This document provides information on preventing injuries in child care settings. It discusses common causes of injuries for different age groups and developmental stages. Specific safety topics covered include SIDS, shaken baby syndrome, burns, choking, falls, and poisoning. Throughout, it emphasizes the importance of close supervision, childproofing the environment, and being aware of safety risks tailored to a child's abilities at different ages.
PREVENTION OF ACCIDENTS AMONG CHILDRENS. SANJAY SIR
It is uploaded to create awareness regarding prevention of accidents in children in various age groups among general public. it also helps nursing & paramedics educator to teach their students.
Sudden Infant Death Syndrome (SIDS) is the unexplained death of a seemingly healthy baby less than a year old, usually during sleep. Fulfill your licensing requirements for SIDS and crib safety with this 1-hour course. Participants will examine the best practices for safe sleep, Sudden Infant Death Syndrome (SIDS), and Shaken Baby. Explore prevention and risk factors, review strategies to support families, and promote protective factors. Participants will learn how to minimize the risk to children within their care.
The document discusses accidents in children and provides information on common injuries, risk factors, and prevention strategies across different age groups. It finds that motor vehicle accidents are the leading cause of death in older children. Risk factors include sex, temperament, stress, substance use, and prior injuries. Prevention requires forethought, time, and discipline from parents and caregivers. Specific prevention strategies are outlined for injuries common in infants/toddlers, preschoolers, school-aged children, and adolescents, such as falls, burns, drowning, and motor vehicle accidents. Nurses can help by providing health education, a safe environment, and emergency care.
Child care provider's guide to safe sleepLance Cassell
This document provides guidelines for child care providers to reduce the risk of SIDS. It recommends that providers create and enforce a safe sleep policy requiring all infants under 1 be placed on their backs to sleep. Soft objects, loose bedding, and toys should not be in the crib. Providers should educate parents and staff about the importance of safe sleep practices to reduce SIDS risk.
The document discusses various topics in child development including the role of fathers, stranger and separation anxiety, emotions, socialization, and parental influence. It notes that fathers are now more involved in child rearing and their support is beneficial. Separation anxiety typically involves protest, despair, and detachment phases as infants struggle with parents leaving. Parental influence on socialization includes direct teaching, modeling behavior, and control over the child's environment and activities. Socialization involves learning social and behavioral norms.
During the first year of life, infants undergo significant physiological, cognitive, social, and emotional development. Physically, babies' weight typically triples by their first birthday as they learn to eat, digest food, regulate body temperature, and develop motor skills. Cognitively, infants progress from reflexes to object permanence and the beginnings of language and reasoning. Socially and emotionally, infants form attachments, learn trust versus mistrust, and develop a sense of self. Meeting infants' needs for nutrition, safety, and secure attachments during this critical period helps support healthy development.
This document provides an overview of pediatric nursing concepts related to growth and development. It discusses factors that influence child development such as heredity, nutrition, relationships and the environment. Several developmental theorists are summarized, including Erikson's stages of psychosocial development and Piaget's stages of cognitive development. The importance of play in child development is explored, as well as anticipatory guidance, hospitalization considerations, pediatric assessments and procedures.
Biting is a common behavior among children ages 1-3 as they learn about their world. It can occur for reasons such as teething pain, curiosity, seeking attention, or frustration. Educational Playcare recognizes biting as developmentally appropriate but upsetting. Their approach is to understand the underlying cause, notify families of incidents, and work with families to identify situations that trigger biting and develop effective responses rather than punishment. This includes providing appropriate outlets for strong feelings, communication tools, supervision during risky situations, and maintaining predictable routines and activities to reduce stress.
PREVENTION OF ACCIDENTS AMONG CHILDRENS. SANJAY SIR
It is uploaded to create awareness regarding prevention of accidents in children in various age groups among general public. it also helps nursing & paramedics educator to teach their students.
Sudden Infant Death Syndrome (SIDS) is the unexplained death of a seemingly healthy baby less than a year old, usually during sleep. Fulfill your licensing requirements for SIDS and crib safety with this 1-hour course. Participants will examine the best practices for safe sleep, Sudden Infant Death Syndrome (SIDS), and Shaken Baby. Explore prevention and risk factors, review strategies to support families, and promote protective factors. Participants will learn how to minimize the risk to children within their care.
The document discusses accidents in children and provides information on common injuries, risk factors, and prevention strategies across different age groups. It finds that motor vehicle accidents are the leading cause of death in older children. Risk factors include sex, temperament, stress, substance use, and prior injuries. Prevention requires forethought, time, and discipline from parents and caregivers. Specific prevention strategies are outlined for injuries common in infants/toddlers, preschoolers, school-aged children, and adolescents, such as falls, burns, drowning, and motor vehicle accidents. Nurses can help by providing health education, a safe environment, and emergency care.
Child care provider's guide to safe sleepLance Cassell
This document provides guidelines for child care providers to reduce the risk of SIDS. It recommends that providers create and enforce a safe sleep policy requiring all infants under 1 be placed on their backs to sleep. Soft objects, loose bedding, and toys should not be in the crib. Providers should educate parents and staff about the importance of safe sleep practices to reduce SIDS risk.
The document discusses various topics in child development including the role of fathers, stranger and separation anxiety, emotions, socialization, and parental influence. It notes that fathers are now more involved in child rearing and their support is beneficial. Separation anxiety typically involves protest, despair, and detachment phases as infants struggle with parents leaving. Parental influence on socialization includes direct teaching, modeling behavior, and control over the child's environment and activities. Socialization involves learning social and behavioral norms.
During the first year of life, infants undergo significant physiological, cognitive, social, and emotional development. Physically, babies' weight typically triples by their first birthday as they learn to eat, digest food, regulate body temperature, and develop motor skills. Cognitively, infants progress from reflexes to object permanence and the beginnings of language and reasoning. Socially and emotionally, infants form attachments, learn trust versus mistrust, and develop a sense of self. Meeting infants' needs for nutrition, safety, and secure attachments during this critical period helps support healthy development.
This document provides an overview of pediatric nursing concepts related to growth and development. It discusses factors that influence child development such as heredity, nutrition, relationships and the environment. Several developmental theorists are summarized, including Erikson's stages of psychosocial development and Piaget's stages of cognitive development. The importance of play in child development is explored, as well as anticipatory guidance, hospitalization considerations, pediatric assessments and procedures.
Biting is a common behavior among children ages 1-3 as they learn about their world. It can occur for reasons such as teething pain, curiosity, seeking attention, or frustration. Educational Playcare recognizes biting as developmentally appropriate but upsetting. Their approach is to understand the underlying cause, notify families of incidents, and work with families to identify situations that trigger biting and develop effective responses rather than punishment. This includes providing appropriate outlets for strong feelings, communication tools, supervision during risky situations, and maintaining predictable routines and activities to reduce stress.
This document provides information on parenting a toddler, including their physical, emotional, and cognitive development. It discusses safety measures to prevent accidents, recommendations for nutrition, daily activities like dressing/bathing/sleep, and common behavioral issues such as temper tantrums. The role of nurses in caring for healthy or ill toddlers is also outlined, with examples of nursing actions to support the toddler's development and sense of autonomy in various areas such as medication, rest, stimulation, and elimination.
Hospitalization can be stressful for children of all ages due to separation from parents and familiar routines. Younger children may experience separation anxiety while older children worry about missing school or peer activities. Providing family-centered care, frequent family visits, play activities, and explaining medical procedures can help lessen children's stress during hospitalization. Therapeutic play tailored to children's developmental stages allows them to express feelings, learn coping skills, and feel a sense of normalcy and independence despite illness.
Infants between 0-1 years old reach developmental milestones in skills like smiling, crawling, and walking. During the first year, babies learn vision, exploration, cognition, language, and form bonds with caregivers. Parents can help by talking, singing, reading, praising, cuddling, playing, and ensuring safety.
New microsoft office power point presentationحازم عجمى
The document discusses common causes of injury in children and prevention and first aid measures. It covers falls, drowning, burns, poisoning, choking/suffocation. For each it provides the typical causes, prevention tips like removing hazards, close supervision, and first aid instructions like checking breathing/circulation, treating wounds, calling for help without moving patient. Prevention focuses on removing hazards, close supervision of children, and safety measures around the home. First aid emphasizes not panicking, checking breathing/pulse, treating injuries appropriately, and calling for emergency help.
Module 1 Introduction to Safety and Injury Prevention.pptxEarlene McNair
The document discusses safety and injury prevention in early care and education settings. It begins with learning objectives about common injuries, safety hazards, prevention, and reporting requirements. Falls are the most common injury among young children. Drowning is the leading cause of preventable death for children ages 1-4. Providers must be trained in pediatric first aid and CPR, recognize safety hazards, and report any serious injuries. Preventing injuries requires adequate supervision, safe environments, and removing hazards like choking risks or fall risks.
This document provides an introduction to safety and injury prevention in early care and education settings. It discusses the leading causes of injury for young children, including falls, choking, drowning, and burns. Common safety hazards like elevated surfaces, furniture tipping, and electrical outlets are identified. The document also outlines legal reporting requirements for injuries. It emphasizes that injuries are preventable through safe supervision, recognizing hazards, and maintaining safety standards in facilities.
This document provides an overview of infant development from birth to 2 years old. It discusses the major aspects of development during infancy including perceptual, motor, cognitive, social/emotional, and psychosocial development. Key topics covered include Piaget's sensorimotor stages of cognitive development, Erikson's stage of trust vs. mistrust, and Freud's oral psychosexual stage. Growth milestones are also outlined for 4 months, 9 months, and 12 months.
Developmental psychology studies physical, cognitive, and social changes across the lifespan from infancy to old age. There are three major issues in developmental psychology: the influence of nature and nurture on development, whether development is gradual or stage-like, and the stability or change of personality over time. Prenatal development proceeds from zygote to embryo to fetus. After birth, infants develop motor skills, cognition through stages, and social attachment to caregivers. Adolescence marks the transition from childhood to adulthood.
This document discusses strategies to reduce the risk of sudden infant death syndrome (SIDS). It notes that placing babies on their backs to sleep rather than on their stomachs or sides has reduced SIDS deaths by over 50%. Additional recommendations include using a firm sleep surface without loose bedding or toys, rooming babies separately from parents to avoid bedsharing, maintaining a smoke-free environment, breastfeeding if possible, and using pacifiers. The document also identifies groups at higher risk for SIDS such as premature or African American infants.
Brain-Research, Attachment Issues and Sensory Integration(Revised).pptxMarhaKmbnAdilon
Brain research examines multiple disciplines to understand brain function and neural circuits. The brain controls important body functions and behaviors. Recent research shows children and adults process memories differently, with children creating separate memories rather than integrated ones. Glial cells, in addition to neurons, play a role in learning and memory in mice. High-quality early education is linked to later success in STEM fields. Increased neocortex surface area contributed to human intelligence, and disorders can develop when this does not occur properly. Live performances better engage babies than recordings. Math class improves brain plasticity in teenagers. Prenatal mindfulness and spanking may affect infant brain development and response. Working memory utilizes multiple synapses.
This document discusses various behavioral disorders in children including habit disorders, emotional disorders, eating disorders, repetitive behaviors, temper tantrums, school phobia, speech disorders, tics, oppositional defiant disorder, conduct disorders, and attention deficit hyperactivity disorder. It describes the characteristics and potential causes and management strategies for each disorder.
hospitalizedchild-170408032024.pptx power pointKittyTuttu
This document discusses the meaning and effects of illness and hospitalization at different developmental stages in children. It also provides guidance on preparing children for hospitalization and strategies for nursing care of hospitalized children and families. The key points are:
1) Illness and hospitalization can cause emotional trauma in children due to separation from parents, changes in routine, and fears of bodily harm that vary by developmental stage.
2) When preparing children for hospitalization, it is important to explain the situation in a way they can understand and allow parents to be involved in care.
3) Nursing care should aim to minimize separation, fear, and disruption to normal development through practices like family centered care and play activities tailored to developmental
This document discusses the use of restraints for infants and children in medical settings. It defines restraints as devices that limit freedom of movement and notes they should only be used when necessary, never as a substitute for observation. Common types of restraints are described for different purposes like immobilizing extremities during procedures. Risks of restraints include physiological and psychological effects from prolonged immobility. Guidelines are provided for safe and appropriate use of restraints.
This document provides information on approaches to pediatric emergencies. It discusses assessing children of different ages, from neonates to adolescents. Common medical issues are reviewed for each age group. The document also covers pediatric trauma, including abuse assessment, and neurological emergencies like seizures, meningitis, and Reye's syndrome. Responding to pediatric emergencies requires developmentally appropriate approaches and consideration of age-specific illnesses and injuries.
This document provides guidance on approaches to pediatric emergencies and assessments. It emphasizes gaining the child's trust and cooperation through gentle, honest communication. Exams should involve the parent and avoid causing pain until the child is comfortable. Injuries are often due to accidents, but abuse requires a careful exam and history that is inconsistent with the reported events.
This document discusses developmental psychology and the stages of human development from infancy to old age. It covers principles of development such as development being continuous and influenced by both maturation and learning. Key developmental stages are outlined, including typical ages, characteristics, and tasks. Factors influencing development like genetics, environment, and life events are also examined. The needs of children in different stages like infancy and early childhood are explored, along with the important role of nurses in meeting these needs.
This document provides information on human development across the lifespan. It begins with an introduction to developmental psychology and outlines the main stages of development from infancy to late adulthood. For each stage, it describes key physical, cognitive, psychosocial, and psychological characteristics. The roles of nurses in caring for individuals at different developmental stages are also discussed. Factors that influence development and developmental tasks for different periods are explained.
This document provides information on human development across the lifespan. It begins with an introduction to developmental psychology and outlines the main stages of development from infancy to late adulthood. For each stage, it describes key physical, cognitive, psychosocial, and psychological characteristics. The document also discusses factors that influence development and developmental tasks. Overall, it serves as a comprehensive overview of the processes and milestones involved in human growth and aging.
During the first year of life, infants experience significant physical, cognitive, linguistic, and emotional growth and development. Caregivers monitor an infant's physical growth through regular checkups and maintaining a growth chart. Infants develop motor skills and learn to grasp objects and sit up on their own. Establishing routines for sleeping, eating, and playtime is important for development. Infants begin to understand language and may say their first words by the end of the year. Their brains grow rapidly, so interaction and reading are encouraged over excessive TV time. Caregivers should ensure infant safety by maintaining a secure environment, using approved car seats correctly, and preventing hazards like choking, burns, and falls. When infants are sick or hospitalized
Child's Health and Development (Birth to 6 years)Putri Marlina
Each child is unique. Growth and development stages are sequential, variable, and individual. The stages occur in the same order in all children but there are differences in how long the stages last and in the characteristics of an individual child within each stage.
This document outlines a curriculum for managing infectious diseases in early education and child care settings. It discusses various tools and strategies for preventing the spread of infectious diseases, including promoting health among individuals through nutrition, exercise, immunizations and managing risks for those with special needs. It also addresses controlling infections in facilities through proper design and sanitation practices. Regular hand washing, cleaning and disinfecting surfaces, and excluding sick children and staff are emphasized. Record keeping of immunizations and policies for informing parents and staff of illnesses are also covered.
This document provides information on parenting a toddler, including their physical, emotional, and cognitive development. It discusses safety measures to prevent accidents, recommendations for nutrition, daily activities like dressing/bathing/sleep, and common behavioral issues such as temper tantrums. The role of nurses in caring for healthy or ill toddlers is also outlined, with examples of nursing actions to support the toddler's development and sense of autonomy in various areas such as medication, rest, stimulation, and elimination.
Hospitalization can be stressful for children of all ages due to separation from parents and familiar routines. Younger children may experience separation anxiety while older children worry about missing school or peer activities. Providing family-centered care, frequent family visits, play activities, and explaining medical procedures can help lessen children's stress during hospitalization. Therapeutic play tailored to children's developmental stages allows them to express feelings, learn coping skills, and feel a sense of normalcy and independence despite illness.
Infants between 0-1 years old reach developmental milestones in skills like smiling, crawling, and walking. During the first year, babies learn vision, exploration, cognition, language, and form bonds with caregivers. Parents can help by talking, singing, reading, praising, cuddling, playing, and ensuring safety.
New microsoft office power point presentationحازم عجمى
The document discusses common causes of injury in children and prevention and first aid measures. It covers falls, drowning, burns, poisoning, choking/suffocation. For each it provides the typical causes, prevention tips like removing hazards, close supervision, and first aid instructions like checking breathing/circulation, treating wounds, calling for help without moving patient. Prevention focuses on removing hazards, close supervision of children, and safety measures around the home. First aid emphasizes not panicking, checking breathing/pulse, treating injuries appropriately, and calling for emergency help.
Module 1 Introduction to Safety and Injury Prevention.pptxEarlene McNair
The document discusses safety and injury prevention in early care and education settings. It begins with learning objectives about common injuries, safety hazards, prevention, and reporting requirements. Falls are the most common injury among young children. Drowning is the leading cause of preventable death for children ages 1-4. Providers must be trained in pediatric first aid and CPR, recognize safety hazards, and report any serious injuries. Preventing injuries requires adequate supervision, safe environments, and removing hazards like choking risks or fall risks.
This document provides an introduction to safety and injury prevention in early care and education settings. It discusses the leading causes of injury for young children, including falls, choking, drowning, and burns. Common safety hazards like elevated surfaces, furniture tipping, and electrical outlets are identified. The document also outlines legal reporting requirements for injuries. It emphasizes that injuries are preventable through safe supervision, recognizing hazards, and maintaining safety standards in facilities.
This document provides an overview of infant development from birth to 2 years old. It discusses the major aspects of development during infancy including perceptual, motor, cognitive, social/emotional, and psychosocial development. Key topics covered include Piaget's sensorimotor stages of cognitive development, Erikson's stage of trust vs. mistrust, and Freud's oral psychosexual stage. Growth milestones are also outlined for 4 months, 9 months, and 12 months.
Developmental psychology studies physical, cognitive, and social changes across the lifespan from infancy to old age. There are three major issues in developmental psychology: the influence of nature and nurture on development, whether development is gradual or stage-like, and the stability or change of personality over time. Prenatal development proceeds from zygote to embryo to fetus. After birth, infants develop motor skills, cognition through stages, and social attachment to caregivers. Adolescence marks the transition from childhood to adulthood.
This document discusses strategies to reduce the risk of sudden infant death syndrome (SIDS). It notes that placing babies on their backs to sleep rather than on their stomachs or sides has reduced SIDS deaths by over 50%. Additional recommendations include using a firm sleep surface without loose bedding or toys, rooming babies separately from parents to avoid bedsharing, maintaining a smoke-free environment, breastfeeding if possible, and using pacifiers. The document also identifies groups at higher risk for SIDS such as premature or African American infants.
Brain-Research, Attachment Issues and Sensory Integration(Revised).pptxMarhaKmbnAdilon
Brain research examines multiple disciplines to understand brain function and neural circuits. The brain controls important body functions and behaviors. Recent research shows children and adults process memories differently, with children creating separate memories rather than integrated ones. Glial cells, in addition to neurons, play a role in learning and memory in mice. High-quality early education is linked to later success in STEM fields. Increased neocortex surface area contributed to human intelligence, and disorders can develop when this does not occur properly. Live performances better engage babies than recordings. Math class improves brain plasticity in teenagers. Prenatal mindfulness and spanking may affect infant brain development and response. Working memory utilizes multiple synapses.
This document discusses various behavioral disorders in children including habit disorders, emotional disorders, eating disorders, repetitive behaviors, temper tantrums, school phobia, speech disorders, tics, oppositional defiant disorder, conduct disorders, and attention deficit hyperactivity disorder. It describes the characteristics and potential causes and management strategies for each disorder.
hospitalizedchild-170408032024.pptx power pointKittyTuttu
This document discusses the meaning and effects of illness and hospitalization at different developmental stages in children. It also provides guidance on preparing children for hospitalization and strategies for nursing care of hospitalized children and families. The key points are:
1) Illness and hospitalization can cause emotional trauma in children due to separation from parents, changes in routine, and fears of bodily harm that vary by developmental stage.
2) When preparing children for hospitalization, it is important to explain the situation in a way they can understand and allow parents to be involved in care.
3) Nursing care should aim to minimize separation, fear, and disruption to normal development through practices like family centered care and play activities tailored to developmental
This document discusses the use of restraints for infants and children in medical settings. It defines restraints as devices that limit freedom of movement and notes they should only be used when necessary, never as a substitute for observation. Common types of restraints are described for different purposes like immobilizing extremities during procedures. Risks of restraints include physiological and psychological effects from prolonged immobility. Guidelines are provided for safe and appropriate use of restraints.
This document provides information on approaches to pediatric emergencies. It discusses assessing children of different ages, from neonates to adolescents. Common medical issues are reviewed for each age group. The document also covers pediatric trauma, including abuse assessment, and neurological emergencies like seizures, meningitis, and Reye's syndrome. Responding to pediatric emergencies requires developmentally appropriate approaches and consideration of age-specific illnesses and injuries.
This document provides guidance on approaches to pediatric emergencies and assessments. It emphasizes gaining the child's trust and cooperation through gentle, honest communication. Exams should involve the parent and avoid causing pain until the child is comfortable. Injuries are often due to accidents, but abuse requires a careful exam and history that is inconsistent with the reported events.
This document discusses developmental psychology and the stages of human development from infancy to old age. It covers principles of development such as development being continuous and influenced by both maturation and learning. Key developmental stages are outlined, including typical ages, characteristics, and tasks. Factors influencing development like genetics, environment, and life events are also examined. The needs of children in different stages like infancy and early childhood are explored, along with the important role of nurses in meeting these needs.
This document provides information on human development across the lifespan. It begins with an introduction to developmental psychology and outlines the main stages of development from infancy to late adulthood. For each stage, it describes key physical, cognitive, psychosocial, and psychological characteristics. The roles of nurses in caring for individuals at different developmental stages are also discussed. Factors that influence development and developmental tasks for different periods are explained.
This document provides information on human development across the lifespan. It begins with an introduction to developmental psychology and outlines the main stages of development from infancy to late adulthood. For each stage, it describes key physical, cognitive, psychosocial, and psychological characteristics. The document also discusses factors that influence development and developmental tasks. Overall, it serves as a comprehensive overview of the processes and milestones involved in human growth and aging.
During the first year of life, infants experience significant physical, cognitive, linguistic, and emotional growth and development. Caregivers monitor an infant's physical growth through regular checkups and maintaining a growth chart. Infants develop motor skills and learn to grasp objects and sit up on their own. Establishing routines for sleeping, eating, and playtime is important for development. Infants begin to understand language and may say their first words by the end of the year. Their brains grow rapidly, so interaction and reading are encouraged over excessive TV time. Caregivers should ensure infant safety by maintaining a secure environment, using approved car seats correctly, and preventing hazards like choking, burns, and falls. When infants are sick or hospitalized
Child's Health and Development (Birth to 6 years)Putri Marlina
Each child is unique. Growth and development stages are sequential, variable, and individual. The stages occur in the same order in all children but there are differences in how long the stages last and in the characteristics of an individual child within each stage.
This document outlines a curriculum for managing infectious diseases in early education and child care settings. It discusses various tools and strategies for preventing the spread of infectious diseases, including promoting health among individuals through nutrition, exercise, immunizations and managing risks for those with special needs. It also addresses controlling infections in facilities through proper design and sanitation practices. Regular hand washing, cleaning and disinfecting surfaces, and excluding sick children and staff are emphasized. Record keeping of immunizations and policies for informing parents and staff of illnesses are also covered.
The document discusses safety issues related to wheeled toys like tricycles and bicycles for young children. It notes that head injuries are the most common type of injury from tricycle accidents. The document recommends that children wear properly fitted helmets any time they ride wheeled toys in order to help prevent head injuries. It provides guidance on properly fitting helmets and teaching children safety rules for using wheeled toys.
This document provides information and guidance on medication safety and poison prevention in early care and education settings. It notes that medication poisonings are a leading cause of injury for young children and are preventable. It outlines steps providers can take including proper medication storage, supervision of children, education, and having poison control contact information available. It emphasizes that keeping medications locked and out of children's reach is the primary prevention strategy.
This document provides information on playground safety for early childhood education settings. It discusses that falls are the leading cause of playground injuries in young children. Proper supervision and regular equipment inspections can help prevent injuries. The document recommends using shock-absorbing surfaces like wood chips or rubber mats under playground equipment to help cushion falls. It also emphasizes the importance of actively supervising children on playgrounds and having clear rules to teach children safe play.
This document provides a summary of key information from a presentation on keeping children safe from injuries in transportation in early care and education settings. The summary includes that children should ride rear-facing until age 2 or the height/weight limit, use car seat and vehicle manuals for proper installation so the seat has less than 1 inch of movement, and teach children safety practices in and around vehicles to prevent injuries and deaths from motor vehicle crashes and heatstroke inside unattended vehicles.
This document provides a summary of strategies to prevent burn injuries in early childhood education settings. It begins with an introduction explaining that burns are a leading cause of injury for young children. The document then covers the most common types of burns for children, including scalds, electrical, and flame burns. Potential burn risks in early education environments are discussed, such as hot liquids/food, electrical outlets, and heating equipment. The document emphasizes the importance of childproofing, supervision, and teaching fire safety lessons to prevent burns. It concludes by recommending developing clear policies and utilizing local community resources.
This document discusses designing a healthful diet. It defines the components of a healthful diet as being adequate, moderate, nutrient-dense, balanced, and varied. It discusses tools for designing a healthful diet, including food labels, the 2020 Dietary Guidelines for Americans, and the USDA Food Patterns represented by MyPlate. The five food groups that make up a healthy eating pattern according to MyPlate are grains, vegetables, fruits, dairy, and protein foods.
PEARSON Chapter 7 Feeding Toddlers and Preschoolers.pptxEarlene McNair
The document discusses nutritional needs and feeding practices at different developmental stages from toddlers to school-age children. It covers the typical eating issues of toddlers like selective eating and food neophobia. For preschoolers, it emphasizes balanced nutrition to support their active lifestyle. Regarding school-age children, it discusses their increased nutrient needs to support growth and the importance of healthy eating habits influenced less by media. The teacher's role in promoting healthy eating at each stage is also outlined, including creating a supportive mealtime environment and teaching nutrition concepts.
The document discusses feeding infants from birth to one year old. It covers feeding infants breast milk or formula, introducing complementary foods between 4-10 months, and feeding infants with special needs. The key points are that breast milk provides optimal nutrition and health benefits. It also discusses appropriate feeding practices like demand feeding and reading hunger cues. Formula should be prepared safely according to instructions. Complementary foods should be introduced gradually starting with single vegetables and cereals. Special care is needed for preterm or infants with oral sensitivities.
Chapter 16 Feeding Toddlers & Young ChildrenEarlene McNair
The document discusses feeding behaviors and nutrition for toddlers, young children, and those with special needs. It covers how physical, motor, and social development influences eating habits at different ages. Key recommendations include providing nutritious meals based on MyPlate, allowing children to determine how much they eat, being a positive role model, and making mealtimes relaxed. The document also addresses creating supportive feeding environments and choosing healthy snacks.
Infants experience rapid growth in their first year, gaining weight and length. Their nutrient needs are influenced by this growth as well as their small stomachs and developing digestive systems. Breastmilk or formula meets infants' needs for the first 6 months, providing proper nutrition for growth and development. Solid foods should not be introduced before 6 months and are introduced in stages, starting with cereals, vegetables and fruits to avoid choking hazards. Proper feeding ensures infants' needs are met through continued growth, energy and health.
The document discusses wellness in young children and the role of early childhood teachers in promoting wellness. It defines wellness and explains how nutrition, health, and safety are interrelated and impact children's learning and development. Teachers are responsible for recognizing these relationships, implementing practices to support wellness, and partnering with families and the community. The document also discusses challenges to wellness like poverty, nutrition issues, housing instability, and environmental health risks that can impact children's learning and development.
SC NUT CANVAS 16 Food Equity Sustain and Quality.pptxEarlene McNair
This chapter discusses challenges related to ensuring equitable access to nutritious food globally and in the United States. It covers topics such as food insecurity, malnutrition in various forms, societal problems caused by limited access to nourishing food like obesity, and initiatives aimed at promoting sustainable food systems and food justice. Key issues addressed include the double burden of undernutrition and obesity, the impact of poverty on food choices and health, and the relationship between stress, cortisol, and obesity risk.
CHAPTER 14 Nutrition and Physical Keys to Good Health.pptxEarlene McNair
This document discusses nutrition and physical activity as keys to good health. It defines physical activity and physical fitness, and outlines the components of fitness. Regular physical activity provides numerous health benefits and reduces risk of many diseases. However, many Americans do not meet physical activity guidelines. The document provides guidelines for aerobic and muscle-strengthening activities. It also discusses how to improve fitness through assessing goals, varied exercise programs, and applying principles like overload and specificity. Nutrition needs vary depending on activity level and goals. Carbohydrates are the primary fuel for exercise, while fats provide energy for low-intensity activities. Adequate hydration and nutrient intake supports physical activity.
CHAPTER 13 Achieving and Maintaining a Healthful Weight.pptxEarlene McNair
The document discusses achieving and maintaining a healthful body weight. It defines appropriate body weight as being based on factors like age, genetics, and lifestyle habits that support good health. Body weight is evaluated using metrics like body mass index (BMI) and body composition measurements. BMI categories include underweight, normal weight, overweight, and obese classes 1-3. Additional factors like fat distribution pattern, energy balance, genetics, metabolism, hormones, and sociocultural influences also impact body weight. Obesity is associated with increased risk of chronic diseases. Treatment options include diet, exercise, medications, supplements, and in some cases bariatric surgery.
The document summarizes key points about water and hydration from a nutrition textbook chapter. It discusses how water is essential for the human body, comprising about 60% of total body weight for adults. It functions as a transport medium, lubricant, protective cushion and helps regulate temperature. The body maintains water balance through intake and output. Dehydration can occur if intake is inadequate or loss is too high, while overconsumption can also cause issues. The document recommends daily water intake amounts and notes the majority should come from beverages, with some from food. It also compares bottled versus tap water sources.
The document provides an overview of minerals, including their functions, dietary recommendations, food sources, and deficiency/toxicity symptoms. It discusses 15 essential minerals: sodium, potassium, calcium, phosphorus, magnesium, chloride, sulfur, iron, copper, zinc, selenium, fluoride, chromium, iodine, and manganese. For each mineral, it details major functions, recommended intake amounts, common food sources, and the symptoms of excessive intake and deficiency. It focuses specifically on sodium, potassium, calcium, and their relationships to blood pressure and bone health.
Synchronous learning involves real-time interaction between students and instructors, allowing for immediate feedback and facilitating discussions and group activities, but requires a fixed schedule that may not be convenient for all. Asynchronous learning is more flexible and accessible anytime by allowing students to work at their own pace, but has limited real-time interaction and feedback which can feel isolating. Both approaches have pros and cons depending on a student's needs and preferences.
This document discusses the American Nurses Association's Code of Ethics Provisions 7-9 regarding a nurse's commitment beyond individual patient encounters. Provision 7 focuses on advancing nursing through research, scholarly inquiry, and developing professional standards. Provision 8 discusses collaborating with other professionals to promote health, human rights, and reduce disparities. Provision 9 emphasizes the nursing profession's role in articulating values, maintaining integrity, and integrating principles of social justice into policy.
- Video recording of this lecture in English language: https://youtu.be/Pt1nA32sdHQ
- Video recording of this lecture in Arabic language: https://youtu.be/uFdc9F0rlP0
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
- Video recording of this lecture in Arabic language: https://youtu.be/SINlygW1Mpc
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Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
These lecture slides, by Dr Sidra Arshad, offer a simplified look into the mechanisms involved in the regulation of respiration:
Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
Study Resources:
1. Chapter 42, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
share - Lions, tigers, AI and health misinformation, oh my!.pptxTina Purnat
• Pitfalls and pivots needed to use AI effectively in public health
• Evidence-based strategies to address health misinformation effectively
• Building trust with communities online and offline
• Equipping health professionals to address questions, concerns and health misinformation
• Assessing risk and mitigating harm from adverse health narratives in communities, health workforce and health system
Hiranandani Hospital in Powai, Mumbai, is a premier healthcare institution that has been serving the community with exceptional medical care since its establishment. As a part of the renowned Hiranandani Group, the hospital is committed to delivering world-class healthcare services across a wide range of specialties, including kidney transplantation. With its state-of-the-art facilities, advanced medical technology, and a team of highly skilled healthcare professionals, Hiranandani Hospital has earned a reputation as a trusted name in the healthcare industry. The hospital's patient-centric approach, coupled with its focus on innovation and excellence, ensures that patients receive the highest standard of care in a compassionate and supportive environment.
Our backs are like superheroes, holding us up and helping us move around. But sometimes, even superheroes can get hurt. That’s where slip discs come in.
Cell Therapy Expansion and Challenges in Autoimmune DiseaseHealth Advances
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
1. Preventive Health and Safety in the Child Care Setting
A Curriculum for the Training of Child Care Providers
FIFTH EDITION
Funded through the California Department of Social Services
3. Where are children injured?
• Most injuries occur on the playground, accounting for 50 to 60
percent of all injuries child care settings.
• Furniture, equipment, stairs, windows, or slipping and tripping
hazards are often involved.
• Injuries occur in and around cars and other vehicles.
4. How are children injured in child care settings?
• Falls are the leading cause of serious injuries.
• A child may injure another child (for example, they might fight,
push, collide, throw objects, or bite).
• Children may collide with objects such as moving playground
equipment (swings), furniture, part of the building, plants, toys, a
fence, gate, etc.
• Children may be cut by a sharp edge; burned by a hot surface,
hot tap water or heater; or poisoned by toxic materials.
5. Risk of Injury and Developmental Stages
• Injury rates are low for infants and increase with the age of the
child.
• Children ages two to five years old get injured most frequently.
6. Young Infants (birth-6 months old)
Characteristics
• Eat, sleep, cry
• Strong sucking reflex
• Begin grasping
• Can roll over unexpectedly
• Need support of head and
neck
• Learning to sit with support
• Falls from couches, tables,
changing tables, and beds
• Burns from hot liquids
• Heat-related injuries
• Suffocation/choking
• SIDS and
• Other sleep related infant
deaths
Types of Injuries
7. Mobile Infants (6-12 months old)
Characteristics
• Sit with minimal or no support
• Play with open hands
• Reach for objects
• Mouth objects and toys
• Want to explore and play outside
• Imitate older children/adults
• Begin eating table food
• Are curious: want to test, touch,
shake
• Increasingly mobile: crawl, cruise,
walk
Types of Injuries
• Vehicle occupant injuries
• Falls
• Burns
• Suffocation/choking
• SIDS and other sleep related
infant deaths
• Shaken Baby Syndrome
• Heat-related injury
• Drowning
8. Toddlers (1-3 years old)
Characteristics
• Motor vehicle injuries
• Falls
• Burns
• Poisoning
• Choking
• Drowning
• Heat related injury
• Furniture pull over
• Collisions with objects and
other children
• Child abuse
Types of Injuries
• Like to go fast, run
• Are unsteady
• Reach for objects
• Can go up and down stairs
• Can push and pull objects
• Can open doors, drawers,
gates, windows
• Can throw balls and other
objects
• Can talk, but cannot always
express needs
• Eat a greater variety of foods
9. Preschoolers (3-5 years old)
Characteristics
• Motor vehicle/traffic injuries
• Burns
• Playground injuries/falls
• Poisoning
• Using tools and equipment
• Collisions
• Heat related injuries
Types of Injuries
• Have lots of energy
• Begin making choices
• Seek approval
• Seek attention
10. Developmental Delay
• Children with developmental delays may have unique risks for
injury.
• For more information on developmental milestones and
developmental delay go to the CDC website Learn the Signs.
Act Early. www.cdc.gov/ncbddd/actearly/index.html
11. Preventing Childhood Injuries
Topics
• SIDS and Other Sleep-
Related Infant Deaths
• Shaken Baby Syndrome
• Brain Injury and Concussion
• Child Abuse Prevention
• Burns and Fire
• Heat-illness
• Choking, Strangulation,
Suffocation
• Falls
• Poisoning
• Lead Poisoning
• Drowning
• Young Children and Disasters
• Child Passenger Safety
• Field Trip Safety
• School Bus Safety
12. Active Supervision
• Set up your space so that it’s free of clutter and hazards and you have easy
access to children.
• Position yourself so you can see and hear every child and respond quickly
if necessary.
• Scan and count so you know where everyone is. Count children regularly,
especially during transitions.
• Listen for sounds of potential danger or warning.
• Anticipate children’s behavior so you are aware of when they might do
something dangerous.
• Pay attention to when children are unable to solve problems on their own so
you can redirect.
13. Sudden Infant Death Syndrome(SIDS) &
Other Sleep-Related Infant Deaths
• SIDS is the death of an infant younger than 1 year of age that is
unexplained after a thorough scene investigation, autopsy, and
review of the clinical history.
• Ninety percent of SIDS deaths occur before an infant reaches 6
months of age, and peak between 1 and 4 months of age.
• Other sleep-related infant deaths include suffocation, asphyxia,
entrapment, and strangulation.
14. SIDS and Child Care
Research shows that unexpected infant deaths in child care were
more likely to happen during the first week. Infants are at greater
risk when they are:
1. used to sleeping on their backs at home and are placed on their
stomachs for sleep in child care
2. allowed to sleep in an unsafe sleep environment in child care (for
example: a car seat, stroller, futon, pillow, or bean bag)
15. Eunice Kennedy Shriver National Institute of Child Health and Human Development
(NICHD), NIH, HHS; http://www.nichd.nih.gov.
16. How to Reduce the Risk of SIDS in Child Care
• Always put infants to sleep on their backs until 1 year of age.
• Place infants on a firm mattress, with a fitted crib sheet, in a crib
or play yard that meets the Consumer Product Safety
Commission (CPSC) safety standards.
• Keep the crib free of toys, mobiles, soft objects, stuffed animals,
pillows, bumper pads, blankets, positioning devices and extra
bedding.
17. How to Reduce the Risk of SIDS in Child Care
• Do not overdress infants – no more than one extra layer than an
adult. Keep the infant’s head uncovered for sleep. Remove bibs
and clothing with hoods.
• If additional warmth is needed for sleep, a one-piece blanket
sleeper or sleep sack may be used
• Ventilate the sleeping area. Keep the temperature comfortable for
a lightly clothed adult.
• Actively observe sleeping infants by sight and sound.
18. How to Reduce the Risk of SIDS in Child Care
• Do not allow infants to sleep on a sofa/couch, chair cushion, bed,
pillow, or in a car seat, stroller, swing or bouncy chair.
• If an infant falls asleep any place other than a crib, move the
infant to a crib right away.
• If an infant arrives asleep in a car seat, move the infant to a crib
right away.
• Space cribs three feet apart with one infant per crib.
19. How to Reduce the Risk of SIDS in Child Care
• If provided by the parent, offer a pacifier for
sleep.
• Do not attach pacifiers to an infants clothing.
• When able to roll back and forth from back to
front, place infants to sleep on their backs and
allow them to assume a preferred sleep
position.
20.
21. Safe Infant Sleep Supervision
Check sleeping infants every 15 minutes and document.
Look for signs of distress, including, but not limited to labored
breathing, flushed skin color, increase in body temperature, and
restlessness.
*Refer to sample log for documenting your every 15 minute check.
22. More ways to Reduce the Risk of SIDS in Child Care
• Keep your child care program smoke-free.
• Support breastfeeding families.
• Provide supervised “Tummy Time”.
23. Tummy Time
Eunice Kennedy Shriver National Institute of Child Health and Human Development
(NICHD), NIH, HHS; http://www.nichd.nih.gov.
24. Eunice Kennedy Shriver National Institute of Child Health and Human Development
(NICHD), NIH, HHS; http://www.nichd.nih.gov.
25. What about swaddling?
• Although some newborns and young infants may be swaddled for
sleep at home, swaddling of infants is not allowed in child care
programs.
• The risk of death is high if swaddled infants are placed on, or roll
onto, their stomachs.
• In a child’s home, swaddling should not be used once an infant
shows signs of trying to roll over (usually before an infant is three
months old).
26. Shaken Baby Syndrome
• The term “shaken baby syndrome” describes a set of symptoms
seen in infants who have sustained a head injury from shaking.
• The term “abusive head trauma” may also be used. Abusive
Head Trauma includes the various ways a child could suffer a
head injury as a result of abuse such as: shaking; dropping;
throwing; hitting; or hitting child’s head against a surface or object
while shaking.
27. • partial or total blindness;
• hearing loss;
• paralysis;
• problems with motor
development;
• problems with executive
function;
• attention, memory, and
behavior problems;
• seizure disorders;
• cerebral palsy;
• sucking and swallowing
disorders;
• intellectual disabilities;
• speech and language delay.
Abusive Head Trauma/Shaken Baby Syndrome
May Result in:
28. Infant Crying
• Infants are unable to express their needs and feelings using
words. Instead, they cry.
• Infants may have colic or other kinds of pain and discomfort
leading to crying.
• A phase of alarming crying is considered a normal phase in infant
development.
• Strategies for soothing a crying infant include: gently rocking,
carrying, singing, providing white noise, and offering a pacifier.
29. Infant Crying
• Caregivers may experience anger or frustration over prolonged
crying.
• Caregivers need strategies to cope with a crying, fussy, or
distraught infant.
30. Strategies to Cope
• Manage your stress and practice self-care. Be aware of feelings
of increasing frustration or anger.
• Use a calming strategy that works for you. For example, take a
few deep breaths or breathe deeply while counting to ten.
• If you are unable to bring your frustration under control on your
own, then find a way to take a break from the situation (without
leaving children unsupervised).
• Remember: it is never okay to shake or strike a child.
31. • For more information
see Tips for Child
Care Providers to
Soothe a Crying
Baby
https://childcare.exte
nsion.org/tips-for-
child-care-providers-
to-soothe-a-crying-
baby
32. Identifying Shaken Baby Syndrome
Watch for:
• Changes in mood, behavior, appetite, breathing, head or eye
movement
• Bruising (around the head, neck or chest), bleeding (around the
eyes), swelling of the head, forehead, or soft spot
• Changes in muscle tone, ability to lift head, tremors, seizures
33. Traumatic Brain Injury (TBI) and Concussion
• TBI is a type of brain injury that changes the way the brain
normally works.
• A bump, blow, or jolt to the head can cause a TBI.
• A blow to the body that causes the head and brain to move rapidly
back and forth can also cause a TBI.
• A concussion is the most common type of TBI.
34. Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), NIH, HHS;
http://www.nichd.nih.gov.
35. Child Abuse Prevention
What is child abuse?
• Child abuse is a non-accidental injury or pattern of injuries to a
child for which there is no reasonable explanation.
• Child abuse is usually a pattern of behavior, not a single act.
36. Kinds of Child Abuse
• Physical
• Emotional
• Sexual
• Neglect
37. Ways to Prevent Child Abuse
• Build trusting relationships with families.
• Provide information on child development.
• Help families build positive relationships with their children.
• Model positive communication and good child care practices.
• Host parenting workshops for families.
38. Ways to Prevent Child Abuse (cont.)
• Know the signs of family stress and offer support
• Refer families to community resources
• Educate young children about their right to say “no”.
• Inform parents that you are required by law to report suspected
child abuse.
39. Mandated Reporter
• As a Mandated Reporter, you are required to report known or
suspected child abuse to Child Protective Services (CPS).
• Call CPS for advice if you are not sure about something you
observe.
• Call 9-1-1 if the child is in immediate danger or needs urgent
medical care.
40. Mandated Reporter Training
Child care providers are required to take Mandated Reporter
training about:
• How to spot indicators of possible child abuse or neglect
• How to talk to children about suspected abuse
• How to make a report
• What happens after a report is filed
The free online class can be found here:
http://childcare.mandatedreporterca.com
41. Burns and Fire
• Burns can be caused by
contact with hot objects or
surfaces, hot liquids or steam,
fire, electricity, or chemicals.
• Hot liquids—not fire—are the
most common cause of burns
to young children.
• Children are curious and don’t
recognize danger!
42. Burn and Fire Prevention: Equipment
• Install smoke detectors.
• Maintain a working fire
extinguisher.
• Put barriers around fireplaces,
radiators or hot pipes.
• Don’t use portable, open flame
or space heaters in play
areas.
• Cover electrical outlets.
• Don’t overload electrical
wiring.
• Keep the temperature of your
hot water heater at 120° F or
lower. Check the water
temperature before bathing a
child in a tub.
43. Burn and Fire Prevention: Food and Drinks
• Keep children out of cooking
areas.
• Don’t drink hot beverages or
carry anything hot near
children.
• Don’t heat bottles in the
microwave.
• Test hot food before giving it to
a child.
• Keep hot foods and drinks
away from the edge of tables
and counters and off of tables
with table cloths.
• Use the rear burners for
cooking, turn pot handles
toward the rear or center.
44. Burn and Fire Prevention: Practices
• Store all chemicals, matches,
and lighters out of children’s
reach.
• Teach children to stay away
from hot things and not to play
with matches, lighters,
chemicals, electrical
equipment.
• Plan a fire escape route.
• Conduct regular fire and
evacuation drills using
different exits.
• Teach children how to stop,
drop, and roll.
45. Heat-related Illness
Steps to prevent heat illness:
• Plan outdoor activities for
cooler times of the day.
• Provide shade.
• Take regular water breaks.
• Wear loose fitting, light weight,
light colored clothing.
Watch for signs of heat
exhaustion:
• Elevated body temperature.
• Cool and clammy skin
• Goose bumps
• Dizziness, weakness,
headache, irritability, fainting
• Sweating, thirst, cramps
• Nausea or vomiting
49. Choking Hazards: Toys and Objects
• Pins
• Coins
• Nails
• Toothpicks
• Jewelry
• Game pieces
• Buttons
• Small Toys
• Jacks, Marbles
• Crayons
• Batteries
• Button Batteries
50. Suffocation and Strangulation Hazards
• Balloons
• Plastic bags
• Disposable gloves
• Toy chests with no air holes
• Cords from window blinds and
drapes
• Ropes and string
Never place a crib near a
window.
Don’t drape blankets over crib
rails or attach hanging
toys/mobiles to cribs.
Use CSPC approved cribs and
play yards.
51. Falls
• Falls are the single greatest
cause of injury in the child
care environment.
• They are the most common
cause of injury requiring
medical care.
• Children of all ages can fall.
• Preventing falls is the greatest
challenge to a safe
environment.
52. Reducing the Risk of Falls: Equipment
• Make sure equipment is in
good repair, inspected for
safety, and developmentally
appropriate.
• Use durable, balanced
furniture that will not tip over
easily.
• Place gates at the top and
bottom of stairs.
53. Reducing the Risk of Falls: Environment
• Install window guards and safety latches.
• Pick up toys and other objects from the floor.
• Clean up spills right away. Don’t use slippery floor finishes.
• Remove loose and slippery rugs.
• Adapt your space for children with special mobility needs.
• Maintain safe and developmentally appropriate playgrounds.
54. Reducing the Risk of Falls: Supervision
• Don’t allow children to climb on
furniture.
• Never leave infants or toddlers
unattended on a bed, changing
table, or other high surface.
• Enforce rules for where children
can run.
• Enforce rules for playground
safety consistently (for example,
no running up slides, only one
person on a swing, etc.).
55. Poisoning
• Poisonings occur from many common items found in and around
a home or child care environment.
• Poisoning can occur by eating or drinking, contact with skin,
getting in the eyes, breathing fumes, puncture wounds, and
animal and insect bites.
56. Poisoning Prevention: Environment
• Keep anything that could poison a child out of children's reach.
• Store purses away from children’s play areas.
• Create a special place for families and visitors to put their purses
and backpacks when they are there for a short time.
• Check with your local waste management about how to safely
dispose of hazardous/poisonous materials you don’t need.
57. Poisoning Prevention: Practices
• Routinely inspect child care areas for health and safety hazards.
Remove hazards immediately.
• Provide active supervision at all times.
• Teach poison prevention to children and staff.
• Never call medication candy.
• Keep the number of the Poison Control Center near a telephone
(800-222-1222).
58. Poisoning Prevention: Hazards
• medications (prescription and
non-prescription)
• cosmetics
• cleaning, sanitizing, and
disinfecting products
• arts and crafts materials
• batteries
• automotive products
• gardening products
• pesticides
• certain plants and mushrooms
• lead-containing paint, dust,
soil, plumbing fixtures, and
pottery
59. • Lead poisoning is one of the most common and preventable
environmental illnesses.
• Around 1 in 100 children under age 6 years old in California are
found to have elevated blood lead levels. (CDPH 2022)*
• Young children are more vulnerable to lead’s toxic effects.
*A blood lead level of 3.5 mcg/dL or higher is considered elevated. However, no
safe blood lead level in children has been identified. CDC recommends children
with a blood lead level at or above the blood lead reference value of 3.5 μg/dL
be referred for follow-up. (2021)
Lead Poisoning Prevention
60. Why are young children at risk?
• Children explore the environment using their hands and mouths.
• They spend a lot of time on the floor and ground where sources of
lead may be found.
• Children absorb more ingested lead than adults.
61. What are the health effects of lead?
• Lead can affect a child’s learning, behavior, and physical
development.
• Anemia and lead poisoning may occur together.
62. How would I know if a child is lead poisoned?
Most children with lead poisoning don’t look or act sick.
Testing is the ONLY way to know.
• Health care providers should assess children for risk of lead
exposure at every well-child visit up to age 6.
• Children with risk factors should have a blood lead level (BLL)
test.
• Children in publicly funded programs for low-income children (e.g.
Head Start, Medi-Cal, Child Health and Disability Program
(CHDP), and WIC) are required to have a BLL test at 12 and 24
months of age.
63. What are possible sources of lead?
• Lead-based paint in homes built before 1978.
• Paint that peels, cracks, chips, or creates dust* in homes built
before 1978.
• Vinyl mini-blinds
• Bare dirt, old artificial turf, rubber mulch, artificial surfaces
64. Possible Sources of Lead (continued)
• Water from wells or running through plumbing that contains lead
• Toys, particularly those that are old, painted, plastic, vinyl, or
imported
• Some imported foods, including candy, spices, and seasonings.
• Some home remedies, make-up, and jewelry
• Some handmade or imported pottery, dishes, and water crocks
65. Possible Sources of Lead (continued)
• Lead brought in on clothes and shoes by parents who may be exposed
at work
• Some hobbies such as making stained glass (lead solder), hunting or
firing ranges (lead bullets), fishing (lead sinkers)
• Property near busy highways and some industries
66. What can child care providers do?
• Teach parents about lead poisoning.
• Encourage parents to have their children screened for lead.
• Reduce lead exposure in your facility.
• Remove or wipe off shoes worn indoors.
• Promote good nutrition.
67.
68. Reducing Environmental Exposure
• Check toys, furniture, and equipment for chipping paint.
• Do not use supplies, equipment, old toys, or imported toys unless
you know they are lead-free.
• Check CPSC for toy recalls: www.cpsc.gov/Recalls/
• Inspect and address sources of lead monthly, see curriculum
booklet for a lead exposure checklist.
69. Reducing Environmental Exposure
• Wash toys regularly, especially toys and pacifiers that are
frequently mouthed.
• Clean floors and surfaces regularly by mopping, vacuuming, and
washing and rinsing.
70. Lead in Tap Water
Most tap water in California does not contain lead. BUT the only way
to know is to have it tested. • Licensed child care centers in
buildings built before 2010 are
required to have their tap water tested
for lead between January 1, 2020 and
January 1, 2023 and every five years
thereafter and must inform parents of
testing results.
• Contact your local public health
department or child care licensing
program analyst for information about
water testing.
71. Lead in Tap Water
To reduce potential exposure to lead in tap water:
• Flush the pipes by running water until it feels coldest (usually at
least 30 seconds and up to a few minutes, longer if taps have
been off for 6 or more hours). Clean screens and aerators.
• Use only cold tap water for cooking, drinking and mixing baby
formula (if used as an alternative to breastfeeding).
• If using a water filter, be sure to use an NSF-certified filter that
removes lead. Change water filter according to manufacturer’s
instructions.
72. Painting, Repairing or Remodeling
Contamination Risks for Your
Child Care Environment
• Was it built before 1978?
• Is it exposed to heavy
automobile traffic?
• Is it near an industrial area
where lead products have
been used or produced.
• Does it have old artificial
play surfaces?
*Please note: The EPA requires
child care facilities built before
1978 to use certified lead-safe
professionals for remodels and
repairs.
www.epa.gov/lead/renovation-
repair-and-painting-program-
operators-childcare-facilities
73. Testing for Lead
• Call your local public health department Childhood Lead
Poisoning Prevention Program for testing information.
• Have your facility evaluated by a certified lead inspector. A list
of certified assessor/inspectors is available on the CDPH
website.
https://www.cdph.ca.gov/Programs/CCDPHP/DEODC/CLPPB/
Pages/LRCcertlist.aspx
• Test any potential sources of lead, such as paint, soil, water,
artificial turf and surfaces, rubber mulch, equipment, toys, and
dishes.
74. Lead and Nutrition
• Be sure to serve a variety of healthy foods for meals and snacks,
especially those rich in iron, calcium, and Vitamin C.
• More information on nutrition can be found in Module 3.
75. Resources:
• Your Local Childhood Lead Poisoning Prevention Program (XXX) XXX-
XXXX
• California Department of Public Health (CDPH) Childhood Lead
Poisoning Branch (510) 620-5600 www.cdph.ca.gov/Programs/CLPPB
77. Drowning
• Children between the ages of one and four years are at greatest
risk from drowning.
• Even a bucket containing only a few inches of water can be
dangerous for a small child.
78. Drowning Prevention
• Never leave a child alone in or near any body of water (for
example, a tub, toilet, bucket, swimming pool, or wading pool, ).
• Empty buckets and other standing water when not in use.
• Always provide careful, direct, and constant supervision around
bodies of water.
• Enclose water hazards with a fence that is at least five feet tall
with a self closing gate that is at least 55’ high.
80. Young Children and Disasters
• A disaster or emergency in your child care center or community
brings many challenges.
• Children may be experiencing trauma in the aftermath of a
disaster.
• You can lessen the impact if you know what to expect and plan
accordingly.
81. After a Disaster…
• Keep TV/radio/adult conversations about the disaster at a
minimum around young children.
• Answer all questions as honestly and simply as possible.
• Be prepared to answer the same questions over and over. Be
patient, understanding, and reassuring.
82. After a Disaster…(cont.)
• Try to return to a normal routine as soon as possible to restore a
sense of normalcy and security.
• Don’t promise there won’t be another disaster. Instead, encourage
children to talk about their feelings.
• Tell children you will do everything you can to keep them safe.
84. Child Passenger Safety
• Children under 2 years of age shall ride in a rear-facing car seat
unless the child weighs 40 or more pounds OR is 40 or more
inches tall. The child shall be secured in a manner that complies
with the height and weight limits specified by the manufacturer of
the car seat.
• Children under the age of 8 must be secured in a car seat or
booster seat in the back seat.
• Children who are 8 years of age OR have reached 4’9” in height
must be secured by a safety belt.
• Passengers who are 16 years of age and over are subject to
California's Mandatory Seat Belt law.
85.
86. In and Around Cars
• Teach children to never play in, on, or
around cars.
• Never leave a child unattended in a
vehicle, even with the window slightly
open
• Always lock vehicle doors and trunk,
especially at home.
• Keep keys and remote entry devices
out of children’s reach
• Watch children closely around
vehicles.
• Make sure children leave the
vehicle when you reach your
destination (especially sleeping
infants).
• Be careful when dropping off
children at a child care provider if
it’s not part of your normal routine.
Place something you’ll need (for
example, a purse or briefcase) on
the floor of the back seat.
• Child care providers should follow-
up if a child is unexpectedly absent.
87. Prevent Roll Overs
• Walk all the way around your
parked vehicle to check for
children before getting in and
starting the car.
• Make sure young children are
always accompanied by an
adult when getting in and out
of a vehicle.
• Firmly hold the hand of
children when walking near
moving vehicles, in driveways,
or in parking lots.
• Identify and use safe areas for
children to play away from
parked or moving vehicles.
• Designate a safe spot for
children to go when vehicles
are about to move.
88. Field Trip Safety
• Field trips with young children provide wonderful learning
opportunities that enrich and extend your curriculum.
• With careful planning, adequate supervision and a spirit of
adventure, adults and children can safely enjoy outings!
89. Field Trip Safety
• Research your destination-make sure it’s child friendly.
• Obtain written consent--be sure you know how to reach families in
an emergency.
• Arrange for adequate supervision--you may need volunteers.
Make sure volunteer staffing complies with licensing regulations.
90. Field Trip Safety
• Prepare a roster with names of participating children.
• Pack a first aid kit, medications (along with special health care
plans), water, food, hand sanitizer, sunscreen, walking ropes, and
other supplies you might need for the day.
• Follow child passenger laws for travel by car or van.
92. School Bus Safety Tips
Teach children to:
• Stand at least three giant steps back from the curb as the bus
approaches.
• Board the bus one at a time.
• Use handrails when getting on or off the bus.
• Wait for the bus to come to a complete stop before getting off.
• Never to walk behind the bus.
93. Injury Prevention Policies and Routines
Topics
• Active Supervision
• Regular Safety Checks: Inside and Outside
• Safe Playground Habits
• Safety Routines and Behavior Management
• Back Injury Among Providers
• Forms and Checklists
94. Active Supervision: Strategies
• Set up your space so that it’s free of clutter and hazards and you
have easy access to children.
• Position yourself so you can see and hear every child and
respond quickly if necessary.
• Scan and count so you know where everyone is. Count children
regularly, especially during transitions.
• Listen for sounds of potential danger or warning.
• Anticipate children’s behavior so you’re aware when they might
do something dangerous.
• Pay attention to when children are unable to solve problems on
their own.
95. Regular Safety Checks: Inside and Outside
• Examining the indoor and outdoor environments for safety
hazards prevents accidents.
• Modifying an environment for children’s safety, is sometimes
called “childproofing”.
• Childproofing does not make the environment 100 percent safe or
replace supervision.
96. Safety Routines and Behavior Management
• Establish written safety policies for your child care environment
(include guidelines, checklists, and assignments).
• Provide active supervision at all times.
• Monitor children’s behavior.
• Teach children injury-preventive behavior and safety rules.
• Adapt your environment to the developmental needs of. children
97. Health and Safety Checklists
• Use a checklist to conduct safety checks of outdoor areas, indoor
areas, first aid kits, etc. on a regularly scheduled basis.
• Build safety checks into your daily, weekly and monthly schedules.
98. Health and Safety Checklist for ECE
Based on Caring for Our Children (CFOC) http://nrckids.org
Online version
• Checklist: https://cchp.ucsf.edu/content/resources/cchp-health-
and-safety-checklist
• User Manual: https://cchp.ucsf.edu/content/resources/cchp-
health-and-safety-checklist-users-manual
99. Back Injury Prevention for Staff
• Back injuries are the most common injuries among child
care providers.
• Good body mechanics and proper lifting techniques will
help to keep your back healthy!
100. How Back Injuries Can Occur
1. Lifting of children, toys, equipment, etc.
2. Height of furniture (e.g., child-sized tables and chairs)
3. Lowering and lifting children in and out of cribs
4. Frequent sitting on the floor with back unsupported
5. Excessive reaching above shoulder height to obtain stored supplies
6. Frequent lifting of children on and off the diaper changing tables
7. Awkward positions and forceful motions needed to open windows
8. Carrying garbage/diaper bags to dumpster
101.
102. More Lead Poisoning Prevention Resources:
• Community Care Licensing Division (CCLD) Website
https://www.cdss.ca.gov/inforesources/child-care-licensing
• CCLD Lead Poisoning Prevention and Water Testing
https://www.cdss.ca.gov/inforesources/child-care-licensing/water-testing-
information
• Food and Drug Administration (FDA): Lead and Food in Dishware
https://www.fda.gov/food/metals/lead-food-foodwares-and-dietary-
supplements
• CDPH maintains a list of lead-safe certified professionals in California.
https://www.cdph.ca.gov/Programs/CCDPHP/DEODC/CLPPB/Pages/LRCcer
tlist.aspx
102
103. More Lead Poisoning Prevention Resources:
• Centers for Disease Control (CDC): Childhood Lead Poisoning Prevention
Program https://www.cdc.gov/nceh/lead/
• Environmental Protection Agency (EPA) Brochure: Protect Your Family from
Lead in your Home https://www.epa.gov/sites/production/files/2017-
06/documents/pyf_color_landscape_format_2017_508.pdf
• EPA Toolkit: Reducing Lead in Drinking Water https://www.epa.gov/ground-
water-and-drinking-water/3ts-reducing-lead-drinking-water-toolkit
103
Editor's Notes
Injuries usually occur because of some combination of unsafe conditions and supervision and children’s participation in activities which are not developmentally appropriate. Strategies to prevention injuries include:
• Conducting regular safety checks to identify hazards
• Modifying the environment to reduce hazards
• Supervising children
• Setting and enforcing rules for activities (indoors and outdoors)
• Educating children, parents, and staff members about injury prevention
Most injuries in child care settings are minor resulting in cuts, scrapes and bruises. But severe injuries such as head injuries, broken bones, internal injuries,
dislocations, burns, or dental injuries can also occur. Injuries like poisoning, drowning, choking, and suffocation are of special concern because they are life threatening.
Growing children are at risk for injuries as they develop new physical, mental, and emotional abilities. They grow quickly and want to test and master their
skills and environment. Their curiosity, fearlessness and lack of safety knowledge put them at risk of attempting actions for which they may lack the skills and physical capabilities. The type of injuries that may occur are related to their development.
Have participants work in small groups or pairs to predict what injuries may occur at this developmental stage.
Have participants work in small groups or pairs to predict what injuries may occur at this developmental stage.
Have participants work in small groups or pairs to predict what injuries may occur at this developmental stage.
Have participants work in small groups or pairs to predict what injuries may occur at this developmental stage. Refer to table on page 2.6-2.9
Now we will talk about each of these topics in more detail.
Active supervision means you are always watching so you can step in quickly in order to prevent injury or harm to a child. Here are some strategies that support active supervision.
It is a truly tragic event when a seemingly healthy infant dies suddenly and unexpectedly. And when the death
happens in a child care program, it can be devastating; not only for the family of the child, but also for the child
care provider and other families in the program. Safe infant sleep practices and environments reduce the risk
of Sudden Infant Death Syndrome (SIDS) and other sleep-related infant deaths.
This is what a safe sleep environment looks like.
The next slides provide details for the recommendations for safe sleep in child care settings.
FAMILY CHILD CARE HOME SPECIFIC REQUIREMENTS
If an infant is sleeping in a separate room from where the provider is stationed, the door to the room the infant is sleeping in shall remain open at all times. •The provider shall be able to visually observe the infant without moving the door. •The provider shall be near enough to the sleeping infant to be able to hear them wake up.
Infants spending all their time on their backs or in car seats, swings, and high chairs are at risk for developing motor delays. Make sure that infants have supervised tummy time when they are awake so they can grow strong.
Some people are concerned that baby will choke if put to sleep on their back. This picture shows how the trachea (wind pipe) is on top the esophagus when babies on their backs. This makes it unlikely for the baby to choke on spit up.
Use baby model to show a baby in a sleep sack positioned on their back.
Definitions. Abusive Head Trauma can be mild to severe and have serious long term consequences.
Demonstrate using the baby model. Show how the brain can knock against the skull when a baby is shaken.
Infants are especially vulnerable to abusive head trauma. Their fragile brains and skulls are rapidly
developing and a sudden impact can cause irreversible injury..
If you need a break from a crying baby, the following are acceptable per California Child Care Licensing Regulations for providers who may be alone in family child care homes:
• The child care provider may designate a qualified substitute provider who can provide relief to a
child care provider who is stressed by a baby’s crying. It is appropriate to ask someone to help
take care of a crying baby while the care provider gets some respite. In licensed child care, the
only acceptable substitutes are those who have been fingerprint-cleared and meet all necessary
requirements established by Title 22 and the Health and Safety Code.
• The parent/guardian may designate an emergency contact, in addition to herself/himself, that can be called if the baby’s crying is alarming.
• If a child care provider realizes that a baby’s crying is a trigger for negative stress reactions, consider not providing care to infants.
A child care provider might be the first to notice if an infant has experienced abusive head trauma. In many cases there are no symptoms at all, but it’s important to be aware and respond so that the child can receive medical attention. Provide first aid, and call 9-1-1 for signs of severe abusive head trauma.
Even what seems to be a mild bump to the head can be serious. Children recovering from a concussion may need adjustments to their activities.
Refer to the CCHP Health and Safety Note Child Abuse Prevention
Refer to the CCHP Health and Safety Note Child Abuse Prevention
You may be the biggest source of support and information to families and building community with other families provides extra support.
Community resources include: local First 5, local Health Department, local Social Services (Child Protective Services), warm lines, mental health services, local schools, and libraries.
You may be the first person to suspect abuse and neglect. Child care providers are Mandated Reporters and must report known or suspected child abuse in order to protect the child. CPS will investigate the situation and provide help and services to the child and family as needed.
.
Check with your local Fire Marshal for more information on preventing fires. See the California Child Care Disaster Plan for information on conducting drills in child care programs.
Heat waves are becoming more common in California. Infants and young children are especially vulnerable to heat-related illness.
Hot Weather Emergencies
Notify families to pick up their children in the event you are unable to maintain a safe temperature inside your child care facility (a maximum of 85 degrees F, in areas of extreme heat, a maximum of 20 degrees F less than the outside temperature). Reference: LIC PIN
Foods, toys, and objects can be choking hazards. How many choking hazards can you see in the picture? Keep a watchful eye for choking hazards, and keep them out of children’s reach. Objects smaller than 1 1/4" in diameter should not be accessible to children who put things in their mouths. Demonstrate the use of a “”choke tube”.
Check toys and equipment regularly for small parts that may break off, such as eyes and noses on stuffed animals, buttons on doll clothes.
Be aware of the needs and protections for children with developmental delays, swallowing or other disabilities.
Although many injuries resulting from falls are minor (cuts and scrapes), many others such as heavy bleeding, broken bones, and head and eye injuries will be more severe and could be potentially life-threatening. Ask for examples of different kinds of falls at different ages/developmental stages.
(Baby walkers are outlawed in child care.)
Provide shock absorbent surfaces (rubber, sand, pea gravel, wood chips) and appropriate fall zones for climbing structures.
Remember, children are naturally active and playful. You can encourage healthy physical activity while taking steps to reduce the risk of falls.
Image used with permission of California Poison Control
Image used with permission of California Poison Control.
You can order refrigerator magnets with the poison control number from the Poison Control Center free of charge.
Good nutrition with sources of iron and vitamin C protects children from absorbing lead. More information on nutrition can be found in the Nutrition content of this class.
Risk factors for lead poisoning include living in a building built before 1978 that has peeling or chipped paint or has recently been remodeled or having recently moved from a country with high levels of environmental lead.
*High friction areas like windows and doors are more prone to creating dust.
Family Child Care Homes and Centers are required to provide lead poisoning prevention information to parents. This handout is available in many languages on the CCL website.
*Certified lead professionals have special training in lead-safe practices.
Test kits for pottery are available in hardware stores. EPA's Lead Renovation, Repair and Painting Rule (RRP Rule) requires that child care facilities and pre-schools built before 1978 use firms certified in lead-safe practices for renovation, repair, or painting projects that disturb lead-based paint. CDPH maintains an up to date list of professionals it certifies for lead-related construction in California.
Young children are “top heavy” and can fall into a bucket and drown.
Portable wading pools are not recommended for child care programs.
After experiencing a disaster—whether it is a flood, earthquake, fire, pandemic, or human caused event, children may react in ways that are difficult to understand.
Refer to the CCHP Health and Safety Note, Young Children and Disasters
Child Passenger Safety Laws must be posted in licensed child care centers.
You can find this poster on the Child Passenger Safety web page of the CDPH website. www.cdph.ca.gov/Programs/CCDPHP/DCDIC/SACB/Pages/ChildPassengerSafety(CPS)InCalifornia.aspx
Sadly, every year children die after being left in a car that gets too hot. Some motor vehicle accidents happen when the car is not moving or the child is not even in the car. Follow these safety tips to keep children safe in and around cars.
Tip: A field trip to your relocation site in the event of a disaster can be fun for children and serves as a good drill.
Active supervision means you are always watching so you can step in quickly in order to prevent harm to a child. Adapted from Head Start Active Supervision.
As time allows, this is a good time for small group and/or problems solving scenarios.
You can use a series of checklists (for example, one for safety, one for first aid supplies, etc. or one checklist that is more comprehensive, such as the Health and Safety Checklist for ECE based on Caring for Our Children National Health and Safety Performance Standards.
Share local resources, use the resource table for reference.
Be sure to take care of your self!
Opportunity for demonstration or lifting exercise.