1 Health, Safety and Nutrition Module 1: A Healthy Environment

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Health, Safety and Health, Safety and NutritionNutrition


Module 1: A Healthy Module 1: A Healthy EnvironmentEnvironment

Health, Safety and Nutrition2

What does “Health” mean to you?


Characteristics of a healthy environment that promote good

health practices include:

• clean work and play areas.

• proper Hygiene practices.

• implementation and routine practice of a written health policy.


Key Point

Establishing and following a written policy is an effective way of maintaining a safe and healthy child care program.


Key Point

The three A’s of a healthy child are: Appetite, Appearance and Activity.


Appetite

• Can eat a substantial amount of food at times

• Will consume a variety of foods

• Is interested in eating• Appears content after meals

and snacks


Appearance

• Has clear, bright eyes• Has clear skin• Has well-developed muscles• Gains steadily in height and

body weight


Activity

• Has plenty of energy• Is alert• Sleeps soundly• Has few aches and pains


The following are also taken into consideration when evaluating a child’s

health:• Emotional health-reflect happy, cheerful feelings

• Social health-friendly most of the time, interacts w/other children, & enjoys quiet activities that require concentration

• Mental health-is interested in new experiences & is usually confident & adaptable


Daily Health Checks

Daily health checks are a good way of preventing, identifying, and controlling illness in a child care environment.


• Behavior• Face and

Body

Daily Health Checks

•Other signs:•fever•vomiting•bowel movement changes•pain•skin marks


It is important to remember that children’s health records are

confidential.


How Can I Tell if a Child is Sick?

• Identify possible signs – check for fever (sense of touch)

• Recommended way of taking temperature: digital thermometer with a disposable sheath.

• Fever: 100 degrees Fahrenheit under the arm or 101 degrees Fahrenheit orally.


“If You Could Just Help Me Out This Once”(story read by teacher)


Knowing the signs of illness in children is very important, but responding quickly to these signs is equally important. Depending upon the type and severity of the symptom, a caregiver may do one or more of these things:

1. Call the parents, and if necessary, suggest to the parents that the child needs medical attention.

2. Call 911.3. Isolate the child until parents and/or

paramedics arrive.4. Watch the child closely; notify and be

ready to discuss your observations with parents and/or paramedics.


DehydrationIt is very important to watch for signs of dehydration when a

child in your care suffers from fever, diarrhea, or vomiting.

Watch for the following signs:• Dry to very dry mouth• Little to no tears when crying• Less active than usual, or very fussy• Infant will wet less than 6 diapers a day,

a child will make fewer trips to the restroom than he normally does


Dehydration

If dehydration is severe, the following will occur:

• Eyes are sunken• Hands and feet are cool and blotchy• Pulse may seem weak and fast• Child will not urinate for hours


Dehydration

The steps to prevent dehydration are dependent on the child’s symptoms, and can include:

• For mild diarrhea, do not give milk; it has a high concentration of minerals and salt which could be dangerous to a child with diarrhea.

• For vomiting, stop giving solid food, and give water at 30 to 60 minute intervals.

• For both diarrhea and vomiting, stop the child’s normal diet and give electrolytes.

• Do not give a child sports drinks or any other similar drink made for adults.


Heat ExhaustionOccurs when someone who is not used to very hot weather does not get enough liquid and salt. The condition is caused by excessive sweating. The person’s skin becomes pale and clammy, and the person feels sick, dizzy, and/or faint. Pulse rate and breathing become rapid, and a headache or muscle cramps may develop. Take action!

1. Lay the person down in a cool, quiet place, with feet raised a little.

2. Loosen any tight clothing and supply water to drink.

3. Add 1 teaspoon of salt to each quart of water.


Heat StrokeOccurs because of prolonged exposure to very hot conditions. The

mechanism in the brain that regulates body temperature stops functioning, and the body’s temperature rapidly rises to 104 degrees Fahrenheit. The person becomes flushed, with hot, dry skin and a strong, rapid pulse. He/she quickly becomes confused or unconscious.

Here’s what to do if you observe these conditions:1. Anyone who has heat stroke should receive

medical attention. If you suspect heatstroke, call 911.

While waiting for emergency Medical Services (EMS) to arrive:

2. Remove clothing and wrap the person in a cold wet sheet, or sponge with cold or tepid water.

3. Fan the person by hand, with an electric fan, or with a hairdryer set to cold.

4. When his or her temperature drops to 101 degrees Fahrenheit, place the person in the recovery position.

5. Cover the person with a dry sheet and continue to fan. If his or her temperature rises again, repeat the cooling procedure.

A caregiver should know the signs of illness in children and be prepared to take appropriate action.


Key Point

It is important to recognize and respond appropriately to signs of illness in the children in your care, both for their well-being and for the prevention of illness and disease within your program


What is a Communicable

Disease?• A communicable disease is one that can be spread from one person to another.

• This usually results from the interaction between people, the environment, and germs


There are 4 types of germs:- bacteria- virus- fungi

- parasites


Bacteria

• Small organisms seen with an ordinary microscope

• Can cause strep throat, impetigo, pinkeye, and some pneumonia

• Antibiotics help stop growth


Virus

• Smaller than bacteria• Grow only in living cells• Can cause colds, chicken pox, measles,

German measles, mumps• Antibiotics have NO effect• Rest is the best action; body fights

better when rested• Vaccines against common ones are

available


Fungi

• Grow best in warm, moist places• Can cause athlete’s foot and

ringworm• Effective medication available• Medications work best when

conditions that are favorable to fungal growth are removed


Parasites

• Organisms that live on or in animals and people

• Common examples include pinworms, roundworms, head lice

• Effective medications are available for most


Ways Illnesses/Diseases are

Transmitted• Respiratory- through nasal/throat discharges (common cold, flu, strep, chicken pox)

• Fecal/Oral- through bowel movement, soiled hands or objects in mouth (salmonella, Hepatitis A)

• Direct Contact- contact with infected area or infested body area (impetigo, ringworm, lice, scabies)

• Blood borne- through blood contact (HIV/AIDS, Hepatitis B and C)


Serious Communicable Diseases

• Haemophilus Influenzae B (HIB)

• Hepatitis B/C

• Human Immunodeficiency Virus (HIV)

Health, Safety and Nutrition

Haemophilus Influenzae B (HIB)

• Is an infection that can lead to other conditions which can cause secondary infections in many areas of the body, including meningitis, pneumonia, epiglottis infection.

• Does not cause the flu• Is caused by a germ that spreads through coughing &

sneezing; common in children who are in close contact with one another.

• Since medical treatment for HIB is difficult, vaccination is important.

• 1 in 4 children who develop meningitis due to HIB suffer from mental retardation, permanent hearing damage or death.

• Epiglottis due to HIB occurs most often in children 2 to 4 years of age.

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Hepatitis B• Is an infection of the liver• It is vaccine-preventable with 3 doses of Hepatitis vaccines usually

given during the first 3 months of life.• Is most commonly spread from mother to infant at birth; or by

transmission include IV drug use using contaminated needles; sexual intercourse; & exposure of open wounds or mucous membranes to contaminated blood.

• Symptoms: fatigue, loss of appetite, jaundice, dark urine, light stools, nausea, vomiting, & abdominal pain.

• A serious infection in which premature death from liver cancer occurs in 15%-25% of persons with chronic infection.

• A person who has no symptoms is still infectious to others.

Hepatitis C • Disease of the liver• No vaccine available• Spread from infected mother to baby during birth; IV drug use; blood

transfusion -Same symptoms as above.

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Human Immunodeficiency Virus (HIV)

• Virus that causes an increasing loss of immune function that results in the body becoming unable to fight off infections.

• Most commonly spread by sharing contaminated needles for IV drug use, sexual intercourse, exposure to infected blood through blood transfusion, and from pregnant woman to fetus.

• Symptoms in children: failure to grow & gain weight; constant diarrhea without cause; enlarged liver & spleen; swollen lymph glands; constant thrush and Candida; pneumonia & other bacterial, viral, fungal & parasitic infections.

• Late stage of HIV is called Acquired Immunodeficiency Syndrome (AIDS)

• Many children are infected with HIV for years without developing symptoms.

• Once infected, a person becomes potentially infectious to others

for life.

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Most Common Childhood Illnesses• Chicken pox• Common cold• Flu• Diarrhea related diseases• Conjunctivitis• Giardiasis• Allergic reactions/anaphylaxis• RSV (Respiratory Synctial Virus)• Lice


Chicken Pox

• Slight fever• Fine blisters, first on scalp, then

on face and body


Chicken Pox


Common Cold

• Runny nose• Watery eyes• Chills• Malaise (ill feeling)• Usually no fever• Lethargic (sluggish)


Common Cold


Flu(Review the information on the Center for Disease Control (CDC) website (www.cdc.org) regarding flu pandemic in child care, frequently.)

• High fever• Chills• Headache• Sore throat• Muscle pain• Sneezing• Can develop chest pain and cough


Diarrhea-Related Disease

• Loose or watery stools• Nausea• Vomiting• Stomachache• Headache• Fever


Conjunctivitis

(Eye Infection; Pink eye)

• Red eye or eyes• Discharge from one or both

eyes• Crusted lid or lids


Pink Eye


Giardiasis

• Parasite found in the stools

• Diarrhea, bloating, abdominal cramps

• Weight loss and weakness


Allergic Reactions/Anaphylaxis

• Rashes• Swelling of Throat• Difficulty breathing


RSV (Respiratory Syncytial

Virus)

• Wheezing and cough• Blue color around lips• Rapid breathing


Lice

• Itchy scalp• Nits (eggs)• Small, red bumps or sores

from scratching


Head Lice


Ringworm

• Flat, spreading scaly, ring-shaped spots

• Reddish in color and elevated• Fungi that grows easily on moist,

warm surfaces


Ringworm


Key Point

Responding in a correct and timely manner when a child displays a symptom or symptoms of a communicable disease is an excellent way of preventing communicable diseases in a child care program.


Preventing Communicable Disease…

There are 3 main points to follow…


1. Isolate a child if the child has:

• Severe coughing• Difficult or rapid breathing• Stiff neck• Diarrhea• Temperature 101 degrees Fahrenheit or over• Conjunctivitis (Red eyelids or eyeballs and drainage)• Exposed or open skin lesions• Unusually dark urine• Gray or white stool• Yellowish skin or eyes

It is important to note that this is not a complete list. Be sure to consult the written policies of your child care program. It is also important to note that even though a child is isolated, they must be directly supervised.


• Essential factor in preventing spread of disease

• There are religious exemptions.

2. Immunizations


3. Universal Precautions (Key Point)

• Strategy which requires caregivers to treat blood or any bodily fluid of all persons as potential sources of infection.

• Its core principle is that proper hygiene & sanitary conditions are critical in communicable disease control


Universal Precautions• Use Universal Precautions when handling bodily fluids of any

kind. • Wear gloves.• Throw disposable gloves away after one use. • Do not get any bodily fluid in your eyes, nose, mouth, or near

an open sore.• Clean and disinfect any surfaces and mops that come into

contact with a bodily fluid (a common and inexpensive disinfectant is 1/4 cup of bleach to 1 gallon of water).

• Discard fluid and fluid-contaminated materials in a tightly secured bag.

• Wash your hands thoroughly after cleaning up bodily fluids.• Change diapers on non-porous/impermeable surfaces (usually

plastic).• Do not share personal hygiene items such as toothbrushes.• Use disposable sheaths on thermometers.• Wash linens and clothing that have become contaminated

separately from other laundry. Use 1/4 cup of bleach in the wash load. Place contaminated clothes in a tightly sealed bag to be taken home and washed.

• Do not allow babies and toddlers to share teething toys. Sanitize these after use.

• Teach children not to pick off scabs. • Cover open wounds on both children and

caregivers.


The most effective way of preventing the spread of

disease & germs is Proper Personal Hygiene

• Wear gloves• Proper diapering techniques• Proper hand washing (see appendix pages 272-274)


Key Point

Proper personal hygiene is the most effective way of preventing the spread of germs and diseases in a child care setting.


Your Response to Signs of Illness in

ChildrenDuring small group time, you notice Charles is having difficulty breathing and is wheezing. What do you do?



ChildrenDuring small group time, you notice Charles is having difficulty breathing and is wheezing. What do you do?

Assume this could be life-threatening.Call Charles’ parents and 911.



ChildrenAt the dramatic play center, you notice Chelsea scratching the back of her head vigorously. What do you do?



ChildrenAt the dramatic play center, you notice Chelsea scratching the back of her head vigorously. What do you do?

Check for lice, scabies, and/or rash.If there are lice, send Chelsea home with information. Sanitize dress-up clothes, carpet



ChildrenWhile at the sensory table, Chancie sneezes into the water. What do you do?



ChildrenWhile at the sensory table, Chancie sneezes into the water. What do you do?

Ask Chancie to blow her nose and wash her hands. Change the water at the sensory table and sanitize it. Make sure all children wash their hands before and after using the sensory table.



ChildrenLater in the day, the snack center is set up as a green grocery. Children come with a little straw basket to select crunchy vegetables for snack time. Chancie is shopping. He nibbles a few vegetables, but then complains of a stomach ache. What do you do?



ChildrenLater in the day, the snack center is set up as a green grocery. Children come with a little straw basket to select crunchy vegetables for snack time. Chancie is shopping. He nibbles a few vegetables, but then complains of a stomach ache. What do you do?

Monitor Chancie closely. He may be sick, or he may dislike the raw vegetables, and this morning’s sneeze was only coincidental.



ChildrenIn the free-art center, Chu-lin is helping a teaching assistant mix dry tempra powder. Suddenly, her face becomes red and she begins to cough. What should you do?



ChildrenIn the free-art center, Chu-lin is helping a teaching assistant mix dry tempra powder. Suddenly, her face becomes red and she begins to cough. What should you do?

This was a “trick” question. Do not mix dry tempra paint or dry paper mache in the presence of young children. Ask the class to discuss other hazards that may occur during art projects, such as accidental ingestion, allergic reactions, and accidents such as slips, falls, cuts, etc.



ChildrenAfter playing in an outdoor learning center, you notice blister-like sores on Chaka’s arm. What should you do?



ChildrenAfter playing in an outdoor learning center, you notice blister-like sores on Chaka’s arm. What should you do?

Understand that this might be the sign of a communicable illness or disease. Call the parents and suggest they seek prompt medical attention. Isolate the child until he is seen by a doctor.



ChildrenCharlotte ate very little at lunch today and now she has her head on a table, complaining of a stomachache. What should you do?



ChildrenCharlotte ate very little at lunch today and now she has her head on a table, complaining of a stomachache. What should you do?

Watch her closely and be ready to react to further signs of illness. Notify and discuss the signs with parents.



ChildrenChico is difficult to awaken after a long nap. He is warm to the touch, and then vomits as you lead him to the bathroom. What should you do?



ChildrenChico is difficult to awaken after a long nap. He is warm to the touch, and then vomits as you lead him to the bathroom. What should you do?

Understand that this might be the sign of a communicable illness or disease. Call the parents and suggest they seek prompt medical attention. Isolate the child until he is seen by a doctor.


Role of Sanitation In Preventing Illness

• In addition to practicing & encouraging children to practice good personal hygiene, it is just as important to clean & disinfect the child care environment.

• ¼ cup bleach in 1 gallon water; replace daily (appendix p 275-276)


Role of Proper Food Handling In Preventing Illness

• Clean utensils & equipment• Wholesome food• Correct storage & cooking temperatures• Clean & healthy workers• Safe food handling procedures• Cross contamination• Proper defrosting


Key PointSafe and sanitary food practices help keep a child care program free of germs and disease and include using clean utensils and equipment; serving clean, wholesome food; applying correct storage and cooking techniques; employing clean, healthy workers; and practicing safe food-handling procedures.


Key Point

The administration of medication in a child care program is governed by Chapter 65C-20 and Chapter 65C-22, Florida Administrative Code, and must conform to other statutes, regulations and procedures.


Role of Administering Medication

• Accepting medications• Storing medications• Administering medications• Documenting medications

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The Role of Administering Medicine in Preventing

IllnessWhat should caregivers pay attention to while administering medication?



IllnessWhat should caregivers pay attention to while administering medication?

Name of recipient, dose, route, time and date of last dose according to the child’s medication log, whether or not the medicine is in its original package, permission slip from parent with signature, and what person(s) in the program are authorized to administer medication.



IllnessWhy is it important to ensure that caregivers administer medication properly? What might the results of improperly administered medications be?



IllnessWhy is it important to ensure that caregivers administer medication properly? What might the results of improperly administered medications be?

Over- or under-dose, hindrance to treatment of condition; complications to illness.

(appendix 277-278)

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Module 2: A Safe Module 2: A Safe EnvironmentEnvironment


Why is a Safe environment important?

• A safe environment is important to assure children can move around a hazard free area where the potential for injuries is minimum.


Key Point

The characteristics of a safe child care environment are: potential hazards are at a minimum; the surroundings are neat and orderly; the children are constantly supervised; caregivers have knowledge of and practice safety policies and procedures; and having knowledge of the stages of children’s development.

In a safe environment, hazards are kept to a minimum.


Safety Hazard Hunt

Find the Hazards


First Aid Kits• Soap• Adhesive bandage strips or equivalent• Disposable non-porous gloves• Cotton balls or applicators• Sterile gauze pads and rolls• Adhesive tape• Thermometer• Tweezers• Pre-moistened wipes• Scissors• Current guide on First Aid and CPR (appendix 279)


Emergency Telephone Numbers

• 911• Poison Control Center: 1-800-222-

1222 (local)• Child Abuse Hotline: 1-800-96-

ABUSE• County Health Dept: 527-0068

• (appendix 280)


Poisoning

• Any substance that can cause harmful effects if used improperly is a potential poison.

• This includes plants and the venom of certain insects and animals.

• No one is immune to poisoning, and small children are especially at risk.


Key PointTo prevent poisoning, keep chemicals out of children’s reach, follow safe food-handling procedures, obey directions found on medicine labels, and teach children not to place unfamiliar items (plants, liquids, objects etc.) in or near their mouths.


Poison Hazards by Seasons

• Spring & Summer: insecticides and garden chemicals; snakes & spiders; plants/bulbs/seeds; leaves/berries/ flowers; wild mushrooms; gasoline; cleaning products; picnic food; etc

• Fall & Winter: antifreeze; leaves/ berries/bulbs; cold/flu medication; improperly handled food; holiday items (holly, mistletoe, poinsettias, tinsel); etc


“Look Alikes”• Medicine can look like candy.• Powdered Cleanser can look like

powdered sugar.• Lamp oil or rubbing alcohol like

bottled water.• Pine cleaner can look like apple

juice.• Motor oil can look like honey.• Shaving cream can look like

whipped cream.• Alcoholic beverages and mouth

wash can look like juice drinks.• Dishwashing liquids can look like

sports drinks.• Hazardous sprays such as pesticides

can be mistaken for hairspray.


In the event of an accident or poisoning, it is important to document the accident or incident in full detail.


Accidents & Injuries• What sorts of accidents/injuries are

common in a child care setting? Falls, bumps & collisions, bites from other children, injuries on the playground, etc.

• Sometimes, the physical environment & the children’s behavior play major roles in the occurrence of an accident or injury.

• Sometimes, an accident/injury may have been prevented. By using good safety practices with toys, equipment, cribs, etc.


Sudden Infant Death Syndrome

While we are studying crib safety, it is a good time to talk about SIDS, or Sudden Infant Death Syndrome. SIDS is not a cause of death, but rather a classification for a manner of death.

Does anyone know the memory aid that helps us to remember how to place a baby in a sleeping position?


Sudden Infant Death Syndrome

(appendix 282)


Key Point

A child’s response to an injury or accidents depends on the adults and others around him.


Support for Injured Children

• Always be honest, but positive. Using positive words and non-verbal behaviors will help the child remain calm. Do not tell the child that something will not hurt if it will or if you do not know if it will or not.

• Remain calm. Being prepared for emergencies will help you achieve this. After the incident is over, and you are out of the child’s sight, you may (or may not) “fall apart.” Allow yourself to have a natural reaction to what you have just witnessed.

• Treat the child as a person. Do not ignore the injury or the child’s feelings.



• Encourage the child to express his or her feelings. It is normal to cry when frightened or injured. Do not tell him not to cry or shame him for doing so.

• Allow the child to have as much control as possible. For example, ask, “Do you want to look at it?” and “Would you like me to stay here with you?” Let the child hold a brown cloth over an area that is bleeding. (A brown cloth will not show blood.)



• Encourage the child to talk or think about something pleasant. Talk about a favorite pet or activity, sing songs, or tell stories.

• Explain unfamiliar procedures and equipment step-by-step. Children react better when they understand what is going on. (Adults do too!) Do not ignore the presence of “scary” people or things. Do not say, “That? Oh, that’s nothing. Ignore it.”


Support for Injured Children• Determine the advantages and

disadvantages of your presence during treatment. Often, medical staff can do a quicker and more thorough job if you leave the room. Ask the child what her preference is, and ask staff if you can accommodate that wish. If you leave the room, do not take all of your belongings, so the child will know you’re coming back. Tell the child where you will wait. Console her right after treatment.

• Bring a favorite toy or blanket to the emergency room.


Support for Injured Children• Tell them that the doctors and nurses help

people and take care of them when they are sick or hurt.

• Take an “emergency bag” with you to the hospital that contains paper, crayons, story books, small toys, and similar items.

• Watch your language! Be alert to what you say and how you say it. If you say, “We are going to sew up the cut on your arm,” the child may imagine the sewing machine he sees at home. Instead, say, “The doctor is going to fix your cut and you are going to feel better after he does that.” Avoid all medical terms. Say, “Let me help you to hold still,” not “We are going to hold you down.”



• Talk to the child at eye level. Children are empowered when they look at and talk to adults on an eye-to-eye level. Don’t stand over an injured child to talk to him.

• After treatment, the child may have a possible regression in behavior. He may be suddenly sucking his thumb and wetting his bed; she may develop a fear of strangers or become aggressive. Recommend a psychological service if the behavior is hurting himself or other people, or if it is prolonged.



• After treatment, encourage the child to role-play and talk about how he feels. This will bring about closure and help the caregiver become aware of any issues the child might have. Consider using the experience in a learning center activity so that any children who witnessed the accident or injury can have closure as well.


Preventing Injury & Accidents

• Systematic way of recognizing hazardous situations & taking preventative measures: a checklist (see chart in appendix 283-288)

• How to make it safer? (playground, electrical outlets, restroom,etc)


Key Point

The caregiver has important roles in injury prevention, and it is their responsibility to secure a safe environment for the children in their care.


Safe Talk

• To encourage safe behavior with children use the words “safe” and “safety” around them as much as possible.

• Examples: “walk slowly and safely in the classroom”


Emergency Procedures• Should have written plans• Evacuation (teacher to escort

children; follow escape route; gather at designated meeting place; call roll of children & staff)

• Fires• Weather emergencies• Lockdown procedures• Shelter-in-place procedures• Should have drills (appendix 289)


Key Point

Caregivers should familiarize themselves with their child care program’s emergency procedures and evacuation drills.


Key Point

Transportation safety requirements state that children 3 and under must be secured in a federally approved child-restraint seat. Children 4 through 5 must be secured by either a federally approved child-restraint seat or seat belt. Violation of these requirements can result in fines and points on a driver’s record.

“Child-restraint Seats, Safety Belts and the Law”


Child-restraint Seats, Seat Belts & the Law

Fl Law has 3 main provisions:• All drivers & front-seat passengers must

use seat belts at all times. All passengers under 18 sitting in rear seat must wear a seat belt at all times.

• Children 0-3 yrs must ride in a properly installed, Federally-approved child-restraint seat.

• Children 4 & 5 yrs must use a properly installed, Federally-approved child-restraint

• seat or seat belt.


Child-restraint Seats, Seat Belts & the Law

Fines & Points for failing to observe the law which vary county to county.

Each community has trained car seat installers – contact your local Health Department for a resource in your

• area.


Child-Restraint Seats

4 Key Points to Installing:• Location (where in the vehicle seat

is placed)• Direction (way the car seat is facing

inside the vehicle)• Seat Belt Path (the way the belts

are threaded through the seat’s slots)

• Tightness (how firmly the seat is held in place)

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Module 3: Children and Module 3: Children and NutritionNutrition


Physical Development and Nutrition

Nutrition is the process of nourishing or being nourished by the foods we eat and how our bodies use them. The food needs of infants, babies and children are essential for their growth and development.

Food experiences also have an impact on:

• Social skills or behaviors during meal times• Motor skills or dexterity in handling utensils and

foods• And more, as we will see in this module.


Key Point

Each age group has specific nutritional needs that supply essential resources their bodies must have to grow and develop.


Consider Children’s Developmental Skills

Related to Eating

• Mouth patterns• Hand & body skills• Feeding skills & abilities

Refer to Chart in note packet (p244)


NEVERProp A Bottle.

Why?


• Must support mother’s decision to breastfeed.

• Working together, results are well worth the effort.

(see page 245)

Caregiver’s Role in Breastfeeding


Benefits of Breastfeeding

• AAP recommends that mothers breastfeed their babies for at least 1 yr.

• The optimal food for any infant is its own mother’s milk; it is the only food an infant needs in the first 4 to 6 months of life.

• Helps develop a secure, nurturing & loving relationship between a mother & her child.

• Is ready-to-feed and needs no additives.• Does not cost anything.• Breast-fed infants do not get as sick as often as

formula-fed infants.• Breast-fed infants do not have constipation or

diarrhea as often as formula-fed infants.

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Facts about Breast Milk

• Milk should be slightly bluish in color & should look thinner that cow’s milk.

• Breast milk is more easily digested than cow’s milk, so the infant should be fed more often, usually every 1-1/2 to 3 hours. Caregivers should ask each mother how often their child needs to be fed; document.

• Refrigerate containers of breast milk. Mature milk (not colostrum, which is the milk that first arrives for newborns) can be kept up to 8 days in the refrigerator, & up to 2 weeks in the freezer. Label with dates; use the oldest milk first.

• To begin feeding, hold container of milk under warm running water for a few minutes until it is lukewarm to the touch. NEVER heat breast milk on the stove or microwave, this destroys the nutrients.

• Very gently shake the container.• Ask the child’s mother to give you small containers of milk (2 -

3 oz) since left-over milk should be thrown away.

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Good Nutrition

• Based on good eating habits, and these should be established during infancy

• Different guidelines for the different ages.

• Many guidelines are also licensing requirements

• See pg 290-291 (appendix)


Key Point

When the right foods are introduced at the right time, nutritional needs are met, and skills develop properly.


Videotape: Nutrition for Infants and Children

Let’s take a closer look at the nutritional needs of children by watching “Nutrition of Infants and Children.”

As we watch the video, look for these key words and phrases:

• “5 a day”• Allergies• Vegetarianism• Balanced diets• Obesity


Video Notes


MyPlate

www.choosemyplate.gov


MyPlate

USDA wants you to know about eating healthy:-make half of your plate fruits & vegetables.-make at least half of your grains whole grains.-select a variety of protein foods to improve nutrient intake & health benefits.-switch to fat-free or low-fat milk.

126


MyPlate

Tips for planning a healthy diet at a child care program:-offer different foods from day to day-serve food in small portions at scheduled meals & snacks-choose healthy snacks-make smart beverage choices-put a daily food plan into action with meal and snack ideas

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The USDA provides guidance on daily requirements for each food group that is based on age, gender, physical, and activity levels. But these requirements need to be translated into a daily food plan that includes foods that children will eat.


The MyPlate Food Guide

What are the major food groups in the MyPlate Food Guide?


The MyPlate Food Guide

What are the major food groups in the MyPlate Food Guide?

Grains, Vegetables, Fruits, Dairy, and Protein.




Key Point

Nutritional snacks and meals should be planned around guidelines established by the U.S. Department of Agriculture.


Roles of the Adult & Child at Mealtime

• Adult: ensure mealtimes are enjoyable, stress-free occasions during which children can learn & practice important social skills; etc

• Child: learn about nutrition, learn & practice social skills; know when they are full; etc

• See p303 appendix


After meals, reinforce tooth brushing as a way to prevent tooth decay and other problems with the mouth, teeth, and gums.

Cavities are prevented by practicing:• Healthy eating habits• Healthy drinking habits• Proper cleaning of the teeth


Inappropriate FoodsWays to Avoid Choking:

1. Monitor and supervise meals and snack times • Make sure children eat slowly.• Provide a calm, relaxed eating environment.• Encourage them to sit quietly in their places.• Remind them to chew food well before

swallowing and to eat small bites.• Teach them not to talk with their mouth full,

because they could inhale it into their “airway” that way.


Inappropriate Foods

2. Fix foods so they are easy to swallow

• Grind up tough foods.• Cut food into small pieces or thin strips.• Cut round foods, such as hot dogs, into strips

rather than slice them into round pieces.• Remove all bones from fish, chicken, and

meat.• Cook food until it is soft.• Take out seeds and pits from fruits.


3. Do Not serve foods you suspect will be a choking hazard.

What foods are:…1-firm, smooth, and/or slippery?

2-small, dry and hard?

3-sticky or tough?


1- hot dogs, hard candy, peanuts, grapes

2-popcorn, corn chips, nuts, seeds, small pieces of raw carrot

3-peanut butter, meat, raisins, dried fruit, some kinds of candy


Choking

Occurs when food is inhaled directly in the airway

Occurs most often in infants and young children because the airway is not always blocked off properly when swallowing. This allows food to enter the airway and prevents breathing.


Key Point

When helping a choking child, it is as important to know what not to do as it is to know what to do.


How to Help a Choking Child

• If child is coughing, allow him to cough, but watch closely

• If not coughing, unable to speak or cry; turning blue, Call 911!

• If trained, use the Heimlich Maneuver

• Never leave choking child alone


What NOT to do…• Don’t hit child’s back• Don’t attempt First Aid or Heimlich

Maneuver unless you are trained to perform it

• Don’t finger-sweep mouth-you can push object further inside mouth

• Don’t shake child or have child put their head between their knees

• Don’t panic in front of child

Documents

1 Health, Safety and Nutrition Module 1: A Healthy Environment