Transcript PowerPoints - Delmar Cengage Learning

Chapter 13: Supportive Health
Care in Early Childhood
Education Environments
© 2007 by Thomson Delmar Learning
Health Policies Needed
• Before the age of three years, more
children in early childhood education
environments are more likely to have a
respiratory illness than those children
who are at home
• As many as 10% of children in early
education environments are infected
with pinworms
© 2007 by Thomson Delmar Learning
Health Policies
• For
– identification of infectious diseases
– management of infectious diseases
– managing care for mildly ill children
– methods and practices for caregivers
– managing chronic illness of children in
early childhood environments
– optimizing health in early childhood
education environments
© 2007 by Thomson Delmar Learning
Identification of Infectious Diseases
• Signs and symptoms of illness
– Common indicators (Figure 13.1)
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listlessness
sore throat
runny nose
diarrhea
complaint of stomach-, ear-, or headache
red or watery eyes
unusual rashes
infected skin lesions
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Identification of Infectious
Diseases (continued)
– Serious indicators
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fever
vomiting
severe coughing or breathing
urine or strong odor
unusual drowsiness
excessive crying
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Identification of Infectious
Diseases (continued)
• Respiratory tract transmitted diseases
(see Table 13-1)
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colds
influenza
strep throat
scarlet fever
chicken pox
fifth disease
sixth disease
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Identification of Infectious
Diseases (continued)
• Respiratory tract transmitted diseases
(continued)
• meningitis
• Hib
• rubella
• mumps
• whooping cough
• otitis media
• tuberculosis
• rotavrius
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Identification of Infectious
Diseases (continued)
• Fecal-oral transmission (Table 13-2)
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giardia
shigella
salmonella
hepatitis A
campylobacter
E. coli
Coxsackie virus
pinworms
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Identification of Infectious
Diseases (continued)
• Direct contact transmission (Table 13-3)
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conjunctivitis (pinkeye)
impetigo
ringworm
head lice
scabies
cytomegalovirus
herpes simplex
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Identification of Infectious
Diseases (continued)
• Blood transmission (Table 13-4)
• hepatitis B
• HIV/AIDS
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Reality Check—Otitis Media in the
Early Childhood Education
Environment
• Most frequently diagnosed childhood disease
for children who go to the doctor
• More than 50% of children have 3 or more
bouts by age 3
• Treated with antibiotics
• Teachers need to recognize symptoms for
early intervention
• Not contagious
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Managing Infectious Diseases in
Child Care (continued)
• Exclusion (see guidelines, Table 13-5)
– Serious indicators and conditions
– Includes adults in child care
– If child excluded, provisions should be
made for
• notification of parents, including time period
and conditions for return
• notification of Public Health (see checklist,
Table 13-6)
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Managing Care for Mildly Ill
Children
• Three questions:
– Is the disease highly infectious or
communicable at this time?
• Will it put others at risk?
– Does the child feel well enough to
participate in early childhood education
environment?
– Can the teacher provide the mildly ill child
adequate care?
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Managing Care for Mildly Ill
Children (continued)
• Checklist for care of mildly ill children
– Observe and record signs and symptoms
– Pay extra attention
– Provide quiet activities and quiet place
– Administer medication
• Must be done according to state laws
• See Table 13-8
– Supply good nutrition through foods and
beverages
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Reality Check—Special Care
for Mildly Ill Children
• Setting up care for mildly ill children
– on job site
– family child care home
– child care center
– child’s home
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Reality Check—Special Care
for Mildly Ill Children (continued)
• Must meet APA and AAHP guidelines
– information about illness including
physician’s name
– prognosis and instructions for illness
– care plan
– open line of communication with parents
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Managing Chronic Illnesses of Children
in Early Childhood Environments
• Chronic illnesses or conditions
– affect between 15 and 18 percent of the
population younger than 18 years
– may be from mild to severe
– may require continued treatment
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Managing Chronic Illnesses of Children in
Early Childhood Environments (continued)
• Chronic illnesses include
– allergies
– asthma
– diabetes mellitus
– HIV/AIDS
– seizure disorders
– sickle cell anemia
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Managing Chronic Illnesses of Children in
Early Childhood Environments (continued)
• General guidelines for teachers
– Understand the major chronic illnesses
– Recognize the symptoms, reactions, and
triggers
– Have identifiers of reactions for chronic
illnesses of children in care posted
prominently
– Understand what actions to take in a crisis
situation
– Remain calm
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Optimizing Health in Early Childhood
Education Environments
• The use of a health consultant and the
encouragement for every child to have a
medical home can optimize the health in
early childhood education environment
• Health consultant—see Table 13-10 for
duties
• Medical home
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Implications for Teachers
• Observation
– recognition of serious signs/symptoms
• Supervision
– sanitary procedures in use
– notification of public health, if needed
• Education
– teachers
– children
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Implications for Teachers (continued)
• For Families
• Cultural Competence
– access to health care
– immunization
– sanitary habits
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