Lesson One
Lecture on Chapters 1 and 2
Assignments Due:
INTRODUCTION TO THE COURSE:
(You should have already read the reading assignment for this lesson, the syllabus, and other information from the course homepage. Please be sure you have filled out the syllabus and submitted it.)
Welcome to CHLD 14 CHILD: HEALTH, SAFETY & NUTRITION!
The class is a 9-week class and we will move very quickly. I am looking forward to having you in this class and getting to know you through the assignments and class discussions. I hope to make the class interesting, fun, and educational. I also hope to provide you with practical information that you can really use, and relate the information from this class in your every day life.
Here are some important bits of information you will need to know to aid you in doing well in this course.
1. Please read the syllabus and online course information that is on the homepage. This is important information about the class that you will be required to know. Remember, the syllabus is one of your best resources and you may want to print the syllabus' "course schedule" and keep it as a reference to be sure that you get everything done each week on time. Check the syllabus for deadlines, as all assignments are due by midnight or their due date.
Each week, you will be graded on two things: Discussions and quizzes.
Quizzes - The quizzes are open book and open notes. To take a quiz, click on the link at the bottom of the lesson pages.
Discussions: To facilitate interaction and learning between students, the Discussion Board is used as a student forum to discuss questions posed by the instructor. You have ONE discussion question to answer each week. To post to the discussion board, click "discuss" at the bottom of the homepage. Be sure that you go check the discussion board to read the responses to your post (answer) as well as my comments. I will not always respond individually I may summarize the week's main points in a conclusion posting. The forum is to be a place where you can share your ideas and gain perspective from other’s thoughts and experiences.
I encourage you to take these weekly discussions to thought and post your opinion to the question. Some of the topics are meant to cause debate and I appreciate opinions and disagreements as long as everyone stays respectful of one another. It is even better to back up your answer, agreement, OR disagreement with research from the book, lecture, or another source (please post the source if you are using a website). The exchange of ideas and freethinking are how true learning takes place. Students should examine various viewpoints on all issues, even if the ideas do not fall into your own way of thinking. Try to see someone else’s point of view. Just remember that any rude or derogatory comments will be removed immediately and the person's grade will be significantly reduced. Constant violation may get you removed from the class. Discussions should not get personal, nor should disagreement be taken personally. Discussion topics and questions will be worth a maximum of 25 points each. Each week there will be a new discussion topic or question. You will be expected to go to the discussion board and participate by discussing the topic each week.
There are three things that you are required to do if you want to receive full credit for your discussion posting each week:
- You must completely answer the discussion question. (You should put some thought to your reply to the question/post. A few lines will not make for a serious discussion post). Each week's discussion question must be answered by Thursday of that week to get credit for answering the question, this will allow for all students to reply back in a timely manner.
- You must respond to at least two other student's answers (you will need to start a new post and post to the student, i.e., Scott I thought your comment about…). One-sentence responses do not count as a qualifying response - responses must be related to the subject and 4 or more sentences in length. This is the "minimum" requirement to get full credit. You are always welcome to respond to more than one student.
- Make sure that your opinions are backed up by information from the book, lecture, or another source (i.e. - websites, be sure to post the web link) and you have included the resource, not doing so will result in an unsatisfactory posting. Remember that correct spelling and grammar are also a part of your grade. There are no make-ups for discussion topics that are not submitted by the deadline
Always check, after posting, to see that what you typed is there. You may need to click the "refresh/reload" button, but you need to be sure that your assignment was "saved" to the board or you will not receive credit.
Be sure to read the "Instructor's Posting Area" at least once a week. This is where I will answer common questions, give announcements, and add other information. It is the student's responsibility to know the information that is contained there and I will not accept "I did not read that" as an excuse.
2. You can expect to hear from me on a regular basis via emails, comments on the discussion board, and/or posts in the instructor post area. If you send me a question via email (Please send me as many questions as you need for clarification. You are NOT bothering me - this is my job to help you understand the information in this course.) I will respond to you within 24-48 hours. Do not forget to put your name and course number (CHLD 14) on EVERY email.
3. Keep in touch with me through email on a regular basis. Since we do not meet in a classroom, regular contact is important, especially if you do not understand something, or have something happen that keeps you from completing your work. Try to respond to me with problems that may arise as soon as you can, prior to deadlines is preferred. You MUST check your email and the instructor post area at minimum weekly - you are responsible for the information posted in the Instructor Post Area and any emails that I send you. If you have sent me a question and not received an answer after 24 hours, PLEASE email me again! Provide an alternate email address to respond to, if possible, and I will attempt to contact you through another email address. I ALWAYS respond to questions, so if you have not received a response either I never received the question or your SPAM (Junk Mail) filter caught it. Please keep trying to reach me! As a last resort, post in the Frequently Asked Questions section, requesting me to email you.
4. Each week you should:
You should not officially start this course until after you have completed the orientation sessions at http://www.bcconline.com/orient/. The orientation area will answer most frequently asked questions about online instruction and provides tutorials on common problems students encounter while taking online courses. If you are experiencing technical difficulties, you should first check the orientation area to see if it answers your technical question. If your technical question is not answered on the website, you may then email the webmaster@bcconline.com with your question.
Remember that the lesson notes are to be used in conjunction with the book, as the book is the ultimate source for quizzes and exams.
If you need help with anything, just email me.
CHAPTER 1
CHILDREN'S WELL BEING: WHAT IS IT AND HOW TO ACHIEVE IT
Over the last several years, there has been a vast change in practices and thoughts relative to personnel health, especially in the area of preventive health care. These changes have emerged in response to costly medical care and awareness that medical professions alone cannot cure every health problem.
The Preventive Health Concept
The concept of preventive health recognizes that individuals are able to reduce many factors that threaten personal wellness (See Figure 1- 1 pg 3). We all, whether adult or a child can make decisions that can extend and improve our quality of life and reduce the risk of disease. (Guyer et al., 2009). These decisions can includes making daily routine changes such as establishing healthful dietary habits (eating more fruits, vegetables, whole grains), practicing safety behaviors (wearing seat belts, limiting sun exposure), engaging in daily physical activity (exercise), and seeking early treatment for occasional illness and injury. It is never too early to learn turn these into daily routines and the early years are an ideal time for children to begin establishing preventive behaviors that will foster a healthy, productive lifetime. Teachers and families can also capitalize on children's endless curiosity and take advantage of learning opportunities throughout the day- planned as well as spontaneous- to teach positive health, safety, and nutrition practices. We are role models and children will practice what we preach as long as we are practicing these examples on a consistent basis. Although the preventive approach emphasizes an individual role in health promotion, it also implies a shared responsibility for addressing social and environmental issues that affect the quality of everyone's well- being, including:
National Health Initiatives
The positive health outcomes that are achievable through preventive practices continue to gain increased public interest, especially with respect to young children. Poor standards of health, safety, and nutrition have long been acknowledged as significant barriers to children's ability to learn and to ultimately become healthy, productive adults. As a result, a number of large- scale pro-grams have been established in recent years to improve children's access to preventive services. Descriptions of several initiatives follow; information about federal food programs for children is located in Appendix C.
Healthy People 2010 http://www.healthypeople.gov/2020/default.aspx
In 1990, the U. S. Department of Health and Human Services issued an agenda entitled Healthy People 2000: National Health Promotion and Disease Prevention Objectives, which outlined twenty- two national health priorities, many of which addressed the needs of children (Office of Disease Prevention & Health Promotion, 2000). The latest revision, Healthy People 2020, continues to uphold and strengthen the philosophy of health promotion and disease prevention. Emphasis is placed on the importance of assuming personal responsibility for well- being and the need for improved access to preventive health services through agency collaboration and coordination. The Healthy People 2020 goals and objectives continue to have direct application for schools and early childhood programs and can easily be incorporated into existing efforts to promote children's health and development.
National Children's Agenda http://www.cdhalton.ca/publications/memos/memo_nca.htm
Like the United States Healthy People 2020, a similar Canadian proposal aimed at health promotion for children is A National Children's Agenda: Developing a Shared Vision. This document presents a comprehensive agenda of goals and objectives for addressing children's critical health care and safety needs. It also embraces the importance of the early years and supports the vision of creating a unified approach to helping children achieve their full potential
Children's Health Insurance Program (CHIP)
The Children's Health Insurance Program was recently reauthorized and expanded to serve an additional four million uninsured income- eligible children and pregnant women (U. S. DHHS, 2009a). This program is administered in each state through annual appropriations from the federal. Approximately 7.4 million children and 335,000 adults were enrolled in CHIP- sponsored plans during 2008 (U. S. DHHS, 2009a). Services covered by this plan include free or low- cost medical and dental care, immunizations, prescriptions, mental health treatment, and hospitalization. Improving children's access to preventive health care contributes to a better quality of life and ability to learn.
Healthy Child Care America
The primary objective of the Healthy Child Care America (HCCA) Initiative is quality improvement in early childhood programs and was established in 1995 to coordinate the mutual interests of health professions, early education professionals, and families in addressing children's health and safety needs in out- of- home programs. Grant- supported offices, located in every state, have been established to evaluate and strengthen existing community infrastructure and to assist with new initiatives for improving children's health and safety in early childhood programs and access to preventive health care. Extensive resource information is provided on their website http://www.healthychildcare.org
National Health and Safety Performance Standards for Child Care
National concern for children's welfare led to a collaborative project between various organizations to develop health, safety, and nutrition guidelines for out-of-home child care programs. It provides detailed quality standards and procedures for ensuring children's health and safety while they attend organized care (Table 1- 2) (APHA & AAP, 2002). The current system of child care regulation allows individual states to establish their own licensing standards, which has resulted in significant differences in quality. This project was an attempt to address regulatory inconsistencies by proposing a set of uniform standards based on what research has identified as best practices. The National Association for the Education of Young Children (NAEYC) adopted similar guidelines for their quality accreditation program in 2006 (NAEYC, 2006).
No Child Left Behind (NCLB)
This bill authorized significant reforms of the K- 12 educational system and strengthened partnerships with Head Start, Even Start, and early education programs in center-and home- based settings. The bill also authorized additional funding to cover child care costs for low- income families, health care coverage for eligible children, and prenatal services for pregnant women. Subsidies for parent education programs and for research focused on quality improvement in early education were also addressed in this legislation. The No Child Left Behind bill is currently undergoing review and calls for reform in preparation for the next reauthorization.
Coordinated School Health Program (CSHP)
In 1988, the Centers for Disease Control and Prevention (CDC) proposed a new school health services model called the Coordinated School Health Program. At the time, teachers were being pressured to ensure children's success in school while studies demonstrated a strong association between children's health and academic out-comes. The Coordinated School Health program assumes a preventive health approach and emphasizes the collaborative involvement of teachers, administrators, staff, students, families, media, and community partners to improve the health of children and schools. The model identifies eight interactive components.
The National Children's Study
The National Institutes of Child Health and Human Development (NICHD) is coordinating this longitudinal study, which will follow over 100,000 children from birth to age 21 to examine the interaction of environmental effects on children's health and how they might contribute to disease. The study will eventually yield one of the most expansive information databases ever compiled about children's growth and development, differences in access to health care, and the incidence of disease. Schools, school districts, and private and public agencies are also creating programs that target children's wellness in response to increasing concerns about childhood health problems and obesity.
Health, Safety, and Nutrition: An Interdependent Relationship
Health, safety, and nutrition are closely intertwined and dependent on one another. The status of each has a direct effect on the quality of the others.
What Is Health?
Definitions of health are as numerous as the factors that affect it. Current definitions of health view it from a broader perspective and recognize it as a state of physical, emotional, social, economic, cultural, and spiritual well- being. Each part has its own purpose and plays an integral part, but they also equally contribution to health and to have an effect on each other. Two areas to look at are Heredity and environment.
Heredity
Heredity sets the limits for growth, development, and health potential. Heredity can be useful for predicting an inherited tendency, or predisposition, to certain health problems, such as heart disease, deafness, cancer, diabetes, allergies, or mental health disorders. However, it should be noted that a family history of heart disease or diabetes, for example, does not necessarily predict the development of these conditions. Many lifestyle factors, including physical activity, diet, sleep, and stress levels, interact with genetic material (genes) to determine whether a child will ultimately develop heart disease or any number of other chronic health conditions.
Environment
Although heredity provides the basic building materials that predetermine the limits of one's health, environment plays an equally important role. Environment encompasses a combination of factors that collectively influence the way individuals perceive and respond to their surroundings. Examples of environmental factors that promote healthy outcomes include:
Safety
Safety refers to the behaviors and practices that protect children and adults from unnecessary harm. Every adult who works with, or cares for, young children, has a significant responsibility to maintain the highest standards of supervision and environmental safety (Mytton et al., 2009).
Factors Affecting Children's Safety
Protecting children's safety requires a keen awareness of their skills and abilities at each developmental stage (Allen & Marotz, 2010). Children who have developmental disabilities or sensory disorders are also at increased risk of sustaining unintentional injury and must be monitored continuously (Lee et al., 2008).
Nutrition
The term nutrition refers to the science of food, its chemical components (nutrients), and their relationship to health and disease. Nutrients are essential for life and have a direct effect on a child's nutritional status, behavior, health, and development. However, environmental and family factors such as financial resources, transportation, geographical location, cultural preferences, convenience, and nutrition knowledge can also influence a child's dietary quality.
Children's Nutrition and Its Effect on Behavior, Learning, and Illness
Children's nutritional status has a significant effect on behavior and cognitive development. Well- nourished children are generally more resistant to illness and able to recover quickly when they are sick. Teachers have an exceptional opportunity to protect and promote children's well being. Their knowledge of children's development and health, safety, and nutritional needs can be applied when planning learning activities, classroom environments, meals and snacks, and supervision. In addition, teachers can implement sanitation and early identification practices to reduce children's unnecessary exposure to illness and infection.
Children's Growth and Development
When teachers understand typical growth and developmental patterns, they are better able to identify and address children's diverse needs and to help children master critical skills (Charles-worth, 2011). They can create learning experiences and set goals for children that are developmentally appropriate and foster positive self- esteem. They are able to design high- quality environments that are safe and encourage children's mastery of new skills. In addition, they are able to use this knowledge to promote children's well- being by identifying health problems and abnormal behaviors and teaching healthy practices. Every child is a unique individual- a product of diverse experiences, environments, interactions, and heredity. Norms for children's growth and development have been established to serve as useful frames of reference. They represent the average or approximate age when the majority of children demonstrate a given skill or behavior. Thus, the term normal implies that while many children are able to perform a given skill by a specific age, some will be more advanced and others may take somewhat longer, yet they are still considered to be within the normal range.
Growth
The term growth refers to the many physical changes that occur as a child matures. Although the growth process takes place without much conscious control, there are many factors that affect both the quality and rate of growth:
Infants
Growth is rapid during the first year; an infant's birth weight nearly doubles by the fifth month and triples by the end of the first year. An infant's length increases by approximately 50 percent during the first year. A majority of this gain occurs during the first 6 months when an infant may grow as much as 1 inch (2.5 cm) per month. Other physical changes that occur during the first year include the growth of hair and eruption of teeth (four upper and four lower). Dental Health (VIDEO) http://www.youtube.com/watch?v=dGZf4PGO2Bo The infant's eyes begin to focus and move together as a unit by the third month and vision becomes more acute. During the weeks and months following birth, the infant's brain undergoes rapid growth and development in response to early learning experiences. Families and teachers can use this knowledge to provide infants and young children with environments and varied experiences that are enriching and will foster healthy brain development.
Toddlers
The toddler continues to make steady gains in height and weight, but at a much slower rate than during infancy. Body proportions change and result in a more erect and adult- like appearance. Eruption of "baby teeth," or deciduous teeth, is complete by the end of the toddler period. Special attention should also be paid to providing foods that promote dental health; are colorful, appealing, and easily chewed; and include all of the essential nutrients. Safety awareness and injury prevention continue to be major concerns that demand close adult supervision.
Preschoolers/ Early School- Age
During the preschool and early school- age years, a child's appearance becomes more streamlined and adult- like in form. Head size remains relatively constant, while the child's trunk (body) and extremities (arms and legs) continue to grow. High activity levels replace the rapid growth of earlier years as the primary demand for calories. Most preschool and school- aged children require much more uninterrupted nighttime sleep in addition to daytime rest periods, although bedtime and afternoon naps often become a source of adult- child conflict. Preschool children have a tendency to become so involved in play activities that they are reluctant to stop for sleep. Visual acuity continues to improve, gains in linear growth (height) are fairly rapid, and muscle mass increases to give children a more adult- like appearance.
Development
In the span of 1 year, remarkable changes take place in the infant's development. The child progresses from a stage of complete dependency on adults to one marked by the acquisition of language and the formation of rather complex thought patterns. Many factors, including nutritional adequacy, opportunities for learning, access to appropriate medical and dental care, a nurturing environment, cultural expectations and family support, exert a strong influence on children's skill acquisition.
Promoting a Healthy Lifestyle
Changes in current lifestyles, family structures, cultural diversity, trends, and expectations have shifted some responsibilities for children's health to the collaborative efforts of families, teachers, and service providers. Growth and developmental norms always serve as a starting point. Again, it must be remembered that norms simply represent an average, not exact, age when most children are likely to achieve a given skill. Healthy children are more likely to exhibit characteristic behaviors and developmental skills appropriate for their age. They tend to be well- nourished, have energy to play, experience continued growth, and have fewer ill-nesses. Developmental norms are also useful for anticipating and addressing children's special health needs, including injury prevention, posture and physical activity, oral health, and mental health.
Injury Prevention
Unintentional injuries are responsible for more than one- half of all deaths among children under 14 years of age in the United States. An understanding of normal growth and development is also useful when planning for children's safety. Many characteristics that make children delightful to work with are the same qualities that make them prone to injury. Children's skills are seldom as well developed as their determination, and in their zealous approach to life, they often fail to recognize inherent dangers. Limited problem- solving abilities make it difficult for children to anticipate the consequences of their actions. This becomes an even greater challenge when infants or children with developmental disabilities are present. Adults have an obligation to provide continuous supervision and to maintain safe environments for all children at all times.
Posture and Physical Activity
Correct posture, balance, and proper body alignment are necessary for many physical activities that children engage in, such as walking, jumping, running, skipping, standing, and sitting. Teaching and modeling appropriate body mechanics can help children avoid problems related to poor posture that may develop later in life. Information about appropriate body mechanics and movement can also be shared with families in newsletters or posted on bulletin boards or a website so that correct practices can be reinforced at home. Exercising regularly also improves muscle strength and makes demanding physical tasks easier to complete. Vigorous physical activity should be an essential part of every child's day. Teachers should review classroom schedules and look for ways to incorporate more physical activity into daily routines. Current guidelines recommend that children get a minimum of 60 minutes of moderate aerobic activity each day (CDC, 2008). Families and teachers must serve as positive role models for children by also engaging in regular physical activity (Pica, 2009).
Oral Health
Children's oral health continues to be a major goal in the Healthy People 2020 objectives. Dental problems can affect children's general health, development, appearance, and self- esteem in addition to causing considerable pain and expense. Yet, there are many children who seldom visit a dentist because their families cannot afford dental insurance or costly preventive care. Advancements in pediatric dentistry and educational efforts have resulted in significant improvements in children's dental care. Proper dental care should be practiced from birth, with special attention given to: diet hygienic practices- e. g., tooth brushing, flossing dental examinations scheduled at recommended intervals prompt treatment of dental problems Diet has an unquestionable effect on children's dental health (Nunn et al., 2009). Most toddlers can begin to brush their own teeth at around 15 months of age. Caution: Supervise the child closely to prevent slipping or falling. Children are more likely to maintain a healthy attitude toward dental care and to approach visits with less fear and anxiety when early experiences are positive.
Self- Esteem and Social- Emotional Competence
At present, approximately one in five children in the United States experience mental health problems, and one in ten have disorders that seriously interfere with learning (U. S. DHHS, 2009b). How children view themselves and the ways in which they believe others perceive them form the basis of self- concept. By 5 or 6 years of age, children's self- characterization is no longer limited to physical features but begins to include comparisons with peers. Children's self- image is formed and continuously redefined by the ways in which they are talked to and treated.
Promoting Children's Self- Esteem
Even when children are unsuccessful, their efforts should be acknowledged. Failures and mistakes must be accepted as part of the learning process and should be viewed as occasions for offering guidance and positive support. In doing so, children begin to learn important lifelong lessons about initiative, risk- taking, problem- solving, and handling adversity. However, caution must be exercised never to judge children solely on their accomplishments (or failures) or to make comparisons with other children, but to recognize each child as a unique and valued individual. Teachers also occupy a strategic position for reinforcing children's development of social-emotional competence. Teachers also foster children's social- emotional competence by creating respectful classrooms that convey positive attitudes, address children's individual needs, provide constructive feedback, and are conducive to learning.
Adults as Role Models
Adults must never overlook their importance as role models for young children. Their personal behaviors and response styles exert a powerful and direct influence on children's social- emotional development. Teachers must carefully examine their own emotional state if they are to be successful in helping children achieve positive self- esteem. They, too, must have a strong sense of self- worth and confidence in what they are doing. They should be aware of personal biases and prejudices, be able to accept constructive criticism, and recognize their strengths and limitations. They must have effective communication skills and be able to work collaboratively with families of diverse backgrounds, community service providers, health care professionals, and other members of the child's educational team. If teachers are to serve as positive role models, they must be able to exercise the same control over their emotions that they expect of children. Personal problems and stressors must remain at home so that full attention can be focused on the children. Teachers must respect children as individuals- who they are, and not what they are able or not able to do- because every child has qualities that are endearing and worthy of recognition. Teachers must also be impartial in their treatment of children; favoritism cannot be tolerated. Working with young children can be rewarding, but it can also be stressful and demanding in terms of the patience, energy, and stamina required. Noise, children's continuous requests, long hours, staff shortages, mediocre wages, and occasional conflicts with families or co- workers are everyday challenges. Physical demands and unresolved stress can gradually take their toll on teachers' health, commitment, and daily performance. Eventually, this can lead to job burnout and negative interactions with colleagues and children (Huang & Waxman, 2009). For these reasons, teachers should make an effort to identify sources of stress in their jobs and take steps to address, reduce, or eliminate them to the extent possible (Marotz & Lawson, 2007). (See Table 1- 5.)
Emotional Climate
The emotional climate of a classroom- the positive or negative feelings one senses- has a significant impact on children's social- emotional development (Maxwell & Chmielewski, 2008; Haas- Foletta & Ottolini- Geno, 2006).. Children are generally more receptive and responsive to teachers who are warm, nurturing, and sensitive to their needs. Exposure to negative adult responses, such as ridicule, sarcasm, or threats is harmful to children's emotional development and simply teaches inappropriate behaviors. A teacher's communication style and understanding of cultural differences also affects the emotional climate of a classroom. Treating all children as if they were the same is insensitive and can encourage failure, especially if a teacher's expectations are inconsistent or incompatible with the child's cultural background. When teachers make an effort to learn about individual children and their families they are able to create a climate that supports learning and healthy social- emotional development. The way in which the curriculum is planned and implemented also contributes to the emotional climate.
Stress
Prolonged or intense stress in children's lives will sooner or later affect their emotional and physical well- being. Poverty, food insecurity, maternal depression, and parental substance abuse are also correlated with an increase in children's mental health problems (Evans & Schamburg, 2009). Sudden behavior changes are often an early indication that a child is experiencing significant tension or inner turmoil. Teachers can help children who are experiencing acute or chronic stress by showing additional patience, understanding, and support. Children also find comfort in knowing they are safe and secure and that they can count on teachers and parents to be accepting even at times when their emotional control may fail.
Childhood Depression
Some children are unsuccessful or unable to cope with chronic stress and may develop a sense of extreme and persistent sadness and hopelessness that begins to affect the way they think, feel, and act. The onset of childhood depression may occur abruptly following a traumatic event, such as parental divorce, death of a close family member or friend, abusive treatment, or chronic illness. However, it can also develop slowly over time, making the early signs more difficult to notice. In either case, teachers must be knowledgeable about the behaviors commonly associated with child-hood depression so children can be referred for professional care.
Childhood Fears
Most childhood fears and nightmares are a normal part of the developmental process and are eventually outgrown as children mature. Some fears are unique to an individual child and stem from personal experiences, such as witnessing a shooting, car accident, abusive discipline, or being frightened by a vicious dog. Fears and nightmares are often accentuated during the preschool years, a time when children have a heightened imagination and are attempting to make sense of their world. Children need consistent adult reassurance and trust to overcome their fears, even though it may be difficult to remain patient and supportive when a child repeatedly awakens at 2 am every morning.
Poverty and Homelessness
Nearly 41 percent of U. S. children younger than age 6 currently live in families that fall below the national poverty level (National Center for Children in Poverty, 2009). Poverty places additional burdens on the already challenging demands of parenting. Struggles to provide children with basic food, clothing, shelter, health care, and attention are often compromised by increased stress, fear, and conflict. Ultimately, these pressures can contribute to parental tension, domestic violence, abusive treatment of children, and an inability to provide the nurturing and support that children require. The impact of poverty on children's growth and development has both immediate and long-term consequences. Children living in poverty are also more likely to experience abuse, learning and behavior problems, teen pregnancy, substance abuse, higher dropout rates, and reduced earning potential as adults. Ultimately, the cumulative effects of poverty can threaten children's chances of growing up to become healthy, educated, and productive adults (Mello, 2009).
Violence
Children today live in a world where daily exposure to violence is not uncommon. The incidence of crime, substance abuse, gang activity, and access to guns is often greater in neighborhoods where poverty exists and can result in unhealthy urban environments where children's personal safety is at risk. Children living in these settings are also more likely to become victims of child abuse or to witness domestic violence. Teachers who understand this potential can be instrumental in helping children overcome adversity by reaching out and strengthening their resiliency skills as well as assisting families in locating supportive community resources. Researchers have observed that children from disadvantaged households typically have delayed language development and literacy skills due to less parent- child interaction and a lack of available reading materials (Pungello et al., 2009). Researchers have noted an increase in children's aggressive behaviors as the result of witnessing media violence, but no direct link has been established with involvement in adult criminal activity (Barlett & Rodeheffer, 2009; Strassburger, 2009). Families are encouraged to limit children's media viewing, closely monitor what they are watching, and help children to under-stand that media is a form of creative entertainment and not reality.
Resilient Children
Why are other children better able to overcome the negative effects of an impoverished, traumatic, violent, or stressful childhood? This question continues to be a focus of study as researchers attempt to learn what conditions or qualities enable some children to be more resilient in the face of adversity. Although much remains to be understood, several important protective factors have been identified. These include having certain personal characteristics (such as above- average intelligence, positive self- esteem, and effective social and problem- solving skills), having a strong and dependable relationship with a parent or parent substitute, and having a social support net-work outside of one's immediate family (such as a church group, local recreation center, organized sports, Boys and Girls clubs, or youth groups). Competent parenting is, beyond a doubt, one of the most important factors necessary for helping children manage adversity and avoid its potentially damaging consequences. Teachers, likewise, can promote resiliency by establishing classrooms where children feel accepted, respected, and supported in their efforts.
CHAPTER 2
Daily Health Observations
It also recognizes that not all children have equal access to medical and dental care or to environments that promote a healthy lifestyle. It underscores the collaborative effort necessary for ensuring children's health and educational success, and challenges communities to address these problems. Teachers and health professionals play a critical role in this process through their early identification of children's health problems, assistance in helping families obtain necessary medical treatment, and collaboration with families to promote children's growth and development. When children are healthy and well- nourished, they are able to benefit from participation in learning experiences. However, an acute or chronic illness, undetected health impairment, inadequate diet, or emotional problem can interfere with a child's level of interest, involvement, and performance in school.
When children enjoy good health, they are more likely to benefit from participation in learning experiences. However, if a child is troubled by illness, and undetected health impairment, or an emotional problem, even the most sophisticated teaching strategies will be ineffective.
Promoting Children's Health http://www.tsg.suny.edu/video/daily_health_check.shtm
Early childhood programs make a significant contribution to children's well-being through provision of health services, educational programs, a safe and healthy learning environment, and good nutrition. Quality programs employ a variety of techniques, e.g. teacher's observation, teachers recognizing that changes in children's appearance and behavior may be signs of impending illness or chronic health problem, children receiving daily health checks, the continual monitoring of children's health from a variety of sources, and identifying health needs.
Information gathering about children's health can come from a variety of sources:
Health information should always be collected from a variety of sources before any final decisions about the child's condition are reached.
Observation as a Screening Tool
Teachers are valuable members of a child's comprehensive health team. The teachers understanding of children's developmental patterns and involvement with children in a classroom setting is in an excellent position for observing potential health problems. The daily information can be used to establish a baseline for what is typical behavior for each child. Health observations are simple and effective screening techniques available to teachers. Any form of evaluation or conclusion drawn from a teacher's observation should be made with caution. Due to the wide range of normal behavior and skills that exist at each developmental stage, each child should be assessed on an individual level, as to what is "normal". Remember, some children take longer to master certain skills.
Daily Health Checks http://www.ifapa.org/pdf_docs/DailyHealthCheckFosterCare.pdf
Evaluation of children's health status every day provides valuable information about the well-being of the child and health checks take only a minute or two to complete. They enable the teacher to detect early signs and symptoms of many illnesses and health impairments, as well as, help teachers become familiar with each child's typical appearance and behavior so they can quickly recognize when changes develop. Parents can often answer questions, conditions, and behaviors they have observed and tend to feel less apprehensive witnessing the health check procedure first hand and be able to understand what is involved. If parents are not available, it is advisable to have a second teacher witness the procedure to avoid allegations of misconduct.
Method
The health check should be conducted in a quiet area set aside in the classroom; they should be conducted in the same area each day, so the children can become familiar with the routine. The health checks are conducted from head to foot, first observing the child's front and then backside. The teacher should begin the health check as children walk into the classroom and they should be checking:
Parent and child interaction observations may help to explain why some children exhibit certain behaviors. Do parents have a tendency to do everything for the child? Do the parents encourage the child to try to do things for himself? Is the child allowed to answer question or do the parents provide all of the answers?
With a flashlight do an oral check, looking for a red throat, dental cavities, and sores or unusual breath odors. Check hair, face, eyes, ears, and nose for clues in general hygiene as well as any communicable illness. Check abdomen, arms, and legs for signs of rashes, skin color, unusual scratches, bumps, or bruises. Mongolian spots (blue discoloration) can sometimes be observed on the lower back of Asians, Native Americans, and Middle Eastern children, these spots look similar to bruises, but do not undergo the changes typical of an injury and as these children reach eight or nine years of age, the spots gradually disappear. As teachers become skilled in conducting daily health checks, they gain confidence in their ability to recognize signs and symptoms that indicate illness.
Recording Health Observations
Through their skilled questioning, careful listening, keen observation, understanding of child development, and precise recording skills, teachers contribute information valued by health care professionals.
Written notes should be made immediately following the health check of each child. Use daily attendance records to record anecdotal information or simple checklist for systematical observing and recording children health status. Recorded information must be precise and specific. Information is also beneficial to health professionals when making a diagnosis. Recorded information can determine if a child can remain within group care. Record information legible and placed where other personnel working with children can have easy access to it, but remember that a child's health status is confidential and should never be shared without a parent's written consent.
Teachers must not attempt to diagnose the nature of children's health problems, leave this for the health care professional. A teachers input adds another dimension to understanding and identifying how these problems affect young children's health. Teachers are obligated to protect the health of other children in the classroom and identifying sick children is easier for the teacher who is aware of early changes in the child's appearance and behavior. During the early stages of an illness is when a child is most contagious and most likely to infect the other children and removing a sick child from the classroom can help reduce the chances of exposing other children.
Confidentiality of Health Information
Information obtained from daily health checks and teacher observations should be treated with utmost confidentiality and not remain out where it may be visible to other families or staff members. Anecdotal records and health checklists should be kept in a notebook or folder to protect children's identity until the information can be transferred to their personal files. Additionally, this information must never be released to another individual or organization without first obtaining written parental permission (Rosenbaum, Abramson, & MacTaggart, 2009). However, federal law guarantees families the right to access information in their child's health file at any time and to request the correction of any perceived errors (U. S. Department of Education, 2009).
Benefits of Health Observations
Monitoring children's health status on a regular basis offers several distinct advantages. First, teachers are obligated, professionally and morally, to protect the health of all children in a group setting (Aronson, 2002). Observations and daily health checks provide an effective way to achieve this goal. A teacher's perspective adds a unique dimension in terms of understanding how a health problem, such as a hearing loss or allergies, may be affecting a child. Early identification of any health condition can reduce its negative effect on a child's development and improve the success rate of treatment and intervention
Family Involvement
Frequent parent contact helps to build a relationship of understanding and trust between staff and parents and helps hesitant parents in contacting their child's teacher regarding their child's health needs through repeated encouragement, interest, assistance, and effective lines of communication. It is important for the teacher to encourage parents to ask questions and voice concerns about their child's behavior, physical condition, habits, or adjustment to care. Parents may be able to provide simple explanations for problems that the teacher observes i.e. the family had an emergency the night before which could explain why a child appears fatigued. During health checks, alert parents of outbreaks of a communal illness. By keeping the parent informed of their child's health exam, parents will be more likely to keep the sick children at home.
Family's Responsibility
Primary responsibility for child's health care always belongs to the parents; they are ultimately responsible for maintaining their child's health, obtaining necessary evaluations, and getting the child proper treatment. Parents may not realize the serious consequences a health problem can have on their child's ability to learn successfully. They may not be able to determine the exact nature or cause of a child's health impairment or where to turn for appropriate health care or treatment.
Health Education
Teachers can help children begin to develop an awareness of their own health. Simple questions about many topics, such as hygiene, nutrition, exercise, and sleep can be discussed with very young children. Cooperation and trust that is gained through daily health checks is important for future contacts a child may have with health professionals
Family Education
Children's care and health education lend themselves to informal discussions with parents and children during the daily health check. Things that may be discussed are, toy safety, importance of eating breakfast, nutritious snacks ideas, cleanliness, dressing appropriately for the weather, and dental hygiene. Including parents in health education programs, helps parents improve understanding to a greater degree of consistency in health practices and attitudes between school and the child's home.
Do not forget to take the Quiz and complete the Discussion Question for Lesson One
See the syllabus for deadlines.
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