pp. 123-135,
S1-A1 – Teach, practice skim/scan with guide, prep for assigned homework reading
answer Qs, take notes
S1-A2 – Prep Ss to take notes; ELTM Mod. 1 Unit 1 lecture with ppt slides
S2-A4 – prep questions for health guest speaker
S2-A6 – Glo-Germ handwashing; plus have Ss demonstrate to each other
handwashing procedure at actual sink
Check to see that Ss have access to public library or other way to get resources for
future units and their work in child devt; if not, provide library card application forms
Check-in about e-mail (everyone have account?), misc., wrap-up
S1-A3 – partner check-in about note-taking on reading
S1-A1 – full-group check-in on CDA reading, check answers to Qs
S2-A2 – diapering video
S1-A4 – check of vocabulary grid
S1-A6 – document organization self-evaluation
S2-A4, S2-A5 – health guest speaker, take notes, ask prepared questions
Collect homework – S2-A1 article summary
S2-A3 – diaper changing procedure – card sort
S1 – unit quiz
S2 – outline for FP
FP – create mini-poster – powerpoint or poster board
FP – present to class
Elizabeth Andress_St. Paul ABE_8/16/11
S1-A5 – e-mail 1-2 quiz questions to
teacher
S2-A1 – read, summarize article
Read CDA p. 136-144, use
skim/scan, take notes (for Nutrition
unit next)
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Child Development 2_Plan & Materials_Unit 2_Sanitation
Teacher Notes
S1-A1 – This activity helps students develop reading skills. Use skim and scan terms throughout
the course and continue to check, support and develop reading and note-taking skills each week.
S1-A2 – Review note-taking guidelines from Unit 1. Remind students to head their lecture notes
each day with topic and date (and speaker, if other than you). Have Ss take notes on their own
paper. Do a spot check of notes after your lecture and ask how it went. Encourage Ss to confer
with each other for a couple of minutes on any “blanks” they need to fill in on their notes.
S1-A3 – Students self-report on their note-taking assignment. This is described at the bottom of
the S1-A1 reading guide.
S1-A4 – Remind Ss at the beginning of the unit to capture new vocabulary whenever
encountered – in textbook, in lectures, at the volunteer site. Do a spot-check of their vocab grids
(Unit 1 handout). Have them call out a few of the words they’ve learned in this unit. Find out
how they’re finding the definitions (in context, dictionary, asking others, etc.)
S1-A5 – The class will co-create the unit quiz (S1). Give the students your e-mail address and
have them e-mail you with 1 or 2 questions they create themselves to be included in the unit
quiz. Questions can be open-ended, true or false or multiple choice. Spend some time in class
talking about what makes a good test question, focusing on key/important (versus obscure)
information, various levels of questions (factual, applying information, etc.). Gather the
questions students
The technology skills here are to a) put your e-mail address into their email “address
book” so they have it accessible for future communication; and b) compose a new e-mail (rather
than a reply). Teach them to use “quiz question” in the subject line so you know what’s coming.
S1-A6 – Have Ss self-evaluate on the document organization rubric. Find out who’s struggling
and pair them up with a classmate who can help them, or give them some suggestions, tools,
methods yourself. If organization is a challenge for the majority of Ss, do a mini-lesson for the
whole class on ways to keep their materials organized. They’ll need to reference their notes for
the unit quiz, so they should be sure to be able to easily find and comprehend them.
Have Ss complete this self-evaluation once a month throughout the term.
S1 – Use the input from student e-mails and your own ideas to create a 30-minute quiz to
complete in class. Score the quiz including % so they have some idea of how they did. This is a
glimpse of college academics, and a reality check about the importance of reading assigned text
and taking good notes.
S2-A1 – Students read article provided, summarize and apply the information. Brief discussion
in class about it.
S2-A2 – Get the PITC video It’s Not Just Routine from Resources for Child Care library, and
show portion on diapering procedure. The booklet with the video may provide ideas for
discussion/activities related to the video.
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Child Development 2_Plan & Materials_Unit 2_Sanitation
S2-A3 – Card sort classroom activity. You circulate, assess.
S2-A4 – Arrange for a Head Start nurse or other health professional who works with young
children to come and speak to the class. Topics: handwashing, toothbrushing, childhood
diseases common in childcare settings, other key health issues.
In anticipation of the presentation, work individually, in pairs, small groups or full class
to generate questions to ask the health professional, related to the unit content on sanitation, or
broader health and safety issues in childcare.
Emphasize to students that they must listen during the presentation, as their question may
be answered within the presentation. They should only ask the question during Q&A if it has not
yet been addressed, or they can preface with “I think you said something about X, but I didn’t
quite catch it. Can you say again about X…”
S2-A5 – Debrief after the presenter is gone. Did they get all their questions answered? Was it
easy or hard to understand? Etc.
S2-A6 – See ELTM Ice-breaker, p. 4. Check with Jeanne – she said Head Start was maybe
going to buy Glo Germ and light this fall; if not available, teach concepts in another way, how
we usually wash hands too quickly, leave many germs on hands.
S2, FP – Remind Ss that they are educators when working with young children. They’re
thinking creatively about simple ways to teach hygiene. This is not meant to be a complex
lesson plan but something easy – e.g., using a song, simple illustrations, etc. There are a few
songs in ELTM, CDA, on-line, or Ss can make their own. There are a few mini-posters from
Head Start in the binder that you could show as examples.
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Child Development 2_Plan & Materials_Unit 2_Sanitation
Reading Guide (S1-A1, S1-A3)
Sanitation
Text: Essentials for Child Development Associates Working with Young Children, 2nd
Edition. Carol Brunson Day, Ed. Council for Professional Recognition, Washington, DC, 2004.
This week’s reading assignment: Pages 123-136.
1. Skills
a. Skimming is discovering the main ideas of a text by reading first and last
paragraphs, topic sentences, and paying attention to other details on the page such
as titles, bold type or italics, photograph captions, etc.
b. Scanning is looking down and around a page quickly, watching for key words,
facts or phrases in order to find specific information.
2. Questions for discussion
a. When is it useful to skim print or on-line material? Think about all aspects of
your life – your mail, e-mail, notices from your child’s school, looking at a
community bulletin board, reading the newspaper, using an internet site, etc.
b. When is it useful to scan print or on-line material? Again, think about all types of
material you come in contact with in daily life.
c. What is useful about skimming a textbook reading assignment? Try it now with
the assignment for this week.
d. When do you need to scan a textbook reading assignment?
3. Use skimming and scanning when you read the text, and answer these questions.
SKIMMING – Take no more than 3 minutes to answer these questions. When skimming,
you are not reading any of the paragraphs, you’re just paging through the text.
a. What are the main ideas in this section?
b. What environment checklists are provided?
c. What procedures are outlined?
SCANNING – Take no more than 5 minutes to answer these questions. When scanning,
you are not reading from start to finish through the whole assigned reading. You quickly
find the page or section that is likely to have the information, then you move your eyes
quickly through the text to find the specific information needed.
a. What is the correct ratio of bleach to water in a bleach solution for disinfecting
surfaces?
b. How many seconds should you rub your hands when washing to be sure they get
clean?
c. What is one of the biggest difficulties in children learning to use the toilet
independently?
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Child Development 2_Plan & Materials_Unit 2_Sanitation
4. Note-taking – At home you will read the assigned section more thoroughly. The best
way to learn from the text and remember key information is to take notes.
a. Decide on a way to keep your notes organized. You might use a spiral notebook
or loose leaf paper in your binder, with one section specifically for reading notes,
or sectioned by unit.
b. Be sure to always label or notes with textbook, topic and page number, so you can
go back to the text if your notes aren’t clear when you read through them later.
c. Do you have a note-taking method that works well for you? If so, describe or
show it here:
d. A simple method for note-taking is to use the headings provide in the text, write
these headings either in the left margin of your note paper or underlined in the
main writing area. Then next to or underneath the heading, jot main ideas and
key details you think are important. Use numbers, bullets, arrows, or other ways
to make lists, etc. easy to see.
e. Remember, don’t write complete sentences, leave out small words (the, a, etc.),
use abbreviations.
f. You will be asked to show your notes to a partner in our next class period
and talk about how you did – what method did you use, what was easy or
difficult, how do you think you’ll do note-taking going forward, what help do you
need from the instructor to get better at note-taking
Elizabeth Andress_St. Paul ABE_8/16/11
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Child Development 2_Plan & Materials_Unit 2_Sanitation
Document Organization (S1-A6)
Hubbs training courses equip students with both content knowledge and transferrable
skills for academic and workplace success. Classes also promote self-evaluation –
taking responsibility for your own actions and reflecting on them.
Keeping personal and work documents organized is a key to school and job
success.
Write the date at the top of the column. Next to each item, evaluate yourself:
5=very good
4=good
3=so-so
2=not so good
1=bad
Expectation
Dates
1. My class papers are organized in my binder.
2. I label my reading and lecture notes for easy
future reference.
3. In class I can quickly find the papers needed.
4. When I receive new papers in class I put them
in the correct place in my binder that day.
5. After class I know what the homework is and
complete homework on time.
6. I use the materials in my binder to complete
assignments and study for tests.
7. I bring my binder to each class session.
TOTAL (perfect = 35)
My way of organizing my materials:
GOALS FOR IMPROVEMENT
Date
_____
_____
_____
_____
Goal
______________________________________________
______________________________________________
______________________________________________
______________________________________________
Elizabeth Andress_St. Paul ABE_8/16/11
Goal met
_______
_______
_______
_______
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Child Development 2_Plan & Materials_Unit 2_Sanitation
Children's illnesses and child care (S2-A1)
The last thing a parent needs before she's even had her first cup of coffee is a call at work
from a child care provider who says her child is sick. The last thing a child care provider
needs is to discover an ill child in her care who may have exposed other children in the
program or center.
But illness, young children, and child care are facts of life. Young children get sick more
frequently than adults because their immune systems can not fight disease as well.
Considering the large number of children in child care, both parents and child care providers
must learn to recognize whether children should attend child care, or stay at home.
Our first instinct may be to exclude children from early childhood programs when they
demonstrate signs of a common cold, but children who are sneezing or sniffling may
actually have exposed others before seeming ill. And, many illnesses stop being contagious
shortly after treatment is started.
All adults should learn to identify the signs of serious illness in children, and when to seek
immediate medical attention. Up-to-date immunizations and frequent, proper handwashing
help prevent illness in centers and homes. As for whether mildly ill children should attend
early childhood programs or stay at home, the basic question to ask is whether or not the
child can participate comfortably and receive adequate, appropriate care without interfering
with the care of other children.
Parents:




Be familiar with your child care program's policies that address excluding ill
children. Well-informed and regularly-implemented policies help programs provide
appropriate care for ill children as well as a healthy environment for all children and
staff.
Notify caregivers about illness that occurred the night before. We've all seen
children go to bed with a fever, then wake up well and eager to attend their program
or center.
Never pressure a caregiver to include an ill child or place an ill child in care without
notifying the program. Remember programs have a responsibility to maintain a
healthy environment for all children, staff, and families.
Plan alternate arrangements ahead of time for care of your child when he is too ill to
attend child care.
Programs:

Maintain written program policies on inclusion/exclusion of children, carefully
evaluating what the program can handle adequately. Make sure these policies are
communicated to parents at the time of enrollment or orientation and shared at other
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Child Development 2_Plan & Materials_Unit 2_Sanitation


times as needed.
Use proper prevention such as frequent handwashing by both caregivers and
children; and adopt universal precautions to handle potential exposure to blood and
blood-containing body fluids. Wash and disinfect equipment (such as toys and items
mouthed by infants) on a frequent, regularly-scheduled basis.
Be sensitive to the needs of parents who may have limited leave time at their own
places of employment. Lost work in many cases means lowered income or even the
loss of a job. Make the situation work best for all parties involved.
The information above complements, but is not a substitute for the advice of a child's health
provider. If you are uncertain about the nature or management of an illness, call or consult a
pediatric professional to help you determine how sick the child is and what care the child
needs.
Reference: https://oldweb.naeyc.org/ece/1997/01.asp
1. Summarize the article in 3-5 sentences. Include what you think are the most important
ideas in the article.
2. How will you use this information in a childcare setting? In your own life?
Elizabeth Andress_St. Paul ABE_8/16/11
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Child Development 2_Plan & Materials_Unit 2_Sanitation
Diaper Changing Procedure
Card Sort (S2-A3)
Instructions:
1. Cut out the cards below.
2. Choose the steps which are correct. Put aside the steps that are not correct.
3. Put the correct steps in order.
4. Check your work to CDA pp. 132-133.
Remove the soiled
diaper without contaminating any surface not
already in contact with
stool or urine.
Put on a soiled diaper
and dress the child.
Clean and sanitize the
diaper changing
surface.
Wash the child’s
hands, and return the
child to a supervised
area.
Wash your hands if
you have time, and
remember to tell the
parents about the stool.
Wipe down the diaper
changing surface with
warm water.
Put on a clean diaper
and dress the child.
Elizabeth Andress_St. Paul ABE_8/16/11
Get organized.
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Child Development 2_Plan & Materials_Unit 2_Sanitation
Avoid contact with
soiled items, and
always keep a hand on
the child.
Wipe the child’s hands
with a dry towel to
remove any soil.
Clean the child’s diaper
area with disposable
wipes.
Use a clean portion of
the diaper to wipe the
child’s bottom.
Wash your hands and
record in the child’s
daily log.
Put the soiled diaper on
the table next to the
changing area to throw
out later.
Drop any soiled clothes Undress the child, then
on the floor to send
get whatever you need
home later.
to change the diaper.
Elizabeth Andress_St. Paul ABE_8/16/11
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Child Development 2_Plan & Materials_Unit 2_Sanitation
Sanitation and Hygiene Activity
Outline (S2, FP)
For this unit’s final product, you will create a mini-poster (with PowerPoint or poster board) as
part of teaching children or staff one sanitation or hygiene procedure.
Use this outline to plan.
1. Who is your audience? Are you teaching children or staff? If children, what age(s)?
2. What procedure do you want to teach? Why this procedure?
3. How will you teach it? Be sure your methods are appropriate for your audience.
4. Will you create your mini-poster on the computer with PowerPoint, or with poster board
and marker?
5. Sketch out what you want on your mini-poster. It may include words, pictures, etc.
6. Create your mini-poster. Prepare to use it to teach your sanitation/hygiene lesson.
7. Present the poster and lesson to the class.
8. When you are in your volunteer placement, share the poster and lesson with children
and/or co-workers.
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Child Development 2_Plan & Materials_Unit 2_Sanitation
Sanitation and Hygiene Activity
Ideas (S2)
Ways to encourage children to wash their hands (from KIDCARE, referenced in ELTM curriculum)








Hold older infant or toddler over the sink (with a mirror to watch both of you) and play a
wash-up game. Make handwashing a pleasant association with time spent with caregiver. (M.
Morrow)
Rub Vaseline (or cooking oil) all over child's hands. Sprinkle pepper (or cinnamon if using
oil) over the hands. This represents germs. Have them wash with just cold water; then cold
water with soap; then finally warm water and soap. They will see the difference in
effectiveness of the methods. (LizKids; E. Zosel)
Cut a raw potato in half and have child rub one of the halves with his/her dirty hands. After
the child has washed hands well, rub the other half of the potato over clean hands. The first
half will turn really black within 10 minutes and the other will stay fairly white other than the
usual light brown color of cut potatoes. (LizKids)
Mix Ivory flakes with water to make a dough. Wrap the dough around a safe sized soft toy
and form it into an egg shape. Children cannot get to the toy unless they wash often. (Barb;
T. McGuire)
Sing handwashing songs to the tune of familiar songs like Row, Row Your Boat.
Take pictures of children washing their hands. Mount them on poster board, add simple
handwashing slogans, laminate them and hang them around the washing area.
Enlist older children to help the younger children learn to wash hands.
Have children wash their hands for as long as it takes to sing the Happy Birthday song.
(Barber)
On-line resources
Do a Google search on “teaching children hygiene” or the topic you want to teach.
And/or look at these resources:
http://www.earthskids.com/basic_handwashing_info.htm
http://www.freeprintablebehaviorcharts.com/brushing_teeth.htm
Elizabeth Andress_St. Paul ABE_8/16/11
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