© 2007 by Thomson Delmar Learning

Chapter 13: Supportive Health Care in Early Childhood Education Environments

© 2007 by Thomson Delmar Learning

Health Policies Needed

• Before the age of three years, more children in early childhood education environments are more likely to have a respiratory illness than those children who are at home

• As many as 10% of children in early education environments are infected with pinworms

© 2007 by Thomson Delmar Learning

Health Policies

• For– identification of infectious diseases– management of infectious diseases– managing care for mildly ill children– methods and practices for caregivers– managing chronic illness of children in

early childhood environments– optimizing health in early childhood

education environments

© 2007 by Thomson Delmar Learning

Identification of Infectious Diseases

• Signs and symptoms of illness– Common indicators (Figure 13.1)

• listlessness• sore throat • runny nose• diarrhea• complaint of stomach-, ear-, or headache • red or watery eyes• unusual rashes• infected skin lesions

© 2007 by Thomson Delmar Learning

Identification of Infectious Diseases (continued)

– Serious indicators• fever• vomiting • severe coughing or breathing • urine or strong odor• unusual drowsiness • excessive crying

© 2007 by Thomson Delmar Learning

Identification of Infectious Diseases (continued)

• Respiratory tract transmitted diseases (see Table 13-1)

• colds• influenza• strep throat• scarlet fever• chicken pox• fifth disease• sixth disease

© 2007 by Thomson Delmar Learning

Identification of Infectious Diseases (continued)

• Respiratory tract transmitted diseases (continued)

• meningitis• Hib• rubella• mumps• whooping cough• otitis media• tuberculosis• rotavrius

© 2007 by Thomson Delmar Learning

Identification of Infectious Diseases (continued)

• Fecal-oral transmission (Table 13-2)• giardia• shigella• salmonella• hepatitis A• campylobacter• E. coli• Coxsackie virus• pinworms

© 2007 by Thomson Delmar Learning

Identification of Infectious Diseases (continued)

• Direct contact transmission (Table 13-3) • conjunctivitis (pinkeye)• impetigo• ringworm• head lice• scabies• cytomegalovirus • herpes simplex

© 2007 by Thomson Delmar Learning

Identification of Infectious Diseases (continued)

• Blood transmission (Table 13-4)• hepatitis B• HIV/AIDS

© 2007 by Thomson Delmar Learning

Reality Check—Otitis Media in the Early Childhood Education

Environment

• Most frequently diagnosed childhood disease for children who go to the doctor

• More than 50% of children have 3 or more bouts by age 3

• Treated with antibiotics• Teachers need to recognize symptoms for

early intervention• Not contagious

© 2007 by Thomson Delmar Learning

Managing Infectious Diseases in Child Care (continued)

• Exclusion (see guidelines, Table 13-5)– Serious indicators and conditions– Includes adults in child care– If child excluded, provisions should be

made for• notification of parents, including time period

and conditions for return• notification of Public Health (see checklist,

Table 13-6)

© 2007 by Thomson Delmar Learning

Managing Care for Mildly Ill Children

• Three questions:– Is the disease highly infectious or

communicable at this time?• Will it put others at risk?

– Does the child feel well enough to participate in early childhood education environment?

– Can the teacher provide the mildly ill child adequate care?

© 2007 by Thomson Delmar Learning

Managing Care for Mildly Ill Children (continued)

• Checklist for care of mildly ill children– Observe and record signs and symptoms– Pay extra attention– Provide quiet activities and quiet place– Administer medication

• Must be done according to state laws• See Table 13-8

– Supply good nutrition through foods and beverages

© 2007 by Thomson Delmar Learning

Reality Check—Special Care for Mildly Ill Children

• Setting up care for mildly ill children– on job site – family child care home– child care center – child’s home

© 2007 by Thomson Delmar Learning

Reality Check—Special Care for Mildly Ill Children (continued)

• Must meet APA and AAHP guidelines– information about illness including

physician’s name – prognosis and instructions for illness– care plan– open line of communication with parents

© 2007 by Thomson Delmar Learning

Managing Chronic Illnesses of Children in Early Childhood Environments

• Chronic illnesses or conditions– affect between 15 and 18 percent of the

population younger than 18 years – may be from mild to severe– may require continued treatment

© 2007 by Thomson Delmar Learning

Managing Chronic Illnesses of Children in Early Childhood Environments (continued)

• Chronic illnesses include– allergies– asthma– diabetes mellitus– HIV/AIDS– seizure disorders– sickle cell anemia

© 2007 by Thomson Delmar Learning

Managing Chronic Illnesses of Children in Early Childhood Environments (continued)

• General guidelines for teachers– Understand the major chronic illnesses– Recognize the symptoms, reactions, and

triggers– Have identifiers of reactions for chronic

illnesses of children in care posted prominently

– Understand what actions to take in a crisis situation

– Remain calm

© 2007 by Thomson Delmar Learning

Optimizing Health in Early Childhood Education Environments

• The use of a health consultant and the encouragement for every child to have a medical home can optimize the health in early childhood education environment

• Health consultant—see Table 13-10 for duties

• Medical home

© 2007 by Thomson Delmar Learning

Implications for Teachers

• Observation– recognition of serious signs/symptoms

• Supervision– sanitary procedures in use– notification of public health, if needed

• Education– teachers– children

© 2007 by Thomson Delmar Learning

Implications for Teachers (continued)

• For Families

• Cultural Competence– access to health care– immunization– sanitary habits