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CD9: Health, Safety and Nutrition Chapter 3: Health Appraisals Chapter 4: Health Assessment Tools.

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Presentation on theme: "CD9: Health, Safety and Nutrition Chapter 3: Health Appraisals Chapter 4: Health Assessment Tools."— Presentation transcript:

1 CD9: Health, Safety and Nutrition Chapter 3: Health Appraisals Chapter 4: Health Assessment Tools

2 Driving Concepts  Not all children have equal access to health care  Teacher Roles: –Early identification of child health problems –Help parents get appropriate treatment and care –Encourage a healthy life style

3 Partner Talk-About: Be Alert!  Pg 53 case study: Joshua  What are you alerted to?  What will you say to the parent?  What will you say to other staff members?

4 Teacher’s Considerations:  Collect information from a variety of sources before forming any conclusion  What impact could these symptoms have on the child?  What impact could these symptoms have on the group?

5 Observation is Health Assessment  Sight: how does the child look?  Smell: is there bad breath or body odor?  Touch: is the child’s skin warm, cold or clammy?  Sound: does breathing sound raspy, labored, or shallow? Does the child stutter?  Vera’s senses story.....

6 Ages and Stages  What is normal and typical for each child?  What are the atypical symptoms and behaviors telling you?  What will you do as a result of your observation?

7 Health Assessment Tools  First and best tool is the Daily Health Check  If you suspect a chronic illness or problem, share your concerns and get information –Your director –Local school district nurse or health specialist –Public health nurse –Community Care Licensing

8 Daily Health Checks  Daily Health Check form  Method and routine –Do health checks daily & document the results –Keep the parent present until end of check –Dismiss child to classroom OR back to parent –Record observations daily and file in classroom health file

9 Benefits to Daily Health Checks  Teachers are morally and professionally obligated to ensure health and safety of all children in their care  Sending sick children home reduces the spread of illness to all children and staff  DO NOT diagnose!  Describe your observations and concerns  Recommend the parent take the child to a health care provider

10 Involving Parents  Encourage!  Show interest and care for their child(ren)  Offer assistance and resources  Build trust by being friendly and accountable  Build effective and genuine lines of communication  Share information with the parents  Carol’s daughter and green poop.....

11 Parent Responsibility  “Primary responsibility for a child’s health care always belongs to the parents. Parents are ultimately responsible for maintaining their child’s health, following through with recommendations, and obtaining any necessary evaluations and treatments.” (pg 62)  Partner talk: What gets in the way of parents taking responsibility?

12 How Teachers Help Parents Become Responsible  Be supportive!  Help parents understand the importance of routine check-ups  Offer community and specialized resources  Ensure health consistency between school and home  Katy and her Achilles' tendons.... OR..... Benjamin and his eyes

13 Promoting Health in Quality Programs  Document all observations  Perform daily health checks  Continually monitor each child’s health  Identify potential health needs for each child  Teacher Michele’s discovery....

14 General Resources  Any problem: Appendix C, pgs  Growth problem: Appendix B, pgs  Infection Control in child care settings Infection Control  Vision problem: Blind Children’s Resource CenterBlind Children’s Resource Center  Hearing problem: American Speech, Language and Hearing AssociationAmerican Speech, Language and Hearing Association

15  Developmental problem: Learning Disabilities Association of AmericaLearning Disabilities Association of America  Dental problem: American Academy of Pediatric DentistryAmerican Academy of Pediatric Dentistry  Physical problem: American Academy of PediatricsAmerican Academy of Pediatrics  Asthma problem: American Academy of Allergy, Asthma and ImmunologyAmerican Academy of Allergy, Asthma and Immunology

16 Ethical Conduct and Making Tough Decisions “Above All, Do No Harm!”


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