Chapter 11: Tools for Promoting Good Health in Children

1. Chapter 11: Tools for Promoting Good Health in Children © 2007 by Thomson Delmar Learning

2. Health Policies Needed • Observations about the child’s health, habits, and behaviors help in the early detection of problems • A teacher should be aware that development takes place in a holistic manner so that all the contexts should be considered © 2007 by Thomson Delmar Learning

3. Health Policies • For appraisals, screening, and assessment • Appraisal = regular process of evaluation • Screening = to select or evaluate through a particular process • Assessment = in-depth appraisal to determine whether a particular health or development condition exists © 2007 by Thomson Delmar Learning

4. Health Policies (continued) • Important for observing, recording, and evaluating health • early intervention to prevent problems and lessen impact • Teacher is the primary health assessor • daily contact • communicates with parent • participant observer © 2007 by Thomson Delmar Learning

5. Health Policies (continued) • Policies needed for: • record keeping • assessing a child’s health status • Implications for teachers © 2007 by Thomson Delmar Learning

6. Recording Health Status of Children • Precise words • Describe using adjectives that clearly explain what was observed • Mary has a rash (not precise) • Mary has a red, bumpy rash on her trunk and forearms that appears to be oozing (precise) © 2007 by Thomson Delmar Learning

7. Recording Health Status of Children (continued) • Observation = primary means of data collection • Record keeping management tools • precise words • type of record • child care situation © 2007 by Thomson Delmar Learning

8. Recording Health Status of Children (continued) • Types of records • anecdotal • running record • checklist • time sampling • event sampling • technology (audio, visual, etc.) © 2007 by Thomson Delmar Learning

9. Recording Health Status of Children (continued) • Early childhood education environment • child care center • family child care • elementary (kindergarten) ed • in-home/nanny care © 2007 by Thomson Delmar Learning

10. Assessing a Child’s Health Status • Daily quick health check • General health appraisal • medical home • health consultant • Screening for growth and development norms • Mental health appraisal • Nutritional assessment © 2007 by Thomson Delmar Learning

11. Assessing a Child’s Health Status (continued) • Daily Quick Health Check • Observe for • severe coughing, sneezing • activity level • discharge from nose, eyes, and ears • breathing difficulties • sores Look, Listen • swelling or bruising Feel, Smell • unusual spots or rashes • general mood/unusual behavior • skin color © 2007 by Thomson Delmar Learning

12. Assessing a Child’s Health Status (continued) • General health appraisal • Used when warning signs of illness or health observed • Frequent recurring conditions • Seek the parent’s permission to contact health consultant • Child may be referred to physician © 2007 by Thomson Delmar Learning

13. Screening for Growth and Developmental Norms • Weight and height • failure to thrive • Motor development • gross • fine motor skills • Vision • nearsightedness • amblyopia • strabismus © 2007 by Thomson Delmar Learning

14. Screening for Growth and Developmental Norms (continued) • Hearing • audiologist • Speech and language • expressive language • ability to understand • caution signs © 2007 by Thomson Delmar Learning

15. Reality Check—Effects of Lead Poisoning on Children • Effects • Mild to severe effects • nervous system, brain, growth • cognitive deficits = inability to concentrate or learn • 6 times more likely to have reading disabilities • Lead poisoning knows no bounds: • 74% of houses built before 1980 have lead-based paint • Paint chips and dust are culprits • Children put things in their mouths • Play in dirt • Window seals © 2007 by Thomson Delmar Learning

16. Reality Check—Effects of Lead Poisoning on Children (continued) • Number one environmental threat • 5% of all children have levels that can cause cognitive deficiencies • African American and inner-city children most likely to be affected • One in 6 children under the age of 6 years had lead poisoning • Inner cities—may be 1 of 2 children affected © 2007 by Thomson Delmar Learning

17. Reality Check—Effects of Lead Poisoning on Children (continued) • Absorbed into bloodstream • Teachers should • provide diet that is rich in iron and calcium • use frequent hand washing • wash toys, floors, fruits, and veggies © 2007 by Thomson Delmar Learning

18. Screening for Growth and Developmental Norms (continued) • Mental health • at risk indicators (Table 11-10) • Nutritional intake and deficiencies • 24-hour dietary recall (Table 11-11) • food frequency questionnaire (Table 11-12) © 2007 by Thomson Delmar Learning

19. Reality Check—Poverty and Childhood • 12 million children live in poverty • One half of single-parent families with children live in poverty • Largest growing segment of homeless = families with children • 40% © 2007 by Thomson Delmar Learning

20. Reality Check—Poverty and Childhood (continued) • Poverty can result in • poor health • lower blood iron levels; more dental and vision problems; higher lead levels; more frequent, more severe, and longer-lasting infectious diseases; emergency medical treatment; emotional and behavioral problems; more likely exposure to drug/alcohol abuse • Lack of safety • unsafe housing, unsafe neighborhoods, lead exposure © 2007 by Thomson Delmar Learning

21. Reality Check—Poverty and Childhood (continued) • Poor nutrition • Basic needs may not be met; inadequate nutrition • Effects of poor nutrition • school performance • relationship of poor motor/mental development and anemia • school nutrition program supplements = positive effects • Also contributes to emotional and behavioral problems © 2007 by Thomson Delmar Learning

22. Reality Check—Poverty and Childhood (continued) • Teachers can have a profound effect • Provide safe environment that screens for nutritional and health problems • Help families access resources • Offer emotional stability © 2007 by Thomson Delmar Learning

23. Implications for Teachers (continued) • Observation • What: • Cultural differences • Is child at risk? • Does child have special needs? • Has there been a recent event that may affect behavior? © 2007 by Thomson Delmar Learning

24. Implications for Teachers (continued) • How: • Scientist = observe • Inspector = sort out feelings from data • Artist = use observation to take action and support the development and interests of child • How also includes: • Look, listen, feel, and smell © 2007 by Thomson Delmar Learning

25. Implications for Teachers (continued) • When: • Quick check = daily at beginning • Ongoing • Monthly, quarterly, yearly © 2007 by Thomson Delmar Learning

26. Implications for Teachers (continued) • Education • Teachers have base of knowledge • For Families • Share information with parents • Use health consultant • Make referrals as necessary © 2007 by Thomson Delmar Learning

27. Implications for Teachers (continued) • Cultural Competence • Remember ESL may affect child’s norm • check for native language • Any discussion should be sensitive • Dietary patterns are different • Seek knowledge of customs © 2007 by Thomson Delmar Learning

28. Implications for Teachers (continued) • Supervision = carry out record keeping and assessments regularly • Establish communication system © 2007 by Thomson Delmar Learning