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

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

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?

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?

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.....

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?

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

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

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

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.....

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?

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

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....

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

 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

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