© 2007 by Thomson Delmar Learning Chapter 12: Prevention of Illness in Early Childhood Education Environments Through Infection Control

© 2007 by Thomson Delmar Learning Health Policies Needed Early childhood education environments that have detailed routines to clean and disinfect can significantly cut the number of illnesses reported because the cycle of germ transmission gets interrupted 11 percent of all children in the United States have no health insurance

© 2007 by Thomson Delmar Learning Health Policies for Infection Control Prevention Protection Promoting good health Implications for teachers

© 2007 by Thomson Delmar Learning Health Policies for Infection Control (continued) Health policies should include: –mechanisms of disease spread –immunizations –sanitation –environmental quality control –teacher’s methods and practices for minimum risk and maximum health protection

© 2007 by Thomson Delmar Learning Mechanisms of Infectious Disease Spread Via germs and bacteria—organisms that cause diseases Specific child care practices that contribute to the spread of infectious disease (Table 12.1)

© 2007 by Thomson Delmar Learning Mechanisms of Infectious Disease Spread (continued) Four mechanisms of disease spread respiratory tract fecal-oral direct contact blood

© 2007 by Thomson Delmar Learning Mechanisms of Infectious Disease Spread (continued) Respiratory tract transmission –Most common –Tiny droplets from eyes, mouth, and nose are in air when child sneezes, coughs, drools, or talks –Transmitted through air when another person breathes it in –They can multiply and cause illness –Hand washing is major deterrent to spread

© 2007 by Thomson Delmar Learning Mechanisms of Infectious Disease Spread (continued) Fecal-oral transmission –Germs from one person’s feces find their way into another person’s mouth, are swallowed, and get into the digestive system –Most common way is when hands are not washed after toileting before eating, or before preparing food –Water tables are another method –Hand washing is major deterrent to spread

© 2007 by Thomson Delmar Learning Mechanisms of Infectious Disease Spread (continued) Direct contact transmission –Occurs when one person has contact with secretions from an infected person –Secretions can be left on doorknobs, toys, and other objects –Also occurs with parasites, such as lice  infestation occurs with contact –Good hygiene including hand washing and sanitizing are deterrents to spread

© 2007 by Thomson Delmar Learning Mechanisms of Infectious Disease Spread (continued) Blood contact transmission –Occurs when infected blood of one person enters bloodstream of another person –Spread occurs when infected person has cut, scraped skin, or bloody nose and person interacting with infected person has open sore, chapped hands, and the like

© 2007 by Thomson Delmar Learning Mechanisms of Infectious Disease Spread (continued) Blood contact transmission (continued) –Can also occur when mucous membranes come into contact with infected blood –Disposable gloves should be worn when in the presence of blood –Child-biting becomes a serious issue

© 2007 by Thomson Delmar Learning Mechanisms of Infectious Disease Spread (continued) Five fabulous forestallers of disease transmission –Keep immunization records up to date –Use proper hand washing –Use universal sanitation procedures for diapering –Sanitize and disinfect bathrooms and food preparation areas –Check out daily quick health check

© 2007 by Thomson Delmar Learning  Reality Check—The Issue of Head Lice in Early Childhood Education Direct contact Historical connotation More children in care, happens more frequently

© 2007 by Thomson Delmar Learning  Reality Check—The Issue of Head Lice in Early Childhood Education (continued) No-Nits Policy –Is it realistic? –Is the expertise for it present everywhere it is used? Larger number of children who build up immunity to regular treatment –can be a frustrating experience if everything appears to have been done

© 2007 by Thomson Delmar Learning  Reality Check—The Issue of Head Lice in Early Childhood Education (continued) Consider policy carefully Review as guideline for exclusion Develop a policy that everyone can live with

© 2007 by Thomson Delmar Learning Immunizations for Disease Prevention Keep with recommended immunization schedule for all children Make sure all present in child care are immunized properly If a child has not followed the normal immunization schedule, make sure the child gets all immunizations needed Review records periodically to assess that everyone is in compliance

© 2007 by Thomson Delmar Learning Universal Sanitary Practices for the Early Childhood Education Environment Hand washing –Outline procedure Table 12-4 Diapering –Outline procedure Table 12-6 Toileting –Outline procedure Table 12-7

© 2007 by Thomson Delmar Learning Universal Sanitary Practices for the Early Childhood Education Environment (continued) Cleaning, sanitizing, and disinfecting –Define the difference –What constitutes contamination?

© 2007 by Thomson Delmar Learning Environmental Quality Control for Disease Prevention Water table guidelines –Outline procedure Table 12-9 –How often should they be cleaned? Play dough guidelines –Outline procedure Table Air quality guidelines –What are guidelines? Table Contamination guidelines –Outline procedure Table 12-12

© 2007 by Thomson Delmar Learning  Reality Check—At Risk for Preventable Diseases Recent studies show that large numbers of children are at risk for these preventable diseases because they have not been immunized –There have been an increase in reported cases of measles mumps whooping cough

© 2007 by Thomson Delmar Learning  Reality Check—At Risk for Preventable Diseases (continued) The first reason children may not be immunized is that some children may have less access to immunization coverage than others –Children with private insurance were more likely to be up-to-date (UTD) than those with public insurance or no insurance

© 2007 by Thomson Delmar Learning  Reality Check—At Risk for Preventable Diseases (continued) The second more controversial reason may be because of the alleged relationship between –increase in autism and vaccinations given for measles, mumps, rubella, diphtheria, pertussis, and tetanus, which has caused concern among parents in both the United States and Great Britain –Thimerosol—a mercury derivative has not been used since 2003 in vaccinations, except for flu shots

© 2007 by Thomson Delmar Learning  Reality Check—At Risk for Preventable Diseases (continued) Vaccines rarely cause life-threatening or life-changing reactions A child is at far greater risk if not immunized properly Teachers require that immunization schedules be UTD before children go to school –Track and remind to keep UTD

© 2007 by Thomson Delmar Learning  Reality Check—At Risk for Preventable Diseases (continued) Some children may be exempt –Allergy to eggs; religious or personal reasons of parents –This can cause concern to those children too young to be immunized and those that are not immunized due to the reasons above –Children who do not have immunizations should be excluded when an infectious disease that other children have been immunized for is present

© 2007 by Thomson Delmar Learning Implications for Teachers Education For Families Role-Modeling –Hand washing especially important Cultural Competence –Immunization –Provide resources for connection to source for immunization

© 2007 by Thomson Delmar Learning Implications for Teachers (continued) Supervision –Prevent spread –Require and monitor immunizations –Report some illnesses –Exclude some children –Be prepared to help an ill child