CD9: Health, Safety and Nutrition Chapter 3: Health Appraisals Chapter 4: Health Assessment Tools.
-
Upload
cason-popson -
Category
Documents
-
view
214 -
download
1
Transcript of CD9: Health, Safety and Nutrition Chapter 3: Health Appraisals Chapter 4: Health Assessment Tools.
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 524-530 Growth problem: Appendix B, pgs 518-523 Infection Control in child care settings Vision problem:
Blind Children’s Resource Center Hearing problem:
American Speech, Language and Hearing Association
Developmental problem: Learning Disabilities Association of America
Dental problem: American Academy of Pediatric Dentistry
Physical problem: American Academy of Pediatrics
Asthma problem: American Academy of Allergy, Asthma and Immunology
Ethical Conduct and Making Tough Decisions
“Above All, Do No Harm!”