Learning Resources

Required Resources

Course Text:

• Safety, Nutrition, and Health in Early Education (5th ed.)
• • Chapter 5, “Emergency Response Procedures for Early Childhood Education Environments” (pp. 180?188)
  • Chapter 11, “Prevention of Illness in Early Childhood Education Environments Through Infection Control” (pp. 423?456)
  • Chapter 12, “Promoting Wellness through Supportive Health Care” (pp. 459?489)
  • Chapter 13, “Providing for Special Health Care Needs” (pp. 493?518)

Note: Peruse the following Web sites and online articles. You will need to refer to these resources when completing your Discussion and Application Assignment.

Web Sites:

• American Red Cross: Prepare for Emergencies with American Red Cross First Aid, CPR and Automated External Defibrillator (AED) Courses
  http://www.redcross.org/take-a-class/Learn-About-Our-Programs
  (Includes descriptions of training in American Red Cross First Aid and CPR)

• American Heart Association: CPR and Emergency Cardiovascular Care
  http://www.heart.org/HEARTORG/CPRAndECC/CPR_UCM_001118_SubHomePage.jsp
  (Includes listings for courses on CPR and emergency cardiovascular care, including Heartsaver Pediatric First Aid, which was designed specifically to meet the needs of childcare workers)

Online Reading List for Discussion Assignment (you will choose only ONE area of interest; see Discussion for further instructions):

• Asthma and/or Allergies

• • Asthma and Allergy Foundation of America
    http://www.asthmaandallergies.org/
  • Asthma and Allergy Foundation of America. (n.d.). Asthma-friendly child care: A checklist for parents and providers. Retrieved February 2, 2009, from http://www.asthmaandallergies.org
  • Used by permisson of the Asthma and Allergy Foundation of America, New England Chapter. www.asthmaandallergies.org

• Diabetes

• • Juvenile Diabetes Research Foundation International. (2008, November). Type 1 diabetes (juvenile diabetes) facts [Fact sheet]. Retrieved from http://jdrf.org/about-jdrf/fact-sheets/type-1-diabetes-facts/
  • American Diabetes Association. (2003). Care of children with diabetes in the school and day care setting [Position statement]. Retrieved from http://care.diabetesjournals.org/content/26/suppl_1/s131.full

• HIV/AIDS

• • American Academy of Pediatrics Committee on Pediatric AIDS. (2000). Education of children with human immunodeficiency virus infection [Policy statement]. Pediatrics, 105(6), 1358–1360. Retrieved from http://aappolicy.aappublications.org/cgi/content/full/pediatrics;105/6/1358
    
    Reproduced with permission of the American Academy of Pediatrics in the format Scan via Copyright Clearance Center.

  • Dunn, A. (2004, July). HIV/AIDS: What about very young children? Findings. Retrieved from http://www.asksource.info/pdf/30879_findings02-hiv-ecd_2004.pdf

• Seizure Disorders

• • Mauro, T. (n.d.). Preparing the school for your child with a seizure disorder. Retrieved November 18, 2008, from About.com: http://specialchildren.about.com/od/seizuresandepilepsy/a/SDschool.htm

  • Epilepsy.com: Guide for Teachers and Parents
    http://nichcy.org/disability/specific/epilepsy

Optional Resources

Web Sites:

• American Academy of Pediatrics: Articles Published by Early Education and Child Care Colleagues
  http://www.aap.org/en-us/Pages/Default.aspx

• Keep Kids Healthy.com: CPR and Kids
  http://www.keepkidshealthy.com/welcome/firstaid/cpr_kids.html

• Learn CPR: You Can Do It!
  http://depts.washington.edu/learncpr/

• NICHCY: Epilepsy
  http://www.nichcy.org/disabilities/specific/pages/epilepsy.aspx

Articles:

• Gupta, R. S., Shuman, S., Taveras, E. M., Kulldorff, M., & Finkelstein, J. A. (2005). Opportunities for health promotion education in child care. Pediatrics, 116(4), e499?e505. Retrieved from http://pediatrics.aappublications.org/content/116/4/e499.full.pdf

• Copeland, K. A., Duggan, A. K., & Shope, T. R. (2005). Knowledge and beliefs about guidelines for exclusion of ill children from child care. Ambulatory Pediatrics, 5(6), 365?371. Retrieved from
  http://auth.waldenulibrary.org/ezpws.exe?url=http://proquest.umi.com/pqdweb?did=940385041&sid=1&Fmt=6&clientId=70192&RQT=309&VName=PQD

• Massachusetts Department of Early Education and Care. (n.d.). A guide to developing sample health care policies: For licensed group child care and school-age programs. Retrieved November 15, 2008, from http://www.eec.state.ma.us/docs1/forms_techasst/technical_assistance/health_care_policies.pdf

   

  Care for Students with Chronic Health Conditions

  As an early childhood professional, you will almost certainly work with children at one time or another who have a chronic health condition, such as diabetes, asthma, or allergies. It is crucial that adults understand children’s particular conditions so that, as your course text observes, “chronic health conditions in children require continued treatment and vigilance for things that might trigger responses or cause symptoms to worsen” (Robertson. p. 492).

  Prepare for this Discussion by selecting one of the chronic health conditions listed below that is of most interest to you. Then research this condition using the online reading list below and/or other related Web sites of your choosing. Your objective is to learn more about the impact of the condition on a young child and on the role of the professionals who will work with this child. Note: These health conditions are also discussed in your course text on pages 492–505.

  Note: Confidentiality is a critical issue in the early childhood field. It is important for all early childhood professionals to understand that sharing information about any child is inappropriate. Children with contagious illnesses or conditions should not be named even if other caregivers or concerned adults ask. Medicine children are taking is confidential. Information should be shared only with adults who work directly with the child and then only on a need-to-know basis. If information about a condition (asthma, cerebral palsy, etc.) is shared with other adults and children, families must be consulted first so that all involved can be educated. Children may want to know why “Johnny has to breathe into that machine” or why “Susie walks funny.” Situations and questions can be discussed openly and honestly with children with parental permission. Caution should also be used when “diagnosing” children. Teachers and other early childhood professionals can recommend that parents talk to a pediatrician or a health care professional, but must be extremely careful about drawing conclusions regarding areas they have not been trained in (for example, your child has ADD, autism, the flu, pinkeye, etc.). Experienced early childhood professionals often know the signs and symptoms of disabilities and illnesses; however, they must not be the “diagnoser” for any child.

   

  Online Reading List (choose ONE area of interest):

  • Asthma and/or Allergies
  • • Asthma and Allergy Foundation of America
      http://www.asthmaandallergies.org/
    • Asthma and Allergy Foundation of America. (n.d.). Asthma-friendly child care: A checklist for parents and providers. Retrieved February 2, 2009, from http://www.asthmaandallergies.org/Articles/Asthma%20FriendlyChild%20Care.htm
      Used by permisson of the Asthma and Allergy Foundation of America, New England Chapter. www.asthmaandallergies.org
      
  • Diabetes
  • • Juvenile Diabetes Research Foundation International. (2008, November). Type 1 diabetes (juvenile diabetes) facts [Fact sheet]. Retrieved from http://www.jdrf.org/index.cfm?fuseaction=home.viewPagepage_id=14AF69BC-BE51-42DA-B1B41955029FBC7F
    • American Diabetes Association. (2003). Care of children with diabetes in the school and day care setting [Position statement]. Retrieved from http://care.diabetesjournals.org/content/26/suppl_1/s131.full
  • HIV/AIDS
  • • American Academy of Pediatrics Committee on Pediatric AIDS. (2000). Education of children with human immunodeficiency virus infection [Policy statement]. Pediatrics, 105(6), 1358–1360.
      Reproduced with permission of the American Academy of Pediatrics in the format Scan via Copyright Clearance Center.
    • Dunn, A. (2004, July). HIV/AIDS: What about very young children? Findings. Retrieved from http://issuu.com/bernardvanleerfoundation/docs/hiv_aids_what_about_very_young_children
  • Seizure Disorders
  • • Mauro, T. (n.d.). Preparing the school for your child with a seizure disorder. Retrieved November 18, 2008, from About.com: http://specialchildren.about.com/od/seizuresandepilepsy/a/SDschool.htm
    • Epilepsy.com: Guide for Teachers and Parents
      http://www.epilepsy.com/info/family_guide

  By Day 3:

  Post a response to the following, and identify the selected chronic illness in the subject line of the post:

  • Describe specific information you gathered from your online research that would be useful for adults who work with this child. Provide the URL of the Web site(s) used.
  • Briefly discuss how this illness might affect the child’s abilities to learn and interact with others, and how it might affect his/her peers or the climate of his/her surrounding environment. (Feel free to share any experiences and/or insights you have regarding working with children who have this condition.)
  • Identify the main challenges and/or opportunities presented by a child with this condition.