Professional Documents
Culture Documents
for
Health
in
Child Care Settings
(2005)
INTRODUCTION
The health and safety of children is of prime importance. In addition to
ensuring that children are safe from injury and infection, child care providers
must demonstrate, model, and promote sound health practices. Children learn
by example and we, as adults and professionals who work with young children,
have an obligation to help them develop in the healthiest way possible.
Newfoundland and Labrador has made a commitment to improve the health
status of all the people living in the province. The Strategic Heath Plan has
outlined specific goals that help to fulfill this commitment. One of these goals
is to improve the healthy growth and development of children and youth. This
manual provides information which will assist child care providers* in helping to
achieve this particular goal.
The manual outlines standards and guidelines that child care providers must
follow in order to meet their responsibility for providing the children in their
care with a healthy and safe environment. Included is information related to
health promotion, safety and injury prevention, preventing and controlling
disease in child care settings, recognizing and reporting disease, caring for
mildly ill children, child abuse and neglect, and good adult health. There is also
a new Resources section in this manual. Space is provided for users of this
manual to add resources that they have found useful. Users of this manual can
consult with regional social workers or child care services consultants if they
have any questions about how to obtain resources mentioned within the manual
or if they have any questions about any the guidelines presented in this book.
This manual is an updated version of the original Health in Child Care Settings
(1995)**. One of the major additions to this version is the inclusion of
information pertaining to infant care. Several sections are written specifically
for infant care, however much other information is found throughout the
document in the related sections. Providers caring for infants should use the
entire document as a reference tool as many health issues apply to all ages of
children.
This manual recognizes that many health and safety issues are common to all
children. Children attending child care settings have a variety of developmental
needs and abilities. Issues specific to a particular special need or condition are
best addressed by the provider working with the parents and any professional
team members that may be associated with the child and family.
More
information on a number of specific special needs and conditions will be
provided in a separate document.
This manual also includes a Feedback Form. Users of this manual can complete
this form and return it to Child Care Services, Health and Community Services
with their comments pertaining to the manual. If there are sections that are
thought to be particularly helpful or areas that could be revised in future
versions, this form can be used to supply this feedback. Errors or omissions
can also be recorded on the feedback form and sent in to the address provided.
Equipped with knowledge, information, and an enthusiasm for health promotion,
child care providers can have a major impact on the quality of childrens health
in this province. Healthy attitudes and practices must be encouraged in all
child care settings and the attitudes and practices learned by children during
these early years will have life-long benefits.
* This document is for use in both centre-based and family child care settings.
The term provider or child care provider is used to refer to the adults
working with children in child care settings.
** The 2005 manual contains information that has been revised since the 2004
version. Any page that contains revisions will indicate this at the bottom of the
page.
iii
ACKNOWLEDGEMENTS
This document is a revision of HEALTH IN CHILD CARE SETTINGS
GUIDELINES FOR CHILD CARE PROVIDERS AND EARLY CHILDHOOD
EDUCATORS (February 1995) - Original Authors: Ann Manning and Lynn
Vivian-Book
The Department thanks Janet Murphy-Goodridge for reviewing the original
manual and collecting and/or developing many of the revisions contained in this
document. The Department would also like to acknowledge and thank the many
other individuals who have assisted with the development of this document.
Portions of this manual have been adapted with permission from Well Beings:
A Guide to Promote the Physical Health, Safety, and Emotional Well-Being of
Children in Child Care Centres and Family Day Care Homes. Canadian Paediatric
Society, (1999) Ottawa, Ontario.
iv
TABLE OF CONTENTS
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
IMMUNIZATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Policies for Immunization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Immunization Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Common Reactions to Immunizations . . . . . . . . . . . . . . . . . . . . . . . . . . 3
HANDWASHING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
For Proper Handwashing You Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
The Correct Way to Wash Hands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
When to Wash Hands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Alcohol Based Hand Rinses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
DIAPERING AND TOILETING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Diaper Changing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Toileting Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
PHYSICAL ENVIRONMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Equipment, Supplies and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Sleeping Area and Arrangements . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
SANITIZATION AND HOUSEKEEPING . . . . . . . . . . . . . . . . . . . . . . . 19
General Cleaning and Sanitizing Practices . . . . . . . . . . . . . . . . . . . . . 19
Materials for Cleaning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Cleaning Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Sanitizing Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Items Which Should be Cleaned and/or Sanitized . . . . . . . . . . . 21
Infant and Toddler Toys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
In the Kitchen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Food Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Cleaning Dishes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Garbage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Composting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Sleeping Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Sand Boxes and Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Water Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Routine for Cleaning Body Fluid Spills . . . . . . . . . . . . . . . . . . . . . . . . 31
NUTRITION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Nutrition Guidelines for Child Care Settings . . . . . . . . . . . . . . . . . . . 33
Canadas Food Guide to Healthy Eating for Preschoolers . . . . . . 35
Dental Emergencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Liquid Medications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Newfoundland and Labrador Childrens Dental Plan . . . . . . . . . .
SMOKING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
SAFETY AND INJURY PREVENTION . . . . . . . . . . . . . . . . . . . . . . . .
The Importance of Preventing Injuries . . . . . . . . . . . . . . . . . . . . . . .
Most Common Times for Injuries . . . . . . . . . . . . . . . . . . . . . . . . . . . .
General Safety Issues for Infants and Toddlers . . . . . . . . . . . . . . .
Outdoors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sun Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Water Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Insect Bites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Winter Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Safety for School Age Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Pets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Risks and Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What Providers Can Teach Children about Pet Safety . . . . . . . .
Reporting Injuries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How to Prevent Choking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Toys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Balloons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Eating Utensils . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Other . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Safety Checklists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Indoors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Outdoors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Protective Surfacing Requirements . . . . . . . . . . . . . . . . . . . . . . . . . .
Guidelines for Safe Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Transportation Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Emergency Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
First Aid Kits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ACTIVE LIVING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
SEXUALITY IN CHILDHOOD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Normal Sexual Development in Children: Major Landmarks . . . . . . .
Obstacles to Talking about Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Guidelines for Communicating with Children about Sex . . . . . . . . . .
viii
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xii
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xiii
PROMOTING
HEALTH IN
CHILD CARE SETTINGS
IMMUNIZATION
Immunization is the most effective way of preventing common childhood
infections.
These diseases can all be prevented if immunizations are up to date.
Pneumococcal Disease
Chicken Pox
Pertussis (Whooping Cough)
Measles
Tetanus
Mumps
Polio
Rubella (German Measles)
Haemophilus Influenzae b
Diphtheria
Meningitis
Policies for Immunization
1.
A copy of the current immunization record for each child must be kept on
file in the child care setting.
2.
The record can consist of a photocopy of the childs immunization card and
must have dates of the immunization and the signature of the nurse or
physician.
3.
4.
Diseases
2 months
4 months
6 months
12 months
18 months
4 - 6 yrs.
(Kdg.)
DaPTP (Diphtheria, Pertussis, Tetanus, Polio); Varicella (if Varicella has not
been given at 12 months, meaning two needles at this visit)
9 - 10 yrs.
(Gr. IV)
14 - 16 yrs.
(Gr. IX)
dTAP (Tetanus, Diphtheria and Pertussis) and Meningococcal (if not given in
Grade 4, meaning two needles at this visit.)
HANDWASHING
HANDWASHING IS THE SINGLE MOST IMPORTANT TOOL FOR
CONTROLLING INFECTION IN CHILD CARE SETTINGS.
When providers wash their hands, how they wash their hands and how often
they wash their hands are as important as what they wash with.
The best way to reduce infection in child care settings is to ensure providers
and children follow recommended handwashing routines. Studies in both
hospitals and child care settings have shown that education and regular
monitoring of providers handwashing are necessary in order to ensure that the
proper routine is followed. Providers should consider hanging a handwashing
poster by each sink as a reminder to providers and children.
Remember: Young children need supervision with handwashing. This is a good
time to teach a good health habit which can last a lifetime.
For Proper Handwashing You Need:
1.
Running Water
Use running water to remove germs from hands. Full sinks of water and basins
should not be used. The water may be warm, not hot. Hot water can scald. Hot
water for handwashing should be no more than 43/C (110/F-115/F.)
Note: When handwashing is impossible, such as on some field trips, providers
can use disposable wet wipes. These are not, however, as effective as washing
with running water. Even cool running water and soap works well to remove
germs if hands are rubbed vigorously. It is the friction of rubbing the hands
together that helps remove germs.
2.
Soap
A plain, mild, liquid hand soap is best for handwashing. The use of germicidal
(anti-bacterial) soap is not necessary and not recommended in a child care
program, because germs can be effectively removed by rubbing hands with
soap. An empty soap dispenser should either be replaced or cleaned before
adding fresh soap. It is important not to mix fresh soap with the old soap
already in the dispenser. The use of bar soup is discouraged because germs
can grow on the soap and the water surrounding the soap.
3.
Towels
There are two options for towels; single-use towels or towels that are assigned
to each individual. The choice to use one or both types of towels rests with
individual child care settings. It will depend on storage space, laundry
facilities, available space to hang towels to dry, laundry hampers, cost, and
effect on the environment. The use of single-use towels, either cloth or paper,
should not influence the effectiveness of handwashing in infection control.
Single-Use
< Use a clean towel each time.
< Use to turn off taps.
< Dispose of towel in garbage or laundry.
Individual Towels
< Assign each child and provider an individual towel to be used for the day
< Clearly identify the name of the person on the towel. (You must use a
separate towel for food preparation and after toileting.)
< Hang the towels to dry so they are not touching.
< Replace the towels with clean ones daily.
< Supervise children closely during handwashing to ensure children use their
own towels.
< Do not use these towels to turn off the taps. The taps are dirty and will
contaminate the towel, which is used all day. One suggestion is to have a
provider use a single-use towel to turn off the taps for the child. Another
is to use taps or water that is controlled with foot pedals.
4.
Sinks
Sinks should be stocked with an adequate supply of liquid soap and towels and
located next to each diapering and toileting area. Step-up stools should be
provided where child height sinks are not available. These sinks should not be
used for rinsing contaminated clothing or for cleaning potties. Another sink or
a utility sink should be used for cleaning contaminated objects.
It is ideal to have adequate hand washing facilities available in all child care
settings. However there may be times when hand washing facilities are not
available, e.g., during some field trips or in the playground area. For these
specific situations, alcohol based hand rinses (e.g., Purell which has a 62%
alcohol content) are an acceptable interim measure. The product should contain
a minimum of 60%-70% alcohol content in order to effectively kill germs.
Because these products contain alcohol, they must be kept out of reach of
children and used with supervision.
These products are essentially antiseptic hand rinses and are safe for use on
skin, however they are only effective if hands are not visibly soiled. If hands
are soiled then a moistened hand wipe/towelette should be used first, hands
must be dried using a paper towel and then the sanitizer can be applied.
Sanitizers cannot be used on wet hands as the water dilutes the alcohol, making
the product less effective. These products dry very quickly and should not be
rinsed off after the application. These alcohol hand rinses should not be used
in place of regular hand washing. Hands should be washed using soap and
running water as soon as facilities are available. Consult the manufacturers
information for specific instructions on the use of these products.
The same principle applies here as with hand washing; a quantity of the product
is dispensed into the palm of one hand and worked into both hands with friction.
The product must dry before moving on to the next task. These products are
available in various formats (small personal size bottles, pump style dispensers,
etc.)
These products are not a substitution for hand washing with soap and running
water. They can also be harsh on skin as they remove natural oils. For more
information on the use of alcohol based sanitizers, see the following websites
http://www.health.gov.on.ca/english/public/pub/pubhealth/handwash_tech.pdf
http://www.health.gov.on.ca/english/public/pub/pubhealth/handwash.html
11
<
<
<
<
<
Never leave a child unattended. Make sure that you have everything you
need ready before you begin.
<
12
<
The diaper changing area must be physically separated from the food
preparation area and must never be used for any other purpose. This will
prevent stool from contaminating food.
<
Changing the diaper of a child who is standing on the floor or diaperchanging area surface results in a less thorough cleaning of the childs
diaper area and is therefore not recommended.
<
<
Infants require frequent diaper changes during the day. When the child
urinates, the moisture, lack of air and heat provide ideal conditions for the
growth of bacteria and yeast and contribute to skin irritations.
a diaper changing area which is separated from play, sleep, eating, and
food preparation areas.
2.
3.
4.
a special waste container, with plastic levers, and with lids operated by
foot pedal.
Note: If the size or behaviour of a child does not permit safe use of a
changing centre, there shall be an area where a child can have diapers or
clothing changed that provides for privacy and easy cleaning of the child. This
area is to be kept in a sanitary condition and adjacent to a source of potable
(suitable for drinking) water.
Changing the Diaper:
<
<
<
<
<
<
<
<
<
<
<
<
<
13
Check to be sure supplies you need are ready and near the diapering
area.
Wash your hands.
Lay the child on the diapering surface. Never leave the child
unattended. If an emergency arises, put the child on the floor or take
the child with you.
Remove soiled diaper by folding it inward; put aside.
If safety pins are used, close each pin immediately. Keep pins away
from child. Never hold pins in your mouth.
Put disposable diapers in a lined, covered step can. Do not put diapers
in toilet; bulky stool may be emptied into toilet (remove this formed
stool from the diaper with a tissue).
For cloth diapers provided by parents, place the dirty diaper in a plastic
bag to return to parents. NOTE: Do not rinse diapers. Toilet paper
should be used to remove formed stool from any type of diaper and then
flushed in the toilet.
Clean the childs bottom with a moist disposable wipe. Wipe front to
back using the wipe only once. Repeat with fresh wipes if necessary.
Dont overlook skin creases. Pat dry. Use warm water and soft cloth
and mild soap if there is stool present.
Dispose of the wipe in a lined covered waste container with pedal.
Wipe your hands with moist disposable wipe. Dispose of it in the lined,
covered step can.
Diaper or dress the child.
Wash the childs hands and your own hands. Assist the child back to
the group.
For infants, record the information on the daily record.
Note: Ointments and creams are not usually necessary when a childs skin is
healthy and diapers are being changed whenever soiled. Skin preparations can
trap germs, urine and stool between the ointments and skin, causing skin
irritation or infections. These ointments must be completely removed with each
diaper change to clean the urine and stool from the childs skin. The products
should not be used routinely unless the skin is irritated and the parents
especially request them. These products must only be used for the designated
child and must be labelled with the childs name. Products in squeeze application
containers as opposed to tubs and jars are recommended.
Baby powder, talc, and cornstarch are dangerous and should not be used;
they always get in the air and the child may inhale the powder.
14
<
<
<
<
<
<
Remove any visible urine or stool with toilet paper and discard or flush in
the toilet.
Spray the sanitizing solution onto the entire changing surface, and let it
sit for 30 seconds while you put skin care products back and wash your
hands. Always assume that the outside of the spray bottle and skin care
products are contaminated. Sanitizing solutions should be made up fresh
daily.
Wash your hands.
Dry the changing surface with a single-use towel. Dispose of the towel
appropriately.
Wash your hands thoroughly. You have contaminated them while wiping
off the sanitizing solution.
Report abnormal skin or bowel movements to the parents, e.g., rash,
unusually hard or soft bowel movement, unusual colour, unusual or foul
odour, frequency.
Toileting Routine
Providers may also play an active role in assessing and reinforcing a childs
progress in toilet learning. Most children are ready to begin toilet learning
between the ages of 2 and 4 years. Each child is unique and providers should
follow their individual cues throughout the process. Providers must coordinate
with parents so that their toilet learning methods are consistent. A child is
usually ready to begin toilet learning when the child:
<
<
<
<
<
<
<
<
Talk to parents about what they are doing at home to ensure consistency.
<
<
<
<
<
<
<
<
15
Decide what words the child is using to refer to body fluids and body
parts.
Use a comfortable potty chair or toilet seat adapter making sure that
childs feet are either flat on the floor or on a stool. Ensure that potty
chairs are made of smooth, non- absorbent, easy to clean material and have
a removable waste container.
Keep potty chairs in the bathroom, not in hallways or home rooms. Ensure
that children know where the potty chairs are located.
Help the child get familiar with the potty by having her/him sit on it even
if fully dressed at specific times in day.
Take the child to the potty when s/he tells you s/he has to go.
Watch for signs that the child needs to use the potty.
Expect accidents to happen and never scold a child when this happens.
Always remain positive!
If child is not making any progress after a couple of weeks, stop and try
again a few weeks later.
Note: If at all possible, providers helping children on the potty and toilet
should not prepare any food on the same day. Studies have shown that this
practice is important for preventing the spread of infection.
The following steps for providers outline the proper toileting routine for
toddlers:
Toileting
<
<
<
<
<
<
Remove the soiled diaper, clean the child as outlined in the diaper
changing routine. Place the child on the toilet or potty.
Stay with the child for about five minutes. If the child is ready to
urinate or have a bowel movement, the child will be successful within a
few minutes.
Wipe the child from front to back, and teach the child to do the same.
This wiping method is preferred, especially for girls, since it reduces
contamination of the vagina and urinary tract.
Flush the toilet or let the child flush it. If the potty was used, empty
its contents into the toilet and flush. Be sensitive to the fact that
someone young children may be scared or upset by the flushing. In
those cases, flush the toilet after the child has left the bathroom.
Diaper, as necessary, and assist the child in dressing.
Assist the child in handwashing; wash your own hands and return the
child to a supervised area.
16
17
PHYSICAL ENVIRONMENT
An important component of child care is the physical environment in which
children spend their time.
<
The licensee must ensure that the premises, its furnishings and its play
materials are kept in a safe, clean, and sanitary condition;
< free of dust, insects, pests and rodents;
< adequately lighted, vented and heated; and
< kept in a good state of repair.
<
Carpet, either wall-to-wall or pieces, are difficult to keep clean and are
therefore not permitted in infant playrooms. Floors should be covered
with washable flooring. Washable mats with, or on top of, non-skid
material are permitted.
<
<
In infant rooms, staff and visitors must have footwear for indoor use only.
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19
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<
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<
20
Cleaning Routine
The rubbing action of the towel on the surface creates friction. Friction is
needed to remove any dirt on the surface and any germs that may be under the
dirt. Although cleaning removes germs, it may not remove all of them.
Sanitizing is designed to greatly reduce the number of germs and is often
necessary after the dirt is removed from the surface.
To clean surfaces, wash with household cleaners. Rinse well and dry.
Sanitizing Routine
Sanitizing greatly reduces the number of germs on a surface or object. Urine,
stool, mucus, and vomitus contain germs. After these spills are wiped up and the
area cleaned, sanitize the surface. Always use a freshly prepared bleach
solution.
A household bleach is recommended. It is effective, economical, convenient and
readily available; however, it should be used with caution on metal. If bleach is
found to be corrosive, a different sanitizer may be required. Ideally, cleaning
is always done before sanitizing.
Sanitizing Solution:
Prepare the household bleach solution in the following way:
<
<
<
<
<
<
21
How to Sanitize:
There are various methods for applying sanitizing solutions:
<
<
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<
<
When sanitization is complete, all surface areas can be air-dried , with the
exception of diaper-changing surfaces and potties. These surfaces should
be wiped dry with single-use towels.
Daily
22
Other
23
<
<
<
<
<
<
Clean and sanitize any toys that may have been put in childs mouth.
Minimize the sharing of mouthing toys to reduce the spread of germs;
remove toy after child has played with it and put aside until there is time
for cleaning and ensure that there is an adequate supply of toys.
Sanitize all frequently touched toys (for example, board books, puzzles)
at least twice a week and when necessary. Wipe, rather than soak, these
toys with the sanitizing solution. These toys only need to be cleaned
before sanitizing if they are visibly soiled.
Keep an empty basin for storing heavily soiled toys. Keep out of childrens
reach. When time permits, wash and sanitize toys.
Machine-wash soft, washable toys, e.g., stuffed animals or cuddly dolls,
every week and as necessary.
Clean all larger toys, activity centres and toy- storage shelves on a weekly
basis.
24
In the Kitchen
<
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<
<
<
<
<
<
<
<
<
<
<
Food Safety
The following information is from the pamphlet Food Safety is Everyones
Responsibility published by the Government of Newfoundland and Labrador
and available from the environmental health officer.
Handle Perishable Foods Safely:
Perishable foods must be stored at controlled temperatures. In addition, foods
must be protected from contamination. Please follow these recommendations:
Do not store any perishable foods in the danger zone between 4C and
60C, where bacteria can grow.
Keep raw meats and poultry away from other foods during storage and
preparation.
Keep separate cutting boards and utensils for raw meats and vegetables
to avoid cross-contamination.
Make sure the refrigerator is set at 4C (40F) and keep the freezer at
-18C (0F).
25
Serve foods right away so they do not linger at room temperatures where
bacteria can grow.
Keep cooked and ready-to-eat foods separate from raw foods and surfaces
that raw meats have contacted. This will prevent the bacteria that live on
raw meats from contaminating food which will not be cooked again.
in a refrigerator.
in a microwave oven.
DO NOT THAW FOOD AT ROOM TEMPERATURE
You must always thoroughly cook food. Cooking food thoroughly is necessary to
kill harmful bacteria that may be present in or on the food. This is very
important for poultry and ground beef. Food should be thawed before cooking
to ensure that it is cooked throughout. Do not refreeze previously thawed food.
Internal Temperature Needs:
Cook foods to the following internal temperatures to kill bacteria (check it with a meat
thermometer)
Food Type
Temperature
70C (158F)
Poultry
Ground Meat
71C (160F)
Eggs
Fish
70C (158F)
26
More Food Safety Tips:
Sanitize countertops, cutting boards and utensils with a mild bleach and
water solution. Remember: Clean first, then Sanitize!
Wash all produce thoroughly before cooking or eating.
Cook poultry dressing separately, never inside the bird.
Cook poultry or roasts all at once, never cook partially on one day to finish
cooking the next day.
Use a thermometer to find out the internal temperature of cooked items.
Place a hot food item in several shallow or smaller pans in a refrigerator
for quick chilling.
Avoid the use of home canned or preserved food items when serving large
numbers of people (e.g. young children in a child care setting.)
Obtain food from licensed food premises.
Use two utensils to taste test. One is used to obtain the food. The food
is then transferred to a second utensil which is used for tasting.
Cover open cuts/sores with a water resistant dressing and gloves when
handling food.
Do not wear jewelry when preparing food. It collects dirt and is difficult
to keep clean.
Do not prepare food if you are suffering from a disease which may be
transmitted through food.
Cleaning Dishes
27
Pacifiers: If dropped, rinse under hot water before returning to child. Clean
and sanitize if dropped in dirty container.
Garbage
Composting
Many child care settings are trying to do their part to help protect the
environment. Composting is one way to help reduce the garbage that we
produce in our day to day life. Up to 30% of the garbage we discard each week
can go into a compost pile. Weeds, leaves, grass clippings, vegetable and fruit
scraps and peelings and a variety of other organic wastes can be turned into a
valuable product to enhance the soil. The lawn, plants and garden vegetables
benefit from the nutrient rich compost.
28
Always cover food scraps with a layer of brown material such as soil, old
compost, dead leaves or wood shavings.
In worm composting, food scraps should be buried in the bedding rather
than placed on the surface.
If fruit flies do become a problem a simple home-made trap can be
developed. Take a soda bottle and remove the lid. Cut the bottle in half,
and pour cider vinegar into the bottom half to a depth of about 2
centimetres. Invert the top half of the bottle into the bottom half,
forming a funnel leading into the bottle. Fruit flies will be attracted to
the vinegar and will be trapped or drown in the bottle.
29
Sleeping Areas
Assign bedding to individual children.
Label bedding individually or use fresh bedding each day if the bedding is
removed from the individual cribs or cots each day.
Launder bedding once a week.
Clean and sanitize sleep equipment, such as cribs, cots and mats, before
assigning them to another child.
Clean and sanitize all equipment if it becomes soiled or wet.
30
Family (or household) beds are acceptable for use in family child care
settings as long as each child has individually marked, clean bedding that is
placed on top of the family bedding.
<
<
<
<
Water Tables
Infants and Toddlers: use individual plastic basins as they are more easily
sanitized between use, less likely to spread infections, and children can still
play collectively on a table or floor or outside.
Water tables trap germs. They need to be drained and sanitized on a daily
basis.
< Fill with fresh tap water daily.
< Empty or drain water tables daily and then sanitize.
< Leave empty until next use.
< Sanitize all water toys daily.
< Instruct children and providers to wash hands before playing in the
water.
< If a child vomits into the water, scoop out vomit and flush down toilet.
Drain and discard water and sanitize the table.
Page Revised - 05/04
31
Please refer to the Canadian Child Care Federation resource package HIV/AIDS and Child
Care. There is a resource sheet that could easily be photocopied for providers and parents.
33
NUTRITION
Eating habits formed in the early years often remain throughout life. It is a
lot easier to develop good eating habits in young children than to try to change
poor habits in adults. As a child care provider you play an important role in
promoting healthy eating habits in child care settings. Your attitudes and
practices will serve as a model to the infants and children in your care.
The provision of a good nutrition program is one of the most important aspects
of a quality child care arrangement. Following are guidelines for nutrition
programs in child care settings. For more information on the general principles
of planning healthy meals and snacks, please refer to the relevant Program
Guide(s).
34
For Lunch or Supper:
Provide at least one serving from each of the four food groups of Canadas Food
Guide to Healthy Eating at the midday meal. Offer child-sized portions and let
the childs appetite be a guide to the amount they need. Seconds should always
be available.
N.B.:
Generally, child sized portions for preschool children are about half of
suggested serving sizes listed in Canadas Food Guide to Healthy Eating.
Portion size depends on the age and appetite of the individual child.
When a child care service offers care beyond 5:30 p.m., supper, consisting of
all four food groups, must be provided unless the parents advise otherwise. In
all situations if the child is in care after 6:30 p.m., supper must be provided.
For Snacks:
Snacks should include a serving from at least two of the four food groups. If
one of the servings is not a beverage, then water should be offered. Additional
items, if served, should be chosen from Canadas Food Guide to Healthy Eating.
Snacks should be nutritious and be low in sugar so as not to promote tooth
decay. Serve the morning snack early enough to satisfy the needs of children
who wake up very early, and those who may need or want additional nourishment
for this active time of day.
A Word on Vitamin and Mineral Supplements
There is no substitute for healthy eating. If a child is eating a variety of foods
from Canadas Food Guide to Healthy Eating, vitamin-mineral supplements are
not necessary and cannot be given in child care settings, except under a
physicians prescription. (Please see Child Care Services Regulations)
Supplements cannot take the place of the more than 50 different nutrients
found in food.
35
<
Whole grain products have more fibre than refined products. Try using
whole wheat flour in some of your baking. Choose whole grain breads and
cereals and brown rice more often.
<
36
<
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<
<
Children often prefer finger foods, crisp textures and bright colours.
Serve vegetables raw, (see section on Choking Hazards) or cooked but
still crisp.
Only 100% unsweetened fruit juices are to be served in child care
settings. Fruit flavoured drinks, crystals, and powders are high in sugar.
Even those that contain vitamin C are not a substitute for fruit juice.
They do not contain the many vitamins and minerals found naturally in fruit
juice.
A child who drinks too much juice (or milk) will not be very hungry at
mealtimes. It is recommended that preschoolers intake be limited to no
more than one cup of juice per day. Since children will likely be drinking
juice at home as well, and since preschoolers milk requirements are
substantial, a good practice is to offer juice at just one snack each day
and milk at the other snack plus at lunch.
Water must be available to children at all times.
MILK PRODUCTS
2-3 servings per day for children eating full size portions, e.g., 250
mL (1 cup) milk;
4-6 servings per day for children eating half-size portions, e.g., 125
mL ( cup) milk.
37
<
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<
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<
Children have a very keen sense of taste. What might seem bland to an adult
will be fine to a child. It is not necessary to add extra flavourings to food that
is prepared for children. Children should be encouraged to enjoy the taste of
foods without the addition of a lot of salt, sugar, and fat.
Salt
Diets that are high in salt have been linked to high blood pressure, especially
in people with a family history of hypertension. It is a good idea to limit the
intake of salt in our diets as foods that have natural sources of salt provide a
sufficient quantity to meet our needs. Providers are advised to practise
moderation in the use of salt by generally avoiding salty snack foods, and by
limiting the use of other salty foods such as processed meats, pickles, dry soup
mixes, and canned soups. Keep salt shakers off tables as there shouldnt be a
need to add salt at the table.
Page Revised 09/04
39
Sugar
Sugar causes tooth decay, particularly when sweet foods are consumed as snack
foods between meals. Honey, molasses, syrups, white sugar, and brown sugar
all promote tooth decay. There is also a risk of infant botulism with honey for
infants less than one year old. Encourage raw fruits with natural sugars as
snacks.
Fat
Encourage moderation in relation to fat content when selecting food choices in
child care settings. Parents and providers can encourage healthy fat intake by:
Children do need some dietary fat for normal growth and development, and this
need can be met in the form of nutritious foods; for example, a nutritious
higher fat food such as cheese is an appropriate food for helping preschoolers
satisfy their nutrient and energy needs.
Products Sweetened with Artificial Sweeteners
Although aspartame, sucralose and acesulfame potassium, the artificial
sweeteners used in almost all sugar-free products, are considered safe, they
may be consumed by some individuals (primarily children) in quantities
exceeding acceptable levels. Healthy children do not need to use sugar
substitutes. Artificially-sweetened diet drinks, gelatin desserts, cereals,
chewing gum, puddings, or chocolate drinks are not recommended in child care
settings.
Children can be encouraged to develop a taste for less sweet foods and
naturally flavoured foods, rather than substituting artificial sweeteners.
40
41
The symptoms of a food allergy can range from mild to very severe. The
symptoms can begin within moments of ingestion of the food or may be delayed.
The most severe symptom is an anaphylactic reaction, which involves a reaction
in two or more body systems, including the cardiovascular (heart) and
respiratory (breathing) systems. An anaphylactic reaction is life threatening
and can quickly lead to death.
If you have a child in your care who has potential for an anaphylactic reaction
to a food allergy, you must work with the parents and the health professionals
involved. You must also:
< know what food(s) to avoid, and advise all parents (and all children)
about foods that should not be brought to child care.
< read all food labels to ensure the food is safe.
< know the allergy symptoms.
< know the suggested medications, including Epi-Pen.
< know how to give the Epi-Pen.
< have an emergency plan following the Epi-Pen injection.
< complete the Allergy Awareness Posters (available through the
Newfoundland and Labrador Lung Association) and post them at strategic
places throughout the child care setting.
See also Tips for Providers in Children with Special Needs and Long Term
Conditions.
Common Food Allergies
Almost any food can cause a food allergy. The most common foods are:
Milk
Eggs
Soy
Peanuts
Nuts
Fish
Shellfish
Wheat
Kiwi
Strawberries
Seeds
42
Avoidance
Providers must ask parents for information about management of a childs food
allergies and intolerance. If the allergy is life-threatening, an emergency plan
is necessary to ensure the safety of a child. Additional information about food
allergies may be necessary to help ensure the safety of an allergic child.
Information on reading food labels to help identify uncommon words for
common food ingredients, such as milk - casein, whey, curds, or egg - albumin,
ovalbumin, yolk, will be necessary. Additional information can be obtained from
parents, dietitian and physician. Providers should watch all children carefully
and report any apparent distress from food to the childs parents.
Avoiding the trigger food(s) to which a child is allergic is the only way to
prevent an allergic reaction. It is important to read the labels to determine
if the trigger food is an ingredient in a food. Cross-contamination must be
avoided. It occurs when a non-trigger food comes in contact with the trigger
food. While you may not see traces of the trigger food, there may be enough
contamination in the non-trigger food to cause a reaction. Cross-contamination
often occurs when the same preparation and serving utensils are used for
different foods, or foods are placed next to each other. Occasionally a
reaction can occur if a child is simply in the same area as the trigger food. For
more information on cross-contamination, obtain a copy of Food Allergy Facts
(yellow sheet), available from the Newfoundland and Labrador Lung Association
(709) 726-4664 or by contacting the regional child care services consultant or
social worker. This sheet is part of an information package developed for
parents by the Airways/Allergies Parent Support Group.
Food Choking Hazards
(See also How to Prevent Choking in Safety and Injury Prevention)
Children up to the age of about 4 years are most at risk of choking and
suffocating on certain foods because they do not have the chewing capabilities
of older children and adults. Thus they are more likely to swallow a food
before it has been thoroughly chewed to a soft, small mass. Choking is the
second most common cause of deaths in the home for children under 5 years
of age. It is critical that parents and providers know how to reduce the risk
43
<
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Chips
Wieners
Round or Hard Candy
Cough drops
Raisins
Large Pieces of Fruit
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Marshmallows
Corn
Raw Celery
Peanut Butter
Nuts and Seeds
Gum
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Chunks of Meat
Cherries with Pits
Grapes
Raw Carrots
Popcorn
To reduce the risk of choking from any foods, follow these guidelines for children
under four years of age.
<
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<
Avoid foods that are hard, or tough, and difficult to chew. Raw carrots and
hard fruit pieces can be cooked and mashed or grated for younger children.
Speak with parents of younger children to determine how these foods are
served at home.
If wieners, sausages, or grapes are served, they should be cut both lengthwise
and crosswise so they are no longer a plug shape.
Carefully remove all bones from meat, fish, and poultry.
Never serve peanut butter alone in a lump, as it may stick in the throat or to the
vocal cords; serve it thinly spread on bread or crackers.
44
<
<
<
Children should eat sitting upright, with an adult present; never alone or while
moving around.
Check floors for hazardous items that may have been dropped, (e.g., peanuts,
candy), especially if there are younger children in the child care setting.
toothpicks are also a choking hazard and should not be used in foods served in
child care settings.
<
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<
Ensure parents are familiar with your child care services policies regarding
nutrition.
Include articles in your newsletter about nutrition activities in your child care
setting. Parents might also appreciate recipes which are popular with the
children. They can make the same healthy fun foods at home. Your Child Care
Services Consultant or Nutritionist may be able to help with this.
Talk with parents about eating problems you notice, as they may wish to seek
advice from a health professional.
If a child really enjoys a particularly nutritious food, mention it to the
parents. They may wish to serve it at home.
Each week, the current menu must be easily available for parents viewing.
The entrance or coat and boot area is a good place. It is important that the
menu reflect what is actually served each day. Pencil in any daily changes
directly onto the menu form. When parents have the opportunity to read the
weekly menu, it helps them to plan the evening meals without repetition. They
might also note foods served at child care which their child refuses to eat at
home and this presents a perfect opening for discussion with providers. It
can also be a means of providing information to parents as to what makes up
healthy eating for children.
45
46
her milk supply, Mary expressed her milk during her lunch break in the teachers
room at school and stored it in the refrigerator until the end of the day. She used
an insulated lunch bag to carry the milk back and forth between home, school and
the child care centre. On the weekends Mary went back to her normal feeding
pattern of breastfeeding.
Scenario II
Suzanne returned to school in September when her baby was 3 months of age. She
fortunately had a child care centre on- site at her high school. She maintained her
breastfeeding by feeding her baby at home. She came to the child care centre
during her breaks and lunch hour to breastfeed her young baby. Suzanne has built
up a supply of expressed breastmilk which she maintains in the freezer at the child
care centre for times when she is unable to be present for the feeding.
Some women decide to continue breastfeeding at home and provide formula for
their infants while they are in child care. If women feel that expressing breastmilk
is not an option for them they can still enjoy the many benefits of breastfeeding
by combining breastfeeding and formula feeding.
The benefits of breastfeeding are undisputed by researchers and health
professionals. Providers can support the breastfeeding mother and child by
demonstrating a positive attitude towards breastfeeding and encouraging the
mother in her efforts. The child care setting should reflect a breastfeeding
friendly environment. Posters and literature such as pamphlets and brochures that
recognize breastfeeding as the norm for infant and child feeding in the local
community should be evident.
Here are some tips for making your child care setting breastfeeding friendly:
<
<
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<
47
For more information about breastfeeding see Canadian Child Care Federation
Resource Sheet Supporting Breastfeeding in Child Care, Spring 2001.
Storing and Handling Breastmilk
Breastmilk may not look like formula or cows milk from the store. Breastmilk is
not homogenized and therefore it separates into layers of milk and cream. It is
normal for breastmilk to be bluish, yellowish or even brownish in colour. Frozen
milk often takes on a yellowish colour. Some women have noticed a slightly soapy
odour to their frozen breastmilk after it is thawed. This milk is not harmful to
the baby. The milk is not spoiled unless it smells sour or tastes bad.
Ensure that parents bring in new bottles of expressed milk on a daily basis. All
bottles or foods must be labelled correctly with the infants name, contents, and
date and then refrigerated appropriately. Keep a roll of masking tape and a pen
handy in case the parent forgets to label the infants food or milk. Give any
expressed breastmilk that remains at the end of the day back to parents or
discard it.
Storage
< It is recommended that breastmilk stored in a refrigerator be used within 48
hours.
< Freshly expressed breastmilk can be kept frozen inside the freezer section
of a refrigerator for 2 weeks.
< Freshly expressed breastmilk can be kept frozen in a deep freezer for 6
months.
< Previously frozen breastmilk should not be refrozen, but you can refrigerate
it and use it within 24 hours.
< Thawed breastmilk should be refrigerated.
< Throw out any breastmilk that has been left at room temperature since the
last feeding.
48
To thaw breastmilk:
< Loosen the lid of the bottle or container first. Place frozen milk under cool
running water until thawed, or thaw frozen milk in the refrigerator several
hours before it is needed. Use thawed breastmilk within 24 hours.
< Breastmilk separates into layers when stored. The cream in the breastmilk
rises to the top. Shake it gently before serving to mix in the cream.
< Warm breastmilk gently by putting it in a pan or bowl of warm water.
< Do not use a microwave to thaw or warm breastmilk as it is very easy to
overheat the milk and destroy its high quality. Microwaves heat the milk
unevenly, causing hot spots that can scald the babys mouth. Plastic bags may
break in the microwave.
Formula Feeding
Commercially prepared infant formulas are used for infants who are not exclusively
breastfed. They are generally used for the first 9-12 months. The most common
types of formula are:
<
<
<
The instructions are very different for each type. In all cases, the manufacturers
instructions on the label should be followed exactly. Always check the label for
the type of infant formula you are using for the infant and check the expiry date.
Always measure formula and water accurately. Babies can become severely
dehydrated if too little water is added. If too much water is added the baby will
not get enough calories and other nutrients. Never add any extra formula,
water or cereal to the bottle.
Evaporated (canned) milk is not an infant formula. It is lacking iron and other
important nutrients. It is also high in protein, difficult to digest and the fat is
poorly absorbed. If parents choose to use it, it must be prepared according to the
instructions on the sheet Preparing Evaporated (Canned) Milk Formula, available
from your Regional Integrated Health Authority office.
49
<
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50
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Always wash and rinse equipment after use. Hold bottles up to the light to check
that all milk rings are removed (rinsing the bottle well immediately after a feeding
51
will usually prevent this problem). Squirt hot water through nipples to clear away
any clogged formula and ensure that the hole is clear. Wash the top of the
formula can before opening it.
Use a large pot with a tightly fitting lid for sterilizing and put a rack or folded
cloth on the bottom. Put the equipment and nipples in the pot, laying the bottles
on their sides. Fill pot with water, but not up to the top of jar. Water should
cover the bottles and other utensils completely. Cover pot and bring water to a
boil. Continue to boil rapidly for 2-5 minutes and allow to cool. Remove equipment
and nipples with sterilized tongs.
Feeding Basics
How do you know a breastfed baby is getting lots of milk?
One of the most common reasons why women give up breastfeeding early is their
concern about whether or not their baby is getting enough breastmilk. After the
first week of life a healthy breastfed baby should have at least 6 heavy, wet cloth
diapers each day or 4-5 disposable diapers. The urine should be pale in colour.
Sometimes it may be difficult to tell if a disposable diaper is wet. To know what
a wet disposable diaper feels like, pour 2-4 tablespoons of water in a dry diaper
and feel the weight of the wet diaper as compared to the dry diaper. A breastfed
baby usually has at least two yellow, seedy bowel movements, about the size of a
loonie each day. After the first month of life there may be fewer bowel
movements but they remain mustardy yellow in colour and fairly loose. Many people
who are not familiar with the normal breastmilk stool may wrongly assume that the
baby has diarrhea.
The bowel movements of the baby who is drinking formula tend to be firmer,
stronger smelling and brown in colour. Formula fed infants usually pass stool less
often than the breastfed baby.
A breastfed baby may have a bowel movement as often as after every feeding or
as little as once in 7-10 days. Both patterns are normal. A breastfed baby rarely
has problems with constipation. Many young infants appear to have difficulty
passing their stools. They grunt, groan, raise their legs, cry, turn red and push
hard, but nothing comes for a while. This does not mean that the baby is
52
constipated. If the stools are hard and dry, the infant is constipated. Once
complementary (solid and semi-solid) foods are introduced the appearance of the
stools change.
A healthy breastfed baby looks relaxed and content after a feeding.
Feeding and Sleeping Patterns
Daily feeding and sleeping patterns will vary from baby to baby. All babies are
unique and develop a pattern that is right for them. The infants individual pattern
and needs for food and sleep will determine the eating and sleeping routine that
is established for that child. The established routine must be flexible and
amended to accommodate the childs changing patterns and needs.
As the baby grows and develops the feeding pattern may change to meet the
babys needs. Babies do best when they have unrestricted feedings based on their
cues. Babies feed best on cue before they reach the crying state, and for as long
and as often as they are interested. Often, young babies cluster their feedings
closer together, for example every two hours, and then go for a little longer
stretch at another time in the day. Breastfed babies often feed frequently
throughout the evening.
The infant cues for beginning a feeding include: rapid eye movements, waking,
stretching, stirring, hand-to-mouth activity, and oral activities such as sucking,
licking and rooting (bob up and down) (Health Canada, 2000).
Sleeping patterns also change as the infant grows and develops. S/he must be
allowed to rest and sleep according to her/his own needs and in accordance with
the wishes of his or her parents, rather than on an artificially established routine.
A daily written record of the childs eating, sleeping and elimination patterns must
be provided to the parents of a child who is less than 24 months of age. (See
Infant Daily Record Form)
Feeding in Child Care Settings
It would be very difficult to predict accurately the exact amount of milk a baby
would take at each feeding. It is likely that the primary caregiver in a child care
setting will soon get to know the baby and have a better sense of what the baby
53
will typically take at each feeding. On average most breastfed babies take
between 60-120mL (2-4 ounces) about 8-12 times in 24 hours. It would be very
unusual for a breastfed baby to consume a 250 mL (8 ounce) bottle of milk at one
feeding. For formula-fed infants, allow her/him to feed until satiated, but do not
require her/him to finish the bottle.
For infants being fed from a cup, often they will take sips throughout the day as
opposed to a large cupful at one time.
There are some breastfed babies who never take a bottle. They learn to drink
from a cup instead and are quite adept at drinking in this way. Some mothers
choose to use a regular open cup while others use the sippy cups with the spouts
or straws. Some breastfed babies are reluctant to take a bottle. Try to be
patient and try these different ways to encourage the breastfed baby:
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Encourage the mother to find someone else to try the bottle when she is not
around; it is unlikely that a breastfed baby will drink from a bottle if their
mother is nearby.
Try offering the bottle before the baby is too hungry; s/he may be more
cooperative.
Hold the baby lovingly in your arms while giving the bottle.
Encourage the mother to leave a piece of her clothing with the provider so
that the mothers smell is present; wrap around the baby.
Avoid pushing the bottle nipple in the babys mouth. Tickle her/his lips or lay
near the mouth so s/he can pull it in.
Run a little warm water over the nipple to bring it to body temperature.
Suggest that parents experiment with a variety of bottle nipples.
Ask the parent about different feeding positions; some babies will not take
the bottle easily in the nursing position but prefer sitting more upright
against the providers drawn up legs(like in an infant car seat); some babies
like to be held looking outwards rather than at the provider.
Try gently rocking, walking or swaying from side to side, as some babies will
accept bottle with movement.
Try to make the experience a pleasant one for the baby; never force the baby
to take a bottle.
If the baby refuses the bottle they can still be given the breastmilk by cup,
spoon or eyedropper. Talk to parents about alternate feeding method if using
a bottle does not work.
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What should the provider do if the breastfed baby seems hungry and the
mother is due to arrive shortly?
Always discuss this possible situation with the mother when the baby is enrolled
in the child care setting. Perhaps the provider could satisfy the baby by giving
less than a full feeding with a small amount of milk until she gets there. The
mother may have full breasts and be anxious to feed her baby when she arrives at
the child care service.
Water and Juice
Healthy infants do not need extra water or juices in the first five - six months of
life. They only serve to limit the intake of breastmilk/formula by taking the place
of it in a babys diet. Certainly in the first year of life they should be kept to a
minimum. A daily maximum of 60 mL of juice is adequate for infants 5-12 months
old, 125 mL for those 12 -24 months old. Juice should not be given in a bottle.
Introducing Complementary Foods (solid and semi-solid)
At about six months of age, many but not all exclusively breastfed infants will
show a readiness and interest to be offered foods to complement their intake of
breastmilk. Solid foods help meet the babys increased need for iron, protein, and
energy (calories) as they grow. The World Health Organization now recommends
that babies be exclusively breastfed for six months before introducing any
complementary foods.
Introducing complementary foods to formula fed infants can begin at four to six
months of age. Infant cereal was traditionally, and continues to be, the first food
provided because of the concern for preventing iron deficiency in the formula fed
baby.
Not all babies are ready to start solid foods at the same time. It is important to
consider each baby as an individual and look for signs of readiness for solid foods.
The parents will make the decision when they feel it is best to begin solid foods,
but the provider has an important role to play in informing the parents of
behaviours that may or may not indicate a readiness for foods.
Page Revised 09/04
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Parent Guidelines for Introducing Complementary Foods (Solid and SemiSolid Foods)
New foods are not to be offered to infants at the child care service. Parents
have the responsibility to introduce new foods, as there may be an adverse
reaction.
The following is provided for information only - again, the
introduction of new foods is to be done by parents at home.
The time when complementary foods are introduced to the infant is an especially
vulnerable time because infants are just learning to eat and they need time and
patience from their provider. They need to be fed foods frequently. Care must
also be taken to avoid having the complementary foods replace the vital
breastmilk/formula. For breastfeeding mothers, it is important to note that
starting solid foods is not a sign to stop breastfeeding. Generally mothers are
encouraged to offer breastmilk first before offering solid foods.
There are many ways to introduce solid foods and feeding patterns vary from
family to family and culture to culture. It is best that parents and providers work
together when beginning the process of introducing first foods. If controversies
arise it is best to resolve these issues with a public health nutritionist.
Here are some tips for parents when introducing complementary foods:
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Keep mealtimes pleasant; allow the baby to stop eating when he is full and eat
only the foods he likes.
For more information refer to Babys First Year, available from Regional
Integrated Health Authority offices.
Commercial and Homemade Infant Foods
The decision on whether to use home prepared baby foods or commercial foods is
up to the parents of the infant. Both types of foods can provide the required
nutrients for the infant and young child. The smooth, uniform texture of the
commercial foods may, however, make the transition to family table foods more
difficult for some babies. Homemade foods allow parents to increase the texture
of foods as the infant improves her chewing and swallowing abilities.
Storing and Serving Infant Foods
Each child's food must be labeled with the child's name and date of opening, and
stored appropriately.
Before serving:
Remove from jar or container just the amount of food the baby will likely eat. Put
food into a feeding bowl. Don't feed from the jar/container. Food remaining in the
feeding bowl should be discarded, not put back in the jar/container.
If parents provide frozen home prepared food, thaw in the refrigerator, or as you
warm it (dish in hot water, egg poacher, or double boiler works well). (See Food
Safety)
If you warm infant foods, stir foods and test temperature before serving (food
should be just lukewarm).
Do not use a microwave to heat foods, as uneven heating may cause hot spots that
could burn a baby's mouth or throat.
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THE INFANT
Start early. At the age of three months begin to wipe his or her gums gently.
The Steps Are:
< lie baby in a comfortable place
< make sure you can see into the babys mouth
< use a soft baby toothbrush or a clean damp wash cloth. Brush or wipe babys
teeth and gums.
< do not use toothpaste until the child has teeth
< use only a pea-sized piece of toothpaste on the toothbrush as young
children tend to swallow toothpaste. Swallowing fluoridated toothpaste
can lead to stains on the permanent teeth.
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THE TODDLER
Toddlers will want to brush their teeth themselves and should be encouraged to
try, but an adult must finish the job and make sure teeth are thoroughly cleaned.
As children get older, they may not stay still while you are brushing their teeth.
To clean an older childs teeth, use only a pea-sized piece of toothpaste on the
toothbrush, stand behind the child, and gently cradle their head against your
stomach. This is comfortable for the child and allows you to see both upper and
lower teeth.
Use a child-size soft bristle toothbrush. Hold toothbrush at a 45 degree angle to
the childs teeth. Point the bristles to where the gums and teeth meet.
Use gentle circles. Do not scrub. Clean every surface of every tooth. For behind
the front teeth use the toe or front part of the brush.
Teething
Teething usually begins around age 6 months and is complete by age 3 years. If
the child is getting his or her teeth and seems to be in pain you can:
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if the child is still unhappy the parent should consult with their dentist,
doctor or pharmacist.
Do not give teething biscuits as they contain sugar and can lead to tooth decay.
Early Childhood Tooth Decay - Baby Bottle Mouth
Early childhood tooth decay is very serious tooth decay in infants and young
children. This condition is caused by prolonged sucking on a bottle or frequent
intake of other liquids from other sources, e.g., a sipping cup, particularly at
naptime and bedtime in the absence of good tooth brushing.
The teeth most often affected are the top front or smile teeth. Drinks that can
cause cavities include milk, infant formula, juice and sugar water. The only safe
liquid is plain water. Sucking on a pacifier (soother) which has been dipped in a
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Dental Safety
Here are some ways to protect the teeth and gums:
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If child is able to safely rinse without swallowing, have him/her rinse with
warm salt water or use dental floss to dislodge trapped food.
Apply cold compress to the childs face over the area that hurts.
Recommend parents take the child to a dentist as soon as possible.
BROKEN TOOTH
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fold and place a clean cloth or gauze over the bleeding area. Have the child
bite on the gauze with pressure for 15 minutes. This may be repeated once.
If bleeding persists recommend the parent take the child to see a dentist.
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Hold by top (not root), rinse under gently running water
Gently replace tooth in socket, have child bite on clean gauze to hold tooth
in place - call parent and recommend the parent take the child to see a
dentist IMMEDIATELY.
If you cannot replace the tooth, transport the tooth in a cup containing
milk. If possible place the cup of milk in a container of ice. Call parent
and recommend the parent take the child to see a dentist IMMEDIATELY.
Liquid Medications
Many liquid medications for children are sweetened with sugar. If a child must be
given medications while in the child care setting, care should be taken to clean the
mouth afterwards using a clean damp face cloth to wipe the gums of an infant and
brushing the teeth of toddlers and older children.
The Newfoundland and Labrador Childrens Dental Plan
Childrens Dental Plan provides subsidized dental care for children up to and
including age 12. This service is available at any dental office. For more
information suggest parents contact the family dentist.
Regular check-ups: Encourage parents to take the child to the dentist for the
first time after the teeth start to erupt and before age two.
SMOKING
Child care services, including in the outdoor play space and while children are
being transported, must be smoke-free. In addition, smoking in the presence
of children during off-site activities is not permitted. Smoking in family child
care is prohibited at times when the children are present. This includes
visitors to the home.
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Implementing the following guidelines for prevention will reduce the number
and seriousness for all injuries:
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Infants and toddlers need lots of floor space to move about and explore;
ensure floors are free of cracks, splinters, and are not highly polished;
avoid area or scatter rugs.
Mobiles are not to be placed in cribs of infants who are able to pull up to
a sitting or standing position.
Use caution when changing diapers to prevent falls. Use safety belts, and
never leave a child unattended.
Avoid tables and furniture with sharp edges.
Secure furniture, as infants and toddlers will use it to pull themselves up.
Keep hallways clear.
Electrical cords and other cords should not be accessible; babies will chew
or bite cords causing severe burn or shock; cover outlets with sliding type
covers.
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Note: For information on Sudden Infant Death Syndrome and sleeping positions, see Infant
Section.
The licensee must have a policy with respect to childrens footwear to protect
them from slipping, injury, and to ensure safe evacuation in the event of an
emergency.
There shall be no drinking of hot beverages by adults in areas where children
are engaged in play activities.
Outdoors
Suitable clothing and appropriate protection must be available for children
during outside activities, for example, winter coat, boots, mittens, and hat in
winter, hat and sunscreen in summer. Each child should have her/his own
sunscreen for personal use. It is recommended that the centre have items
available for children in cases where a child may not have a particular item on
a given day, for example extra mittens, hat, scarf, sunscreen.
All appropriate safety gear (e.g., helmets for biking, elbow pads for roller
blading), is to be used for all activities where appropriate/necessary.
Sun Safety
The hot sun and warmer weather in the summer can be dangerous for children.
When children are protected from the sun during their childhood and teen
years their risk of developing skin cancer will be reduced. Extreme heat is
especially dangerous for infants and young children, as they are more likely
than adults to lose body fluids and become dehydrated. Children can be easily
burned in the sunlight or by touching hot surfaces, e.g., concrete, metal slides
and car doors.
Tips to protect the children in your care:
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Limit time spent outdoors during the hottest part of the day(10am-2pm).
Ensure that outdoor play areas have shaded section; choose parks with lots
of shade; always set up outdoor play activities under a tree or in the
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shaded area.
Use a sun block cream with a sun protection factor(SPF) of at least 30
applied to the childrens skin 30 minutes before they go outside; apply
enough so that the skin appears wet. Reapply every few hours because it
can rub off easily. Pay close attention to ears, nose and tops of feet.
Reapply sun block cream if children are playing in the water.
Note: Sun block cream is not recommended for babies under 6 months
of age as they can rub it in their eyes and mouth.
Encourage parents to provide broad spectrum sunglasses for the children,
as too much glare from the sun can damage childrens eyes.
Encourage children to wear wide brimmed hats and long-sleeved shirts at
all times, even when swimming.
Ensure water for drinking is available at all times - before, during and
after outdoor play.
Watch for signs of heat exhaustion - pale, clammy skin, heavy perspiration,
fatigue, weakness, dizziness, fainting, headache, muscle cramps, nausea
and/or vomiting. If any of these symptoms are observed you must move
the child to a cool, shady area, replace lost fluids by giving sips of water,
gradually cool the child by removing clothing and fanning constantly and
treat the child as you would for shock, which is, lay the child down, elevate
his or her legs about 20 cm. (8 in), comfort and reassure the child,
encourage regular full breaths and continuously check to see if the child
remains conscious.
Observe children in wheel chairs closely when they are in the sun, as the
vinyl and metal can become very hot; if they are wearing shorts their legs
can be burned easily.
Remember that cloudy days can produce serious sunburns.
Keep infants under one year of age out of direct sunlight. They should
wear a broad-brimmed hat and loose-fitting clothing covering arms and
legs.
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Water Safety
Water, such as a sprinkler or wading pool is an ideal, fun way to keep cool
during the warm summer months. However constant supervision is required.
Never leave a child unattended in a wading pool, even for a moment. Always
empty childrens portable wading pools and turn upside down when not in use, as
when turned upright they can fill with rainwater. Store out of reach of
children.
A pool in the outside playspace of a child care service can be major safety
hazard and must meet safety requirements:
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Insects can present a safety and health hazard for children. Some insects,
such as bees and wasps can cause serious allergic reactions in some children.
Bites or stings can be extremely painful to the child.
Tips for preventing insect bites in the child care setting:
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Keep garbage well away from play areas as it can attract insects, especially
wasps.
Avoid serving sweet foods, such as fruits and juices, outside as they
attract stinging insects.
Encourage children to clean up quickly after serving snacks or picnics
outside.
Remind children that getting too excited and thrashing about will increase
the chances of being stung by insects. Tell children to stay calm and be
still if they come close to a stinging insect.
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Check with parents about the type of insect repellent they would like you
to use with their child.
Do not use products with more than 10% concentration of DEET on
children under 12 years of age.
Do not apply insect repellent containing DEET more than three times per
day.
Do not use insect repellents containing DEET on infants under 6 months.
If insect repellent is to be applied on children aged 6 months to 2 years:
the least concentrated product should be used (less than 10%
concentration of DEET)
apply the product sparingly and do not apply to the childs face or hands.
apply the product only once per day and only when necessary.
For more information on the safe use of personal insect repellents, see the
brochure entitled Safety Tips on Using Personal Insect Repellents available
from Health Canada. Their website address is www.hc-sc.gc.ca.
Winter Safety
Canadian winters can be long and cold. It is important that children are given
every opportunity to play outside safely and comfortably. The key to being
comfortable is ensuring that children are dressed appropriately for the
weather. If children are too warmly dressed they will sweat and become
chilled, increasing the risk of frostbite.
Tips for preparing children for outside play in the winter:
Dress children in layers, e.g., socks or legwarmers over tights; a hat under
a hood, fleece shirt with cotton turtleneck underneath.
Make sure heads are well covered, as most of our body heat is lost through
the head.
On days when the snow is very wet, a splash suit over a snowsuit keeps the
children drier.
A sun block cream may be needed on sunny days in the winter; sunlight
reflects off of snow.
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Make sure scarves are tucked inside coats or snowsuits and hoods are
tied snugly around faces; tuck drawstrings inside. A child can choke
easily if a scarf or string gets caught on play equipment.
Teach children not to lick metal objects in cold weather, as the tongue or
lips will freeze to the metal.
Keep a close eye on the wind chill factor regardless of the natural
temperature as wind chills can be very dangerous. Exposed skin can freeze
in minutes. It is too cold for children to play outside when the wind chill
factor is greater than -28C (-15F) and/or if the temperature is below 25/C, regardless of wind chill factor.
Bicycle injuries are very common and mostly due to not wearing a helmet.
Make sure that the provider knows the skill level of the child and insist
that they wear a Canadian Standards Association (CSA) approved bike
helmet. Make a rule that children must be at least 9 years of age to ride
their bicycle on the street. If children will be riding bicycles then the
child care provider must have parental permission, in writing, stating that
it is permissible for this to happen.
Skateboards and in-line skating are other hobbies that result in injuries.
Be sure children are over 5 years old and that they wear CSA approved
bike helmet, elbow, wrist and knee pads. If children will be using
skateboards or in-line skating while at the child care setting then the child
care provider must have parental permission, in writing, stating that it is
permissible for this to happen.
Ensure that you talk to the parents about the kind of supervision required
for their child after school. See the related Child Care Services
regulation and policy for more information on the types of supervision
required for school age children.
School bus accidents getting on or off the bus are another potential risk
for school age children. Ideally children should be taken to and from bus
stops.
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Plants
Plants are one of the leading causes of poisoning in children. Several of the
most common house plants, such as caladium, dieffenbachia, elephants ear,
philodendrum, poinsettia, and Jerusalem cherry are poisonous. Common garden
plants such as daffodils, lily of the valley, holly and oak chestnut are also
poisonous to some extent. When deciding on what type of plant to include,
check out the list of plants known to be toxic (poisonous or possibly dangerous
to humans). Often a large quantity of the plant would have to be ingested to
cause toxicity, however a variety of symptoms, such as stomachache, skin rash
and more serious swelling of the mouth and throat can develop even with
minimal exposure.
It may be a challenge to eliminate all poisonous plants in a child care setting,
especially in a home, however child care providers can take steps to prevent
exposure:
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Pets
Children gain much from interactions with animals, however, having pets in a
child care setting requires that precautions are taken. You must also consider
that many children and providers can be allergic to animal fur, hair, saliva, or
dander. Even if no one has a reaction when a pet is first brought into the area,
a child already in the group may develop an allergy after continued exposure.
If animals are living on the premises, providers must follow these procedures:
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It is reasonable to expect that a pet in family home care will not be confined
to one room of the house for the entire time that children are present in the
home (unless it is a restricted animal as listed above). Pets may be in contact
with the children throughout the day. It is especially important for providers
to follow the above recommendations carefully in these situations.
What Providers Can Teach Children about Pet Safety
Reporting Injuries
Note: See Incident/Injury Report
Along with the other required information, the provider must include in the
incident/ injury report factors that might have played a role in the event, such
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as:
This information can be provided in the areas of the report that ask for a
description of what happened. For more information on how to fill out an
incident/injury report see this report in the Records section.
The completed incident/injury report is to be submitted to the operator of the
child care setting to be kept on file, with copies being given to the parent and
the Regional Child Care Services Staff.
Once providers determine the factors involved in an injury, steps can be taken
to prevent future injuries. These steps might involve all or several of the
following:
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Toys
Purchase toys and materials that are appropriate for the childs age and
level of development.
Inspect toys and equipment regularly for small parts that may break off,
such as eyes on stuffed animals, buttons on doll clothes or plastic
accessories on small figures. Remove either the faulty toys or loose parts
if you find them.
Balloons
Latex balloons are not permitted in a child care service. They are a serious
choking hazard and a potential allergen. Children under four years of age can
inhale a balloon while attempting to blow it up. When they burst, they can
break into many small pieces, which children may then put in their mouths or
even their noses, inhaling them.
Foil balloons (the type that are filled with helium) are safe for all ages. Once
foil balloons are deflated, providers need to discard them properly, as they
pose a suffocation hazard, just like plastic bags.
Eating Utensils
The safer utensils are made of either metal or hard plastic. Foam cups and
plastic utensils, which are usually used for picnics or take-out foods must not
be used. They are easily broken and children can choke on the pieces.
Food or treats on a wooden or plastic stick, i.e., frozen treats, lollipops, pogo
sticks also present a potential choking hazard.
Other
Keep coins, buttons, batteries, jewellery and other small objects out of reach
of small children.
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Safety Checklists
Government Services Centre inspectors conduct Fire and Life Safety
inspections on a regular basis. Child Care Services staff and/or Home Visitors
also conduct inspections of child care services regularly, including for health
and safety issues.
These checklists are provided to assist in checking the child care environment
for safety. They are not all inclusive, but are intended to provide information
regarding a number of the areas that must be checked on a regular basis.
Indoors
GENERAL ENVIRONMENT
Area and scatter rugs are not recommended. They can cause a person to
trip or slide. Tape any loose rugs in a home to floor.
Pipes and radiators are not in childrens reach or are covered to prevent
contact.
Electrical cords are out of childrens reach and out of the line of traffic.
Watch cords hanging over counters or tables.
Medicines, cleaners, and aerosol sprays are kept in a locked place where
children are unable to see or reach them.
Purses or other carry-alls, diaper bags, knap sacks and tote bags should be
kept out of reach of children.
All windows have screens that stay in place. Move furniture away from
windows.
Window blinds or window shade cords should be tied and secured with
safety hooks; children have been strangled on these cords.
Windows can be opened up 10 cm or 4" or less from the bottom and should
be securely fastened when raised. A window screen alone will not stop a
child from falling out.
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Furniture and shelves should be free of sharp edges and splinters and in
good repair; ensure that they are firmly anchored if there are infants and
toddlers who will try to pull themselves up.
Drawers should be kept closed to prevent tripping or bumps.
Keep chairs and other easily climbed items away from windows, cabinets
and shelves.
Walls and ceilings are free of peeling paint, and cracked or falling plaster;
centre has been inspected for lead paint.
Locks on doors can be easily opened by adults but not by children.
Providers should remove or firmly attach items which the child can pull
down e.g., heavy furniture, televisions, lamps, bookcases.
All clear glass panels in traffic areas should be made of safety glass and
have colourful decals to make them more noticeable to children.
Avoid falls on wet floors by keeping water play areas and entrances dry.
Fire extinguishers are securely fastened but easy for adults to access.
Family child care providers should walk through the house and look at it
from a childs point of view; crawl on the floor and see what hazards are
present for children, include the basement, garage and storage area.
Look for any sources of water in outdoor spaces that may create hazards
e.g., pails of water, ponds, ditches, rivers, hot tubs.
Ensure that dangerous products are stored in a safe place e.g., cleaning
products, insecticides, children and adult medications, vitamins, perfumes,
liquor and tobacco.
Close off or contain fireplaces or wood stoves.
Do not allow younger children into washroom and laundry rooms.
Guns such as BB and air rifles should not be allowed on premises of child
care settings; in a family home never leave guns loaded, keep ammunition
in locked cupboards, trigger lock, remove firing pins on souvenir collector
guns.
Avoid table cloths and hanging plants that are accessible to young children.
Toys are age appropriate and suited to the abilities of the child.
Toys and play equipment are checked often for sharp edges, small parts,
sharp points and parts that are not well attached e.g., stuffed animals or
dolls limbs.
Toy parts should have diameters greater than 4 cm (1 in) to avoid risk
of choking.
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( PVC is also found in mini-blinds. Lead is added to stabilize the plastic in the
blinds. As the blind ages with exposure to sunlight and heat, the lead dust can
form on the surface of the blind. Lead exposure is a serious health issue.
Exposure to lead can cause neurological damage in young children. Health
Canada has advised that these blinds be removed in child care settings or
homes with pregnant women and young children. Lead-free mini-blinds are
available.)
HALLWAYS AND STAIRS
KITCHEN
If children are in the food preparation area of the kitchen they must be
constantly supervised.
Garbage is stored away from areas where food is prepared and stored.
Garbage is not stored near the furnace or hot water heater.
Pest strips are not used; if pests are noticed, contact public health
inspector.
Non-perishable food is stored in labelled, insect resistant containers such
as metal or plastic. Perishable food is stored in covered containers in the
refrigerator.
Electrical cords are placed where people will not trip over them or pull
them, e.g., over counter edges; unplug cords when not in use.
There are no sharp or hazardous cooking utensils within childrens reach
(e.g., knives, glass).
Cooking equipment and appliances are out of reach of children.
Cleaners and other poisonous products are stored in their original
containers away from food and out of childrens reach.
Food preparation surface and eating utensils are clean and free of cracks
and chips.
Pot handles are always turned in towards the back of the stove.
Dishes should be in good condition and not cracked or chipped.
Do not carry hot foods or liquids when children are near.
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Store unopened glass pop bottles in a locked cupboard as they can break
easily and explode.
Use special latches, locks or safety devices to make storage areas
inaccessible to children.
Plastic bags should be stored in a secure drawer or cupboard as they pose
a suffocation hazard.
Be sure fire extinguishers are checked routinely and are located close to
exit doors.
Fire extinguishers should be easy to reach.
All providers know how to use the fire extinguisher correctly.
Watch for spills and drips.
WASHROOMS
Outdoors
Children love playing on swing sets, jungle gyms, ride-on toys, playhouses,
climbers and the like. However, if not properly assembled, installed or
maintained, they can cause injuries; and, of course, even the best-designed and
maintained structures can be hazardous if children are not supervised or taught
some basic rules about their proper use. Please read the following checklists
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and make sure that play structures are safe for children in your care.
Children are naturally inquisitive. They love to explore their physical
surroundings, test limits and see how far they can get. Exploring the outside
environment is important to their healthy development. Adult supervision is the
key aspect of any safety program. Develop a safe environment where children
can live and play comfortably and safely.
ASSEMBLY IS CRUCIAL
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Compressed
Depth**
Material
150 mm (6
in.)
225 mm (9
in.)
300 mm (12
in.)
225 mm (9
in.)
Wood Chips
2.1 m (7 ft)
3 m (10 ft.)
3 m (10 ft.)
Double
Shredded
bark mulch
1.8 m (6 ft.)
3 m (10 ft.)
2.1 m (7 ft.)
Engineered
wood fibres
1.8 m (6 ft.)
2.1 m (7 ft.)
1.8 m (6 ft. )
Fine sand
1.5 m (5 ft.)
1.5 m (5 ft.)
2.7 m (9 ft. )
1.5 m (5 ft.)
Coarse sand
1.5 m (5 ft.)
1.5 m (5 ft.)
1.8 m (6 ft.)
1.2 m (4 ft.)
Fine gravel
1.8 m (6 ft.)
2.1 m (7 ft.)
3 m (10 ft.)
1.8 m (6 ft.)
Medium
gravel
1.5 m (5 ft.)
1.5 m (5 ft.)
1.8 m (6 ft.)
1.5 m (5 ft.)
Shredded
Tires
N/A
N/A
N/A
*With the permission of Canadian Standards Association, material is reproduced from CSA
Standard CAN/CSA-Z614-98, Childrens Playspaces and Equipment which is copyrighted by
Canadian Standards Association, 178 Rexdale BLVD., Toronto, Ontario, M9W 1R3. While use of
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this material has been authorized, CSA shall not be responsible for the manner in which the
information is presented, nor for any interpretations thereof.
** Results of tests conducted by the United States Consumer Product Safety Commission
(CPSC), according to ASTM F 355 test method.
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Plastic parts take an additional beating in the summers sun and winters
cold. Check all plastic parts carefully and frequently - especially those
parts designed to support a childs weight. You can often buy replacement
parts such as swing seats, slide tops, ladder rungs, bolt caps, tube endcovers, etc. from local dealers or from the manufacturer.
Chains for swings, trapezes, rings, and hand holds, etc. should be checked
frequently for smooth functioning and for signs of wear, weakness or rust.
Replace them when necessary. You can purchase plastic protective covers
for chains. This will prevent fingers from becoming caught in the loops.
Use non-toxic paints when repainting any childrens product. Take care of
rusted parts as soon as possible.
Check all nuts and bolts regularly to make sure that they are tight.
The surface of slides should be smooth and show no wear and there should
be no gaps, pinch points, or rough edges in the sliding surface.
Maintenance of protective surfacing materials is essential. If the
required depth of surfacing materials is not maintained then these
surfaces are not considered safe.
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Remember that loose clothing, hats with chin straps, draw strings, bike
helmets, ponchos, scarves, and jewellery can get caught on equipment.
Make sure that children in your care are dressed appropriately.
Preschoolers need constant supervision and should never be left alone on
play structures. Older children often try to make equipment more
challenging and use it in unexpected and unintended ways. They also take
risks as they develop their physical skills. As this kind of misuse results
in a large number of injuries, play rules are very important.
Swing sets with back supports and safety bars should be used for young
children or children with disabilities.
A source of clean drinking water should be provided in the play area.
Teach Children How to Use Playground Equipment With These
Guidelines for Safe Play
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Transportation Safety
Children require appropriate car restraints to protect them when being
transported to and from the child care setting. Motor vehicle crashes are the
number one cause of death and injury of young children. Children tend to fly
into things head first in a collision or sudden stop. Make sure that the
restraint system is appropriate for the child and used correctly.
All requirements of the Highway Traffic Act must be adhered to when
transporting children. See the relevant Child Care Services Policy document,
which outlines the transportation requirements in child care.
Emergency Preparation
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Family Child Care Homes must have a First Aid Kit as outlined in Schedule B:
In addition, if a child has a long-term illness, you may need to include other
supplies in your kit. A child with severe allergy or asthma may require
medication. For the child known to have life threatening allergies, adrenalin
must be available at all times (Epi-pen). Children with other long-term care
conditions, such as Diabetes, may require other supplies or treatments.
Providers are responsible for having necessary food or drinks available for the
specific child.
Check and refill the contents of the First Aid Kit monthly and before each
field trip. All kits must be labelled and kept out of reach of children. Suitable
containers for first aid supplies are light weight and waterproof.
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ACTIVE LIVING
Active living is an important component in the lives of all children and adults.
Childhood is the perfect time to acquire active living skills and to develop the
enjoyment that active living brings. It has been demonstrated that children
who are more active have better attitudes toward health, more positive health
benefits, and are more fit. For more information on active living and for ideas
on how to encourage active living in a child care setting, please see the relevant
Child Care Services Program Guide(s).
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SEXUALITY IN CHILDHOOD
Children are sexual persons. Their experience of sexuality and their sexual
behaviours change as they grow. Children need information about sexuality
throughout childhood. As they get older children learn by the many influences
surrounding them. Some may have difficulty trying to sort out the many
confusing messages they receive throughout their childhood years. Parents and
providers can help children learn about their sexuality by encouraging open
communication from early on in their life.
Children start asking questions as young as 2 years of age. They tend to ask
the same questions at 3, 4, and 5 years of age and so on. As they are able to
use concepts and generalize information, parents and providers must:
1.
2.
3.
4.
5.
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Many adults did not talk about sexual issues with their parents. Thus, they
do not have any past experiences to rely on when attempting to talk to
children. Also, parents may remember being scolded or punished for
behaviour, such masturbation, which they observe in their children.
2.
Many adults are afraid that they will not be able to answer a childs
question so that the child will understand the explanation.
3.
4.
Some adults are afraid that giving sexual information to children may give
them the message that they are encouraging them to behave in certain
ways.
5.
Because there is not a common sexual language, adults use different words
to describe the same behaviour, e.g., masturbation, playing with yourself,
jerking off. They avoid naming the private parts of the body when
playing, show me games with children. The reproduction organs may be
given cute names, e.g., the penis is called birdie.
6.
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Be Prepared
Providers can prepare themselves for dealing with childrens questions about
sex and childrens sexual behaviour by being aware of normal sexual
development in young children. There are good sources of information about
teaching children about sexuality. Talk to your local public/community health
nurse or child care services staff for information about appropriate books or
pamphlets that will help you get started.
In addition:
1.
2.
3.
4.
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Children learn by observing others. Often times, values and attitudes are
conveyed by adults behaviour rather than their spoken words. As they
grow older, children learn to recognize the contradictions between what
adults/parents do and what they say children should do. Childrens
attitudes towards sex are formed very early in life by watching their
parents and other adults and providers around them. If sex is a taboo
subject it gives children the impression that sex is bad and should not be
talked about openly. Foster a healthy body image in young children by
always talking in positive terms. Never respond with anger or scolding;
talk to children gently about what is appropriate behaviour.
2.
Anticipate typical age related questions that might arise relating to sex.
Try to answer questions as they come up. It is important not to laugh at
childrens questions even when you think the question is cute. Children may
feel ashamed for their questions and curiosity.
3.
Keep your answers short, simple, clear and age appropriate. Use proper
names for all body parts. Toilet learning provides a good opportunity to
convey positive attitudes about body parts and functions.
4.
When children ask a question, try to find out what they already know.
Clear up any misunderstandings. Give only enough information to answer
the question. Check with the child to see if s/he wants or needs more
information. For example, Does that answer your question? may be an
appropriate way to discern if the child has had his question addressed
adequately.
5.
If you do not know the answer, say so. Make sure you have the facts. Find
the answer and get back to the child with a suitable picture, answer, video,
etc.
6.
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7. If a child asks a question, do not worry about whether or not the child is
too young to know the answer. Children understand what they are ready to
understand. However, try to answer at the childs level of understanding.
Listen carefully to childrens responses and reactions and keep parents
informed.
8.
9.
10. Respect a childs privacy (within the limits of his/her personal safety) and
have him/her respect the privacy of others. Children need to be taught
from an early age that they are in charge of their own bodies.
When a Childs Sexual Behaviour Is Not Appropriate
If you are not certain whether a specific sexual behaviour is appropriate or
normal in terms of the childs growth and development, ask for help. Contact
an appropriate, knowledgeable person, e.g., Child Care Services Consultant or
Social Worker, Public/Community Health Nurse.
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Providers should listen and support the child, however, they should
NOT ask leading questions which may interfere with the
investigation process.
If a child tells you s/he has been abused, the following suggestions may
be helpful:
< Remain calm.
< Do not show shock or revulsion in front of the child.
< Provide a quiet, private place to speak to the child.
< Tell the child you know it must be hard to talk about it, but
that you will listen and would like to help.
Recognizing Child Sexual Abuse
Sexual abuse of a child occurs when a child is exposed to or subjected to
sexual contact, activity or behaviour. The sexual behaviour is for the
benefit of the offender. The sexual activity may be with a child of the
same or opposite sex. Sexual abuse crosses all races, cultures and socioeconomic backgrounds. In about 90% of the cases, the offenders are
male.
Some of the behavioural indicators of the sexually abused child
include:
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NOTE:
Many of these indicators would be observed in any child
under stress, not only in sexual abuse situations. The provider has a
responsibility to report what she observes
to the appropriate
responsible professional. It is not the providers responsibility to
investigate the concern.
Some of the physical signs of sexual abuse in children include:
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Note: If you are unsure about what you have observed or been told,
contact Child Youth and Family Services staff at the Regional Integrated
Health Authority office in your area for further information. The Child
Youth and Family Services staff are responsible for screening all
reported cases of suspected child abuse or neglect and following up if
necessary. The staff can also be available for consultation on these
matters. Callers may remain anonymous if they so choose.
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ADULT HEALTH
Child care providers need to take care of their own health needs as well as
those of children in their care.
Providers, as well as children, may be exposed to infections which can pose risks
to their health. Infectious diseases in adults may be more or less severe than
in children, depending upon the disease. In addition, childcare providers, during
their care of children, are often required to lift, bend and carry children and
equipment. This can result in injury if adequate measures are not taken to
reduce risk. If a child care provider is pregnant, special precautions may be
necessary regarding her health and well being. Child care providers who are
pregnant should consult with their family doctor or public/community health
nurse for further information.
Reducing the Risk of Infectious Disease
Immunization
Immunization programs are a safe and effective method for preventing many
infectious diseases, and prevention of infection by immunization is a lifelong
process. All adults should receive adequate doses of all recommended vaccines.
Regular influenza shots are also recommended for people who work with young
children. All child care providers must have a current immunization record.
Note: Up-to-date immunization is strongly recommended but not required. If
immunizations are out of date or not done, this information is to be provided
in written form by the individual, dated, signed and kept in the individuals file.
Immunizations that are more than ten years old no longer provide protection
and in such situations it is strongly recommended that the individual contact
her/his physician on the matter.
Documentation is to include information regarding immunization for tetanus and
diphtheria. Immunity should be maintained with combined tetanus and
diphtheria (Td) immunizations every ten years.
Child care providers must also have written documentation of immunity to
measles, mumps and rubella, as noted below:
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reading labels carefully before purchasing and using cleaners and/or arts
and craft supplies.
minimizing exposure to chemical products; wear protective gloves and
safety glasses when necessary; avoid breathing vapour mist or dust
using products in a well-ventilated area.
using liquid tempra paint instead of powdered tempra paint - the dust
particles from the powdered paint can irritate the respiratory system.
avoid mixing chemicals unless specific directions are available.
ensuring product labels remain properly attached to containers.
disposing of containers and their contents according to hazardous waste
guidelines.
knowing first aid; have emergency and poison control numbers available.
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Taking Care of Yourself
Caring for infants and young children is physically and emotionally demanding
work. The work environment can be especially stressful for providers who work
alone. Caring for yourself is of utmost importance if you are expected to have
the energy, enthusiasm, positive attitude and patience to care for children.
Many parents and providers may be sleep deprived as they cope with the normal
routines of family life and work environments. Fatigue results in less energy and
enthusiasm for daily activities and irritability at the smallest of issues.
Providers should actively participate in development and implementation of
providers education related to health issues in child care settings. Regular
updates on infection control and prevention of back injuries should be provided.
Regular checks should be carried out to assess and reduce potential workplace
hazards.
Providers who are ill should report illnesses and follow Guidelines for Managing
Illness (Table I). Providers do have the right to confidentiality related to
health issues. Unless the provider is at risk to the public, to co-workers or to
children, it is not necessary that specific health information be given to the
employer.
Child care providers need to take care of their own health needs, as well as
those of the children in their care.
Here are some strategies for supporting the child care providers health needs:
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useful.
Advocate for yourself and for other child care providers by ensuring that
your work environment is supportive of your needs (e.g., adequate
providers available for breaks, adequate breaks in an adult space away
from children).
Have adult-size furniture as well as child size. Chairs and desks used by
adults should be comfortable for adults.
Providers should also work at providing support for one another and work
together to establish further community supports if necessary.
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to avoid acquiring CMV infection while working in a child care setting include
handwashing and avoiding direct exposure to potentially contaminated blood and
body fluids (especially urine and saliva). Susceptibility to CMV infection can be
determined by a blood test. Although routine screening for CMV is not
recommended, it may be prudent for child care workers who are, or intend
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to become, pregnant.
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toxoplasmosis
Fifth disease (parvovirus B19)
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Here are some good websites that provide a lot of information that may be
helpful for child care providers who are pregnant or who are thinking about
becoming pregnant:
www.marchofdimes.com
www.sogc.org (Society of Obstetricians and Gynaecologists of Canada)
www.cps.ca (Canadian Paediatric Society)
www.familydoctor.org (American Academy of Family Physicians)
For more information of a variety of communicable diseases, see Table I
Guidelines for Managing Illness.
MANAGING ILLNESS
AND SPECIAL HEALTH CARE NEEDS IN
CHILD CARE SETTINGS
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The germs that cause infections are very small, and they cannot be seen
without a microscope. The most common germs include bacteria and viruses.
They can live in a persons body, on the skin, or sometimes in the environment,
such as in the air, on counter tops, or on toys. Germs outside the body can be
destroyed by handwashing and thorough cleaning, and some germs can be
destroyed by specific medications in the body.
A person who has an infection (a host) can carry the germ and infect other
people. Such a person is called a carrier. A carrier may feel very sick or may
never feel sick, depending on the kind of germ that is being spread. Some
illnesses, such as chickenpox, are spread very easily from one person to
another. The virus that causes chickenpox can be spread before a person
knows that they have chickenpox, as well as during the time that they have the
spots. With other diseases, a person may be infectious and not know it, but the
disease may be much harder to catch.
Very often, a person will have been infected with a germ for some time before
becoming ill. This time period, between when a person gets infected to when
that person gets sick, is called an incubation period. For example, a child who
has chickenpox will have the virus in the body for 2 to 3 weeks before any
spots appear. From 2 days before the rash appears until 5 days after the child
can spread the virus to other children. This is why chickenpox is so contagious,
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and why so many children in a child care setting will get the disease if one
person has it. Some infectious diseases, such as a cold, have a very short
incubation period of several days. Other diseases, such as Hepatitis B, have a
very long incubation period, of several months.
Different germs are spread in different ways. Generally, germs are spread by
direct contact or by indirect contact, and some germs can go either way. Take,
for example, three children at Sunny Days Child Care: David, Dawn and Sarah.
David has a cold, and while crayoning with Dawn, he sneezes on her. Dawn
breathes in the particles from Davids sneeze, and several days later, she has
a cold. This is an example of direct contact.
Dawn, who still has her cold, does not have any tissues, and wipes her nose
several times on the sleeve of her painting smock. Ten minutes later, Sarah
puts on the smock, and while wiping paint off her nose, rubs the same sleeve
against her nose. Sarah comes down with a cold over the weekend. This is an
Some diseases are spread to many people at once, like some germs that cause
diarrheal illness. For example: Mrs. Hurry, who works at Slapdash Child Care,
has just finished diapering Justin and is about to fix some sandwiches for the
childrens snack time. She carefully washes her hands, with soap and hot water,
and goes towards the kitchen area to prepare the snacks. Adam interrupts her,
saying he has to go to the bathroom, NOW. Mrs. Hurry helps Adam, who has
had several bowel movements already that day, hastily washes her hands, and
makes the snack. The next day, several children in the centre experience
frequent loose bowel movements. This type of indirect contact, through food
that has been contaminated with germs, can happen if a person preparing food
has not properly washed her hands after toileting or diapering.
As the examples show, germs can enter the body a number of ways: through the
mouth and nose, from fingers or food going into the mouth, or even through
breaks in the skin. However, germs that enter the body dont always cause
disease. Some germs cannot cause illness because the person has been
immunized. For example, if a person has been immunized against measles, then
the germ that causes the illness is not likely to make that person as sick as
those immunized. This is because immunization helps the body to fight off the
germ. For some diseases, a person needs several immunizations to make sure
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There are children from different families together in one place every
day, so there is more of a chance of exposure to germs.
2.
Children have a lot of close contact with each other. They share things
like food, clothing and toys, and will cough and sneeze at very close range.
This kind of contact allows germs to pass easily from one child to another.
3.
Young children put many things in their mouths. A child with a cold or a
runny nose may mouth toys, wipe their nose and face on toys, and then
other children will use the toys in the same way, allowing germs to pass
from one child to another.
4.
Children may have contact with feces (bowel movements) from diapers,
going to the toilet, or accidents in toileting. They may not be very good at
handwashing, and can pass germs along to each other. Providers who are
caring for many children can pass germs this way as well.
5.
Food is prepared and eaten every day in child care. If the food handler
has not practised good personal hygiene, or has to diaper and toilet
children in addition to preparing food, then the food can become
contaminated and cause illness.
Some children and providers may not be fully immunized, allowing some vaccine-
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Children enroll in, take part in, and leave child care services at various
times during a year. This can lead to some infections, like chickenpox,
going around as children enter and leave the service.
7.
Handwashing
How?
With soap and warm running water. Hands must be soaped under warm running
water for at least 20 seconds, using plenty of friction (rubbing). Hands must
be rinsed in warm running water, then dried with a personal towel or a single use
disposable towel. If nails need cleaning, they must be done with a disposable
manicure stick, not a nail brush. (Refer to guidelines for handwashing.)
When?
BEFORE: preparing or eating food, feeding a child, or giving first aid (applying
bandages, cleaning cuts and scrapes).
AFTER: Diapering/toileting, caring for an ill child, wiping noses, giving first aid,
cleaning a spill of any body fluid, disinfecting or sanitizing an area, handling
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chemicals, handling animals and/or cages, removing boots, shoes and so on.
See also Handwashing Section.
2.
Written Policies
All providers and parents must be aware of and be given clear directions on how
to deal with infectious diseases in child care. Child care services must have
policies that address:
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Written policies allow for all parties concerned to be aware of their role in
preventing the spread of infectious disease. Written policies need to be
reviewed and updated periodically.
3.
When children arrive at child care, providers must make note of the childs
health and appearance, and check throughout the day for changes in behaviour
or symptoms that might signal illness. If a child must depart early due to
illness then this must be recorded by the provider. See Record of Illness,
Absence or Early Departure.
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5.
Parents must alert providers to any possible problems that might be brewing.
If a child is to be absent from the centre, policies must be in place that require
the parent to inform the centre of this absence. (See Record of Illness,
Absence and Early Departure). This is important for health reasons - so that
patterns of illness among the children at the setting can be noticed and also for
safety reasons, (for example if a child is usually transported to the child care
setting by someone other than the parent then the lines of communication are
vital between the child care setting and the parent).
Providers also have an important communication role to play. The provider
should inform the parent at the end of a day if the child seems to be ill or not
quite up to par. Similarly, parents must be informed if a case of an infectious
disease occurs in the child care setting, and parents need to let the providers
know if their child has been exposed to an infectious disease. Care must be
taken in this instance to maintain confidentiality.
6.
Infants and young children in child care services need to be diapered, or need
help with toileting, and may have accidents from time to time. Providers have
to handle a number of children every day, and this situation promotes the
transmission of germs unless the proper precautions are taken.
Handwashing is essential, and correct sanitation and placement of diapering
areas is just as important. Diapers have to be disposed of or held in covered,
plastic lined containers, away from childrens reach. Diapering and toileting
areas must be separate from food preparation and serving areas. Wherever
possible, providers who are involved with toileting and diapering should not be
involved with food preparation or service on the same day. (See also Diapering
and Toileting)
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8.
Food Safety
Germs can easily contaminate food, and children are especially likely to get ill
if they eat contaminated food. Foodstuffs must be stored, prepared and
served in a safe and careful manner. (See Food Storage Safety)
9.
Having any pets in a child care service requires careful monitoring. Any pet in
a child care setting must be healthy and vaccinated (if applicable). If you
already have pet(s) in your child care service, or are considering obtaining a pet,
ensure that parents are informed prior to enrolling their child. It is important
that parents let providers know how they expect their child to respond to a
pet.
10. Policies and Facilities to Deal with Sick Children
Although some illnesses do not require exclusion from the child care setting,
there must be a quiet, restful area for any child who becomes ill while
participating in the program. Policies must include the procedures providers will
follow for caring for an ill child and the other children at the service, and when
parents will be called to pick up their child.
Providers must be able to supervise ill children appropriately as well as the
other children at the service. Also, providers must be able to reach emergency
facilities quickly if the need arises.
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MANAGING ILLNESS:
WHAT TO DO IN CHILD CARE SETTINGS
Some infectious diseases are bound to occur when children spend a lot of time
in close contact with each other. Providers can control diseases and prevent
further spread by properly managing ill children. This does not mean that
providers are expected to diagnose or treat illness.
Every child shall be observed daily by staff for symptoms of communicable
disease, injury and illness.
A child suffering from a communicable disease or acute illness shall not be
permitted to attend the child care service during any period as outlined herein
or as prescribed by the physician for non-attendance.
There are three essential steps to managing illness in the child care setting:
1.Identify the sick child
Communication with the child, the parents and other providers, as well as
routine observation of the child, can identify when a child is not feeling well,
or is brewing something. Familiarity with the signs and symptoms of common
childhood illnesses can help a child care provider identify children who are ill.
See Table I, Guidelines for Managing Illness, for more information.
2.Ensure that the proper steps are taken to care for a sick child.
A quiet, restful place away from other children is needed when caring for a
child who is sick. Whether the child is ill and is waiting to go home, or is ill but
well enough to attend the program, direct supervision in a quiet area is needed.
Providers must know and have ready access to contact numbers for parents
where they can be reached at any time. In addition, providers must be aware
of the policies and procedures for dealing with emergency situations. (See
Emergency Preparation)
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3.Make sure that other children and providers in the child care
setting are protected.
Immunization records shall be current and up-to-date, to ensure that the
information is readily available. In some cases of disease outbreak, it may be
necessary to check this in a very short period of time. If a child is not
immunized, the parent or guardian shall be made aware, in writing, that is there
is an outbreak of the particular illness that the child has not been immunized
against, the public health/community health nurse may exclude him/her from
the child care centre for the duration of the outbreak.
Depending upon the nature of the infectious or communicable disease, it may
be necessary to report the occurrence to the Regional Integrated Health
Authority office so that rapid and appropriate action can be taken to prevent
the infection from spreading to other children or providers, e.g., measles, food
poisoning.
For many infectious diseases, even if they are not reportable, parents need to
be informed of a case occurring in the child care setting. This way, parents can
be alert for the signs and symptoms of the disease in their child. In the case
of children who are very susceptible to disease, this type of information is very
valuable. Fact sheets on a number of these diseases are provided in this
manual. As well, the public/community health nurse can provide assistance.
It may be necessary to isolate a child who appears to have an infectious disease
until such time as s/he can be picked up by a parent and taken for medical
attention. A quiet area away from other children, with a place for the child to
rest quietly under the direct care of a provider, is very important in controlling
the spread of infectious diseases.
For many infectious diseases, the threat of spread to other children can be
quickly stopped if the child receives prompt attention and the correct
treatment. It is vital that providers communicate to the parents if their child
shows any symptoms of illness. Infectious diseases that are promptly and
properly treated can usually be controlled before they spread to many other
children.
The Notification of Illness form and FACTS ABOUT sheets provided with this
manual are to be used to provide parents with information on various infectious
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diseases. The FACTS ABOUT sheets were adapted with permission from Well
Beings: A Guide to Promote the Physical Health, Safety and Emotional WellBeing of Children in Child Care Centres and Family Day Care Homes, Canadian
Paediatric Society, 1999.
Table I, Guidelines for Managing Illness, provides information on when and when
not to allow ill children to attend child care. Other infectious diseases which
do not require exclusion may occur from time to time. Call the Regional
Integrated Health Authority office for assistance if the diagnosis you are
dealing with does not appear on the list.
Managing the Mildly Ill Child in Child Care
Children who are mildly ill can sometimes attend a child care program, under
certain conditions. Most importantly, the child must be well enough to cope
with some level of activity, and not require complete bedrest. In order for a
mildly ill child to attend child care, the following conditions must exist:
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participate, then the child can attend the child care service. For more
information on fifth disease and pregnant providers, see Adult Health.
Outbreaks
When several children and/or providers become ill on the same day, notify the
Regional Integrated Health Authority office immediately. The
public/community health staff will assist your child care service in bringing
outbreaks under control and in communicating with parents. The
public/community health staff can help you answer the following questions
about outbreaks:
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The most common outbreaks involve diarrhea. If two or more children in your
program develop diarrhea within 48 hours and if this diarrhea is not associated
with a preexisting condition, e.g. medication-related, notify Public/Community
Health officials immediately. Depending on what the protocol is in your region,
either the Public Health Nurse, the Parent/Child Health Coordinator, the
Environmental Health Officer or Communicable Disease Control (CDC) Nurse
will be the person who will investigate the outbreak. Check with your public
health nurse regarding the protocol in your area. Other gastrointestinal
problems, e.g. vomiting, can also signify the outbreak of an infectious disease.
If two or more children in the program are showing signs of gastrointestinal
illness within 48 hours of each other, then the Regional Integrated Health
Authority office must be notified. To keep track of illness in the child care
setting, providers can use the Record of Illness, Absence and Early Departure,
found in Records Section.
If there is a child in your program with childhood cancer, leukemia or other
disorders affecting their immune system, notify the parents if infectious
rashes and other contagious diseases occur.
127
Common Complaints
Some of the more common complaints that providers must cope with in child
care settings include fever, diarrhea, and vomiting. These symptoms may or
may not be related to a developing illness. Refer to the following for some
guidelines on coping with these, and other common childhood symptoms.
Fever
Colds, tonsillitis, croup, pneumonia, pharyngitis (sore throat), and ear infections
are some of the more common infections causing fever in young children. A
fever may also accompany the flu. Occasionally babies develop a fever after
routine immunizations.
A fever by itself is not an illness. It is a warning sign that the body is trying to
fight off an infection. Normal body temperature is 37/C. The body
temperature changes from child to child, the time of day, type of clothing,
amount of activity and kinds of food and drinks taken. Young infants tend to
have higher temperatures than older children and everyones temperature is
highest in the late afternoon and early evening and lowest between midnight
and early morning. Children feel uncomfortable with a fever because of the
increased need for fluids and their increased heart rate and breathing rate.
When you observe a child s/he may have the following symptoms: dry hot skin,
excess sweating, flushed complexion, unusual breathing, cold symptoms, poor
appetite, ear pain, vomiting, or diarrhea.
Managing fever in the child care setting
A high fever does not necessarily mean a serious infection. A mild viral
infection can cause a temperature of 40/C, while a very seriously ill child could
have a temperature of 38.2/C.
The most important thing to consider when a child has a fever is the childs
behaviour. If the child has any of the following symptoms in addition to the
fever, medical attention may be necessary. In any case, parents are to be
notified if the child has any of the following symptoms.
128
Infants
< excessive listlessness, drowsiness, sleepiness or lack of interest in
activities or surroundings.
< irritability, fussiness, crankiness.
< screaming cry.
< poor skin colour, or very pale.
< very rapid breathing (more than 40 breaths per minute).
< difficulty breathing.
< a rash of any kind.
< excessive drooling.
< does not suck well on breast or bottle.
Toddlers and Older Children
< excessive listlessness, drowsiness, sleepiness or lack of interest in
activities or surroundings.
< irritability.
< poor skin colour, or very pale.
< very rapid breathing (more than 40 breaths per minute).
< difficulty breathing.
< a rash of any kind.
If you suspect a fever, separate the child from the group and take his or her
temperature. Observe the child for any other signs of illness, such as rash,
cough, vomiting or diarrhea.
Contact the parents and advise them of their childs condition and need for pick
up as soon as possible. The child may return to the child care setting when
s/he is well or when a physician makes a diagnosis no longer requiring exclusion.
Take the temperature again in 30 minutes or sooner if child appears to be
worse. Make sure the child is comfortable and offer plenty of fluids. Remove
extra blankets and clothing so heat can leave the childs body. Do not remove
all of the childs clothes because the child may become too cold and start
shivering, which produces more heat.
A fever in an infant under six months of age should be evaluated by
medical personnel. Parents must be contacted immediately if an infant
under six months of age has a fever.
129
Febrile Seizures
Some children may be prone to the development of seizures when they have a
fever. Approximately 3 % of normal children will have at least one febrile
seizure between the ages of six months to six years. There is a tendency for
febrile seizures to run in families. They usually last less than 15 minutes and do
not cause brain damage or epilepsy. The seizure could mean that there is a more
serious infection present. Any child with a fever and seizure should be
immediately taken to medical personnel or emergency department for
assessment. Parents must be contacted immediately.
Taking a Temperature
An oral, ear or axillary (under the armpit) temperature of 38/C or higher
indicates a fever. A digital thermometer provides a fast, accurate, safe, easy
reading. Do not use a glass or mercury thermometer in your child care setting.
Always read the instructions first before taking the temperature.
Axillary (armpit) method
1. Lift the childs arm and place the tip of the thermometer in the centre
of the bare armpit.
2. Hold the childs arm snugly against the childs body for 1 minute, or until
the thermometer beeps.
Providers can take a childs temperature orally if the child is 4 years of age or
older and in a cooperative mood. Ensure that the child has not had anything to
eat or drink at least 10 minutes before taking the temperature this way.
Oral method
1. Place the bulb under the childs tongue and wait for the digital
thermometers signal.
2. Make sure that the childs lips are closed and that s/he does not talk
while taking it.
130
Cleaning a Thermometer
Thermometers must be cleaned after each use. Refer to manufacturers
instructions when cleaning a digital thermometer. To properly clean a
thermometer follow these steps:
1. Wash the thermometer with soap and cool water. Rinse and disinfect with
a sanitizing solution. Do not rinse with hot water.
2. Store the clean thermometer in a clean container until its next use.
3. If the digital thermometer has a disposable plastic cover, after taking a
temperature, throw out the cover and use a new cover to take the next
temperature.
131
Vomiting
Children vomit more readily and easily than adults do, with less discomfort, but
the experience can be frightening and embarrassing, especially to an older
child.
A single episode of vomiting might be due to non-infectious illness, or it may be
due to the general effects of an infection. Young children sometimes vomit
because of fever, especially if it is high. Viruses and intestinal infections can
also lead to vomiting. If the child also has episodes of diarrhea, you may
suspect an infectious cause. If a child has more than two episodes of vomiting
over a 24 hour period then s/he should be excluded from child care until the
vomiting has stopped and the child is well enough to participate in activities or
it is determined that the vomiting is caused by a non-infectious condition.
Parents should be advised to seek medical advice.
A child who vomits should be separated from the group for rest and
observation. If diarrhea and more vomiting occurs, inform the parents
immediately so the child can be picked up and cared for promptly. If the child
complains of pain in the abdomen ask the parents to pick the child up
immediately and seek medical attention. Always clean and sanitize the areas
where the child vomited as soon as possible. Wash hands thoroughly.
Vomiting can cause dehydration very quickly in an infant or toddler. (For
more information on dehydration, see Dehydration)
Diarrhea
Each childs pattern of bowel movements is different. Diarrhea occurs when
the bowel is stimulated or irritated in an unusual way.
Diarrhea means that there is a change in the normal pattern of bowel
movements, so that there is a noticeable increase in the number of stools, and
a change in the consistency, so that they are watery or unformed.
Diarrhea is a common symptom in childhood and usually is mild and brief.
Dehydration (too much water lost from the body) can occur if the amount of
water lost in the diarrhea is larger than the amount of fluid the child drinks.
132
<
<
<
Ensure that all staff who are working directly with the child are
notified if a child has one unformed or watery bowel movement and who
is otherwise well ( i.e., without fever, vomiting, or blood in the bowel
movement). Providers should be extra careful to wash their hands after
caring for this child in any way.
Notify the parents if their child has two or more episodes of diarrhea,
or diarrhea with fever, vomiting, or blood in the bowel movement; the
child must be seen by medical personnel as soon as possible.
Ensure that parents notify the child care setting if the child is absent
due to diarrhea so that this may be recorded using the Record of
Illness, Absence and Early Departure.
133
<
<
<
<
fever.
overheating.
vomiting.
diarrhea.
134
<
<
<
<
<
<
<
<
<
<
sunken eyes.
hands and feet that are cold and splotchy.
lethargy (no energy, very inactive).
If a child in your care appears to have any of these signs or symptoms they
need to see medical personnel immediately.
In a young infant under a year of age, other signs that a baby may be very ill
and dehydrated include:
<
<
<
135
E. Coli Infections
Diarrhea can be caused by many different types of bacteria. E. coli bacteria
are found in the digestive systems of most healthy humans and many animals.
These infections are usually harmless. However, not all E. Coli infections are
alike and some strains of the bacteria can cause more serious illness through
contaminated water systems or from eating undercooked ground beef.
Some people infected with this more serious strain may have very mild illness
while others develop severe bloody diarrhea and abdominal cramps. Children
under five years of age, the elderly and people whose general health status is
already weakened are at risk for developing a more serious E. Coli infection.
When E. Coli is found in the drinking water there is a strong likelihood of
recent sewage or animal waste contamination. During rainfalls and snow melts,
E. Coli can be washed into rivers, streams, ponds, lakes or ground water. When
these water sources are used for drinking water and the water is not treated
properly, people may be drinking E. Coli contaminated water without their
knowledge.
Symptoms of E. Coli contamination usually appear within 2-4 days but can take
up to eight days. Most people improve without antibiotics or other treatment.
Medical personnel should be consulted if it is suspected that children or
providers attending the child care service have contracted an E. Coli infection.
Determining whether an E. Coli Infection is the cause of illness would be
difficult and inappropriate for providers to determine, therefore, any outbreak
of diarrhea or gastrointestinal illness among children and providers must be
reported to the Regional Integrated Health Authority office. The Record of
Illness, Absence and Early Departure will provide valuable information to
health/medical personnel regarding possible outbreaks of E. Coli infection.
Using this record will also make it easier for providers to keep track and record
any pattern of illness. For more information on this topic see Diarrhea and
Outbreaks.
Safety of the drinking water - If your child care service gets water from a
public water system, then you should be notified if there are concerns about
the safety of the drinking water. A list of boil water advisories for public
water supplies is maintained at the following website:
136
http://www.gov.nl.ca/env/env/waterres/CWWS/Microbiological/summary.pdf
Chemical water quality for public water supplies can be viewed at
http://www.gov.nf.ca/env/env/waterres/Surfacewater/drinking/DrinkingWa
ter.asp
For information or questions regarding drinking water quality, child care
services can contact an Environmental Health Officer at their nearest
Government Services Centre location. If there is a boil water advisory in your
area, all drinking water must be brought to a rigorous rolling boil for one (1)
minute. This will kill any disease-causing organisms in the water. Pamphlets
about this issue are available through your Regional Integrated Health
Authority office. If you have a private well, you should have your water tested
regularly.
Here are some tips for preventing E. Coli infection in your child care
setting:
(See also Food Storage Safety)
< Practice good hygiene and careful handwashing practices.
< Cook all ground beef and hamburger thoroughly(well done).
< Avoid unpasteurized milk and unpasteurized fruit juices and cider.
< Avoid spreading harmful bacteria in your kitchen. Keep raw meat
separate from ready- to- eat foods. Wash hands, counters and utensils
with hot soapy water after they have been in contact with raw meat. Do
not put cooked hamburgers or meat on a plate that held raw patties.
< Wash all fruits and vegetables thoroughly, especially those that will not
be cooked.
< Exclude any children with diarrhea (except as outlined above), especially
those in diapers, from your child care setting until diarrhea has
resolved.
< If your community has a boil water advisory:
< ensure that all providers and parents are aware of the boil order.
< follow strict guidelines for boiling water for consumption.
137
Nosebleeds
Most children are likely to have at least one nosebleed, and likely more, during
their early years. There are some preschool age children who have up to
several nosebleeds in a week. It may be very frightening for the child and
provider. For the most part it is not abnormal or dangerous.
The most common causes of nosebleeds are:
<
<
<
<
<
<
<
Constipation
Constipation is a condition in which children have bowel movements that are
hard and dry, difficult to pass, and less frequent than usual. A child may also
have cramps. It usually temporary in nature. It should not cause parents or
providers cause for concern.
The common causes of constipation in children are:
< Excessive milk intake.
< Less intake of fibre foods.
< Less intake of fluid.
138
<
<
GUIDELINES
FOR
MANAGING ILLNESS
141
How to Recognize
How It Spreads
When It Is
Contagious
What To Do At Home
Chickenpox
Incubation Period:
2-3 weeks Usually
13-17 days
Reportable
Highly Contagious
Most contagious
2 days before
the first rash
appears and
continues to be
contagious until
5 days after
rash has
appeared
Common Cold
Incubation Period:
12-72 hrs. Usually
48 hrs.
Not Reportable
Caused by a virus.
Symptoms include runny
nose, headache, sore
throat, chills, and fever
1 day before to
5 days after
the onset of
symptoms.
142
Disease/
Incubation Period
How It Spreads
When It Is
Contagious
What To Do At Home
Ear Infection
Not Reportable
Not contagious
Fifth Disease
(Erythema
Infectiousum)
Incubation Period:
4-20 days
Reportable
Highly Contagious
Up to a week
before the rash
appears. Once
the rash
appears, the
disease is not
contagious.
Highly
contagious in
infected
children who
have aplastic
anaemia or are
immuno
suppressed.
How to Recognize
How It Spreads
143
When It Is
Contagious
What To Do At Home
Food Poisoning
Reportable
By eating food
products which
contains the organism
which causes food
poisoning.
Not contagious
German Measles
(Rubella)
Incubation Period:
1-4 weeks (Usually
2 weeks)
Reportable
Highly Contagious
Contact with
discharge from the
nose and throat of an
infected person.
Directly from person
to person or
indirectly by handling
contaminated articles.
From 1 week
before to at
least 4 days
after onset of
rash.
144
Disease/
Incubation Period
How It Spreads
When It Is
Contagious
What To Do At Home
Giardiasis
Incubation Period:
1-4 weeks (Usually
2 weeks)
Reportable
As long as
symptoms last,
usually from 3 to
10 days.
Contact with
discharge from the
nose and throat of an
infected person.
Contact with soiled
articles such as
clothing or diapers.
Two weeks or
more after the
onset of the
illness.
No
isolation
required.
How to Recognize
145
How it Spreads
When It Is
Contagious
What To Do At Home
Haemophilias
Influenza type b
disease (HIB
disease)
Incubation Period:
2-4 days
Reportable
As long as the
organisms are
present in the
untreated child
until 48 hours
after starting
the
proper
treatment with
antibiotics.
- N o t i f y P u b l i c H e a lt h
Unit/Community Health Agency
immediately, as unimmunized
children will need to be offered
immunization.
- Treatment with antibiotics may
be necessary for other children
in the child care setting.
- A sick child must be excluded
until 48 hours after treatment is
started.
- Advise parents.
Hepatitis A
Incubation Period:
15-50 days
incubation Usually
28-30 days
Reportable
Highly Contagious
From person to
person. The virus is
found in the stool of
an infected person
who can pass it
directly to another
person, especially if
people do not wash
their hands and the
childrens hands after
changing diapers and
after having a bowel
movement. The virus
may also be present in
food and water. If a
person eats or drinks
contaminated water,
they can become
infected.
As long as the
virus is present
- from about 15
days before
symptoms
appear until
about a week
after jaundice
starts.
146
Disease/
Incubation Period
How to Recognize
How It Spreads
Hepatitis B
Incubation Period:
45 - 180 days
Usually 60 - 90
days
Reportable
Contagious
It can be spread in
several ways (1)
through sexual
contact with an
infected person, (2)
through exchange of
infected blood (such
as shared needles in
injection drug use),
and (3) from an
infected mother to
her baby before or
during birth. In some
cases spread within
families can occur,
particularly with
young children.
When It Is
Contagious
As long as the
person has the
infective virus
in the blood.
There must be
exchange of
blood or other
body fluids in
order to pass
the virus from
one person to
another.
What To Do At Home
147
Disease/
Incubation Period
How to Recognize
How It Spreads
When It Is
Contagious
What To Do At Home
HIV Infection
and HIV/AIDS
Reportable
From person to
person by exchange
of blood and other
body fluids. It can be
spread in several
ways:
(1) through sexual
contact with an
infected person,
(2) through exchange
of infected blood
(such as shared
needles in injection
drug use), and
(3) from an infected
mother to her baby
before or during
birth, or by
breastfeeding.
148
Disease/Incubation
Period
How to Recognize
How It Spreads
When It Is
Contagious
Impetigo
Incubation Period:
4-10 days
Not Reportable
Highly Contagious
While there is
pus in the sore.
Infectious
Mononucleosis
Incubation Period:
4-6 weeks
Reportable
A viral infection.
Symptoms include fever,
sore throat, swollen glands,
tiredness and loss of
appetite.
Person to person by
mouth, (e.g. kissing),
or through children
mouthing toys, and
other objects that
have been
contaminated with
infectious saliva.
Mildly
contagious
Head Lice
Incubation Period
of eggs: 1 week
Not Reportable
Direct contact or
indirect through
sharing head clothing,
brushes, and clips,
etc.
As long as lice
or eggs remain
alive on the
person.
What To Do At Home
How to Recognize
149
How It Spreads
When It Is
Contagious
What To Do At Home
Measles
Incubation Period:
7-18 days Usually
10 days
Reportable
Highly Contagious
Caused by a virus.
Symptoms include fever,
tiredness, cough, runny
eyes, red rash over face,
neck, behind ears. Eyes
sensitive to light.
Contact with
discharge from the
nose and throat of an
infected person.
Directly from person
to person or by
indirect handling of
contaminated articles.
2 days before
onset of fever
(3-5 days
before onset of
rash) until 4
days after
onset of rash
- Notify Public/Community
Health, as unimmunized
children will need to be offered
immunization.
- Child must not attend until at
least four days after rash
appears. Identify unimmunized
children and adults.
Meningococcal
Disease
Incubation Period:
2-10 days Usually
3-4 days
Reportable
until 24-48
hours after
starting the
proper
treatment with
antibiotics.
150
Disease/Incubation
Period
How It Spreads
When It Is
Contagious
What To Do At Home
What To Do At School
Mumps
Incubation Period:
12-25 days
Usually 18 days
Reportable
Highly Contagious
Contact (coughing,
sneezing) with
infected person or
articles soiled with
saliva.
From 7 days
before swelling
to 9 days after.
Most contagious
in the 2 days
before swelling
starts.
Pink Eye
Conjunctivitis
Incubation Period:
24-72 hours
Not Reportable
Highly Contagious
Direct contact or
indirect contact with
discharge from the
eye, such as on
clothing, tissues, etc.
While there is
drainage from
the eye.
151
Disease/
Incubation Period
How to Recognize
How It Spreads
When It Is
Contagious
What To Do At Home
Pinworm Disease
Incubation Period:
2-6 weeks
Not Reportable
From person to
person, directly by
transfer of eggs by
hand from rectum to
mouth. Indirectly
through clothing,
bedding, food, or
other articles
contaminated with
eggs.
If untreated,
about 2 weeks
Ringworm
a) Scalp
Incubation Period:
10-14 days Not
Reportable
Direct skin-to-skin
contact with infected
areas, or indirect
through shared
combs, hats, hair
bands and clips. May
be passed from animal
to human.
As long as rings
are present.
- No isolation required.
- Stress good personal hygiene.
-Examine child care contacts.
-Child should not return until
treatment has started and
should avoid activities which
could lead to another exposure
of others until cure is
completed.
152
Disease/
Incubation Period
How to Recognize
How It Spreads
When It Is
Contagious
What To Do At Home
Ringworm
b) Body
Incubation Period
4-10 days Not
Reportable
Contaminated articles
of clothing, floors,
shower stalls,
benches, direct skin
to skin contact with
sores and indirectly
through clothing. May
be passed from animal
to human.
As long as rings
are present
Scabies Itch
Incubation Period:
2-6 weeks before
itching
Not Reportable
Scarlet Fever
Incubation Period:
1-3 days
Reportable
Contact with
discharge from the
nose and throat of an
infected person.
Directly from person
to person.
Until 24 hours
after starting
antibiotic
treatment.
153
Disease/
Incubation Period
How to Recognize
How It Spreads
When It Is
Contagious
What To Do At Home
Stomach Flu
Gastroenteritis
Incubation Period:
Approximately 48
hours
Highly Contagious
For duration of
illness
Strep Throat
Incubation Period:
1-3 days
Not Reportable
Contagious
Contact with
discharge from the
nose and throat of an
infected person.
Directly from person
to person.
Until 24-48
hours after
starting
antibiotic
treatment.
Whooping Cough
Incubation Period:
7-14 days Usually
7-10 days
Reportable
Highly Contagious
- If necessary, give
acetaminophen (e.g.,, Tempra,
Tylenol) for fever. Do not
give Aspirin
- Careful disposal of used
tissues.
-Hot water washing of
contaminated articles.
- Frequent hand washing
- See family doctor as some
members may need antibiotics
or immunization
155
156
<
<
<
<
<
<
<
Earache.
Fever higher than 39C(102F).
Sleepier than usual.
More cranky and fussy.
Skin rash.
Persistent coughing.
Rapid breathing or difficulty breathing.
Your child may continue to attend child care if feeling well enough to
participate in activities. Your child may participate in outside activities even in
winter.
157
<
<
<
<
<
<
<
Your child may continue to attend child care if feeling well enough to
participate in activities.
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
Close attention must be paid to manually remove the nits from the hair. If the
nits are not destroyed, they will hatch in seven days, and the head lice will
reinfest the scalp.
A child who had head lice may return to the child care service as soon as
treatment is completed.
Follow the directions on the product. Do not leave the shampoo or rinse in hair
longer than directed. Rinse hair well after treatment. Hair must be dried
naturally. Do not use a hair dryer. Do not use medication more than once in
seven days.
Do not use conditioner or shampoo/conditioner before or after treatment.
Wash combs, brushes and hair accessories with soap, and boil in water for 10
minutes.
Wash exposed clothing, linens and towels in hot water and dry in a hot cycle for
at least 20 minutes, or iron all washed items. Articles may be hung outdoors.
Note: Children under 2 years of age should only be treated under physician
supervision.
174
175
<
<
<
<
<
Try to anticipate the normal fussy times by having extra support at this
time whenever possible
Avoid overhandling if you think the baby is overstimulated; choose a quiet
setting with minimal distractions
Try rocking, either in a rocking chair or in your arms swaying back and
forth
Gently sing, hum or talk lovingly
Play soft background music
176
<
<
<
<
<
<
It is sometimes overused as a label for many infants who are simply showing
normal crying behaviours. Most babies have a period of time in the day when
they are fussier and seem to cry more often and for longer periods. This time
is often in the early evening when parents have many other stresses. Some
babies are fussier in the early morning. In the majority of situations the
babies are healthy and developing normally.
Both formula-fed and breastfed babies can have colic. Colicky babies are not
ill but are in pain. A very small number of infants cry inconsolably for hours on
end. They cry, get red in the face and pull their knees up to their chest. Their
abdomens become rigid and they pass lots of gas. These attacks can last for
as long as four hours and may continue for several weeks. Parents and
providers try numerous ways to find the source of their crying by feeding,
changing, rocking and cuddling, often to no avail. The cause of colic is unknown.
It may be due to swallowing excessive air, a reaction to a food, or simply a
177
<
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<
<
<
<
<
<
178
tossed in the air or swung in the air without supporting the head.
Shaken Baby Syndrome usually occurs in children who are under one year of
age. A child who constantly cries and is fussy often triggers a reaction in the
provider.
To protect infants and children in the child care setting:
<
<
<
<
<
<
For more information about this issue contact your public/community health
nurse Or www.caringforkids.cps.ca
Thrush and Candida Diaper Rash
Thrush is a very common infection in infants and young children. The cause of
the infection is a fungus called Candida. A rash in the diaper area or the mouth
could develop if large numbers of Candida are present on the skin.
Breastfeeding mothers are also at risk for Candida infection of the nipples. All
three areas, the mouth, the diaper area and the mothers nipples are warm
moist areas that encourage the growth of the fungus. Breastfeeding should
continue in the presence of a Candida infection.
The Candida fungus is present in the bowels of many people without causing an
infection. A Candida infection of the mouth and skin is usually caused by the
germs in the bowel. A vaginal Candida infection in a provider does not present
a risk for infants and children.
Candida infections are often seen in the early weeks after birth in the
breastfeeding mother and baby. It may also occur in young children if they
179
have recently taken antibiotics for some other infection. Antibiotics destroy
the normal bacterial flora, resulting in an over growth of the fungus.
Oral Thrush
Oral thrush appears as white patches on the inside of the baby's mouth,
cheeks, or tongue. Sometimes it appears as if the white patches are milk, but
they can not be rubbed off. Strong efforts to remove the residue could result
in a bleeding raw area. Thrush infections do not appear to be painful for
infants. Only in very severe cases do babies find it difficult to suck.
Occasionally a baby may show signs of being gassy or fussy and repeatedly pull
off and on a nipple during feeding.
Diaper Rash
The Candida skin rash usually occurs in the diaper area in the deepest areas of
the creases of the groin and buttocks. The diaper area provides a warm, moist
environment that encourages the growth of the fungus. The rash looks fiery,
bright red with well defined edges and small red spots nearby. It can cause
discomfort for the baby.
A Candida infection is spread from person to person by direct contact. Paying
close attention to hand washing is important in preventing the transmission of
the fungus.
If an infant or child has oral thrush or a diaper rash caused by the Candida
fungus take the following steps:
<
<
<
<
If you notice a rash in the diaper area that does not seem to be improving
with routine diaper care, inform the parents so they can contact their
public/community health nurse or physician for diagnosis and treatment
If the infant or child is prescribed a treatment, such as oral drops for the
mouth or ointment for the diaper area, it is important that directions are
followed carefully, as the Candida fungus reproduces very quickly
For oral thrush, sanitize any items that the baby puts in her mouth, e.g.,
bottles, artificial nipples, soothers, medicine dropper and spoons, by boiling
for ten minutes
For a diaper rash, cleanse the diaper area with mild soap and warm water,
180
<
<
<
There is no need to exclude a child with a Candida diaper rash or oral thrush
from the child care setting. Supply parents with a Fact Sheet.
181
182
<
<
<
<
<
Wash the childs diaper area with mild soap and warm water each time the
diaper is changed. Rinse well with warm water and pat dry.
Apply the prescribed ointment to the diaper area especially in areas where
the rash is located.
Baby powder is not recommended as it can get into babys lungs;
cornstarch can make a yeast infection worse.
Wash your own and the childs hands after the diaper change.
Let baby go without a diaper for short periods when possible to let the air
dry the skin (especially for non-mobile infants!)
Oral Thrush:
<
<
<
Ensure that you give providers detailed written instructions for applying
oral thrush medication in babys mouth.
The fungus that causes this infection reproduces very quickly so it is
important to follow the exact times for administration and to complete the
full treatment.
Breastfeeding mothers: Continue to breastfeed your baby.
Even if you have no signs or symptoms of a Candida infection of the
nipples, you should still be treated at the same time as the baby.
183
Cradle Cap
This is a common problem seen in young infants. The delightful two month
old baby in your care has developed a thick, greasy or flaky material that
looks like scales on his scalp. When this type of rash is seen on the scalp
alone it is called cradle cap. It can also be found in other areas such as the
creases of the neck, armpits, behind the ears and over the face and diaper
area. It occurs in these areas due to the large number of oil-producing
sweat glands. When it goes beyond the scalp it is referred to as seborrheic
dermatitis. It is rarely uncomfortable for the baby as it is not itchy like
excema.
The exact cause of the condition is unknown but it is probably related to the
normal changes in the babys skin and likely influenced by the hormonal
changes in pregnancy which stimulate the oil glands. It is not due to poor
cleaning of the babys hair and scalp by the parents.
Some children with cradle cap may be more prone to general skin rashes.
When the condition is very mild, parents may choose to remove the scales
with a small amount of mineral oil on a cotton ball. Parents should not rub
the scalp vigorously to remove the scales as this could cause an irritation of
the skin on the scalp. Parents should shampoo the babys hair regularly with
a mild baby shampoo and soft brush used to help remove the scales. In
severe cases, the physician may suggest to the parents that they use a
special shampoo or ointment to help treat the scales and the redness. Cradle
cap is not a serious infection and the problem invariably improves as they get
a little older.
Diaper Rash
Diaper rash usually causes the babys diaper area (where the diaper touches
the skin) to have mild redness and scaling. In very severe cases of diaper
rash, pimples, blisters and other sores can develop. The rash may be
infected if it is bright red with swollen skin. Small red patches or spots may
spread beyond the main area of the rash or even beyond the diaper area.
The most common reasons for infant and young children to develop a diaper
rash include:
184
<
<
<
Irritation can also be caused by diapers that rub against the skin, fit too
snugly or are left on for long periods. Occasionally the babys skin can be
irritated by the soap used to wash cloth diapers, by the brand of disposable
diaper or baby wipes.
Tips For Preventing Diaper Rash
The key to preventing and treating diaper rash is to keep the babys
skin in this area clean, cool and dry.
<
<
<
<
<
<
<
<
<
Check the babys diaper often (about every hour) and change it as soon as
it is wet or soiled.
Let baby go without a diaper for short periods when possible to let the
air dry the skin (especially for non-mobile infants!)
Carefully clean babys buttocks with plain warm (not hot) water with or
without a very mild soap
Dry completely before putting on another diaper
Use products such as petroleum jelly, e.g., Vaseline, to protect babys skin
from moisture.
Avoid using a lot of diaper creams and ointments as they trap germs,
urine and stool, and are hard to wash off
Baby powder is not recommended as it can get into babys lungs;
cornstarch can make a yeast infection worse
Check with parents about what they are using on babys skin if a rash has
developed. If special cream or ointment is recommended, apply very
thinly.
If the diaper rash persists, encourage the parents to seek advice from
their physician or public/community health nurse. They may also consider
changing the type of diapers, wipes, soap or detergent if using cloth
diapers.
185
Eczema
Eczema is a general term that is used to describe a number of different skin
conditions. It can be one of the most bothersome of rashes for infants and
young children because of its nature to recur. For infants, eczema usually
appears on the face, body and skin creases. In older children the rash is
located in the bends of the elbows, behind the knees and on the backs of
the wrists and ankles. It usually appears as reddened skin that becomes
moist and oozing. When the rash continues for a long time the skin thickens,
dries out and becomes scaly. The eczema rash is very itchy.
Eczema often occurs in infants and children who have allergies or a family
history of allergy or eczema. In some situations, the eczema is a direct
reaction to the cows milk protein in formula, or to other foods such as
citrus fruits and eggs. Eczema can also develop when the infant or child
comes into contact with an irritating substance, such as bubble baths, strong
soaps, or medicines. One of the most common irritants is the childs own
saliva. This is a particular problem with drooling in young infants.
Eczema is not a serious problem unless the rash becomes badly infected.
Some infants with eczema may go on to develop other allergic conditions
such as asthma.
There is no cure for eczema, however, it can be controlled and often will
ease for several months or years. The most important aspect of care for
infants and children with eczema is to prevent the skin from becoming
dry and itchy.
TIPS for caring for an infant or child with Eczema
<
<
<
<
<
Discuss with parents about what they are doing at home to manage it.
Avoid prolonged exposure to hot water, e.g, bathing.
Use very mild soaps to wash the infant and young child.
Apply specific anti-inflammatory ointments or creams to control
inflammation and itching as prescribed by the physician.
Avoid using anything that may irritate the skin directly or encourage
sweating, avoid overdressing the infant, avoid harsh or irritating
clothing, e.g., woolen or rough-weave fabrics and nylon because they do
not allow the skin to breathe.
186
Burping
It is normal for infants to swallow air during their feedings making them
more fussy and cranky. It is more common in the bottle- fed baby. It is
best to stop the feeding, as the continued crying and fussiness will only lead
to the baby taking in more air and increasing the babys discomfort. Some
babies tend to take in more air than others and they may need to be burped
more frequently. Talk to the parents about their babys feeding pattern and
behaviours. Find out what has worked well for them at home. Often the
baby will bring up air simply by placing her/him in an upright burping position.
It is not necessary to vigorously pat the baby on the back to expel the air.
The bottle-fed baby may need to be burped after approximately 60-90 mL
(2-3 ounces) of milk.
Hiccoughs
Almost all babies hiccough from time to time. It usually bothers the parents
and providers more than the child. It is a harmless problem. If it occurs
during the feeding it may be helpful to wait until the hiccoughs are over to
resume the feeding. If the baby gets hiccoughs frequently, it is best to
feed her when she is calm and before she is overly hungry.
Spitting up
Spitting up is another very common situation with healthy infants. Only on
rare occasions is it related to a serious illness. Spitting up is a result of
excessive relaxation of the band of muscle located where the
esophagus(food tube) and the stomach meet. When the muscle is a little
slack, the breastmilk or formula escapes with air, especially when the baby
burps. Some babies constantly bring up small to moderate amounts of
breastmilk or formula. Some babies spit up more than others but most
babies usually grow out of this phase by the time they are sitting up. Some
of the heavy spitters continue throughout the first year of life.
Sometimes when babies spit up it is because the baby has eaten more than
the stomach can hold. (A newborns stomach is about the size of a golf ball!).
Spitting up is a little messy for the baby and provider. Occasionally the
spit up can have a sour odour. None of these minor irritations create a
187
<
<
<
<
<
<
Usually the parents have already discussed this problem with their
public/community health nurse and or physician and have been given ideas to
help cope with the situation. In some severe cases the physician may
prescribe a medicine that lowers the amount of stomach acid. Child care
providers should discuss with parents what has worked well in easing their
188
<
<
<
<
189
Parents and child care providers of high risk infants should follow these
steps to help prevent RSV:
<
<
<
<
<
Encourage all people who come in contact with the baby to wash their
hands with warm water and soap before handling her or him.
Try to find an alternate provider if you have a cold or fever
Try to keep other children away from the baby if they have colds, runny
noses, or fever.
Avoid taking the baby to crowded, confined areas, e.g., shopping
centres.
Never smoke in the babys presence (Smoking is prohibited in child care
services).
190
<
<
<
<
<
One day, place baby with head at the top of the crib
The next day, place baby with head at bottom of crib
Each day change the babys orientation in the crib
Always ensure that baby is looking out into the room
Give babies lots of tummy time when they are awake throughout the
day.
MEDICATION
193
MEDICATIONS
Healthy children do not routinely require medication. Children with temporary
illnesses may require medication for a short time. For this reason,
providers do not have to administer medication very often.
Some children with medical conditions may take medication on a long-term
basis. It may be necessary for providers to administer one or more doses
each day to these children on a regular basis. Some children may require
a medication under special circumstances (e.g., Epi-Pen for anaphylactic
reaction). Your child care settings medication policy must be used in this
event.
Always notify parent and physician if there is an error in the medication
given. See Preparing and Giving the Medication section for further
detail.
(Note: See Child Care Services Regulations for legislated requirements
relating to the administration of medication.)
General Guidelines
<
<
When parents have a prescription filled, have them ask the pharmacist
to give them an extra labelled bottle to bring to the child care setting.
<
194
<
Remind parents who are giving their child vitamins or herbal supplements
that they are to be given at home.
<
<
Only
medication,
either
prescription
or
over-the-counter,
prescribed/authorized by a physician, dentist or nurse practitioner is
permitted to be given in child care settings, except in the case of fever
reducing medication in an emergency.
This requirement for a
prescription or authorization includes any herbal remedies or alternate
therapies.
<
<
<
<
<
<
<
<
<
195
<
Never leave medication out without adult supervision, e.g., when you
answer the telephone or leave the room. Put the medication away first,
or take it with you. A child can take an overdose in seconds.
<
A record must be kept indicating that the medication has been given, at
what time, and by whom. (See Medication Consent and Record Sheet)
Administering Medication
<
<
<
If the medication is one that the child is taking on a long-term basis, ask
parents to renew their written permission to administer medication at
least every six months and whenever the prescription is changed.
<
All prescription medication must have a pharmacists label with the childs
name, the name of the drug, the dosage, the date the prescription was
filled, and the direction for storing and giving the medication.
<
<
Always read what the label says about storage; some drugs need to be
refrigerated.
<
Be sure you have very specific instructions about how the medication
should be given (e.g., before or after meals; with a full glass of water
after the medication; tilting head, etc.)
<
196
<
Parents should tell their child when s/he will be given medication at the
child care setting.
<
Parents know the best way to give their child the medication. Ask for any
suggestions they may have to make giving the medication easier.
<
<
Give the child a few minutes notice before medication time. Allow the
child time to complete an activity or prepare to leave it for a few
moments.
<
Give the child his/her medication in a quiet area separate from other
children whenever possible.
<
<
Be truthful and matter-of-fact with the child about how the medication
will taste or feel.
<
<
Let the child have some control over the situation wherever possible. For
example, allow the child to help hold the medication cup, encourage and
praise the child for taking the medication.
<
Verify or double check if the child says that s/he doesnt need the
medication anymore or that it was already received.
197
<
Always check parental consent and medication record to make sure that
medication was not already given.
<
Prior to giving medication, wash hands and prepare all supplies (e.g.,
container, drink, tissues)
<
<
Read the instructions on the bottle or label. For example, a label might
specify that you shake well, or not mix the medication with certain foods,
or fluids; or not give within a certain time before or after a meal.
<
Always read the label carefully Three (3) times before you give any
medication; containers often look the same. Be sure to check all the
information on the label including the name of the child; the name of the
medication; the amount required; the time it is to be given; and the way it
should be given. Check the medication label when removed from storage
area, before it is poured and after it is poured.
<
If an error is made
< Call Poison Control to determine if possible actions are required.
< Follow the policies as outlined by the child care setting.
< Record the information and observe for any side effects.
< Complete an Incident/Injury report as soon as is feasible.
< Advise parent immediately as outlined in your child care policies.
N.B.
<
Learn the possible side effects of the medication and inform the parent
immediately if you observe any effects. Do not give further medication
without the approval of the parent and the childs physician.
198
<
The medication consent and record sheet must include the name of the
child; name of medication to be given; the parents signature; the time and
date of each administration; and the name of the provider giving the
medication. In child care settings where there is more than 1 provider on
staff, a second provider must confirm the medication was administered.
<
Keep the medication consent and record sheet handy so you wont forget
to record the medication.
<
Record the date and time, and sign your initials in the appropriate space
on the medication record sheet.
<
Sign your initials and signature at the bottom of the sheet if you are giving
this medication for the first time.
<
Continue on another sheet if the child is still taking the medication and
there is no more space on the form. Be sure to complete the childs name
and date of birth on the second form.
<
<
<
<
Put the form in the childs health record when the medication is no longer
given.
199
<
<
<
<
<
<
<
<
<
201
202
<
<
Allergies
One in five children has some form of allergy. Allergies are caused by exposure
to particular triggers (or allergens) in the environment such as inhalants (dust
and pollen), foods (especially nuts, eggs, fish, milk, wheat, peanuts, soybeans,
sesame seeds, sulphate, kiwi), stinging insect venom, latex, and medications.
Allergic reactions differ from child to child but may include wheezing, coughing,
shortness of breath, swelling, redness, itching and vomiting. It may take more
than one exposure to build up a reaction to a particular substance. For example,
the first time a child eats peanut butter, s/he may not show signs of an allergic
reaction. But if s/he develops an allergy to nuts, the next exposure to peanut
butter may trigger hives, breathing difficulties or even anaphylactic shock
Allergic reactions may develop extremely quickly and can be fatal.
203
Anaphylactic Reaction
(See also Food Allergy)
An anaphylactic reaction is a severe allergic reaction that can occur within
seconds of exposure, or several hours after the exposure to the allergen. The
signs and symptoms of anaphylaxis include:
< hives
< itching
< tingling in mouth
< severe swelling in lips, tongue, throat
< coughing
< wheezing
< choking
< loss of consciousness
The symptoms can often develop in minutes, often less than 10. Death may
result if the person is not given adrenalin (epinephrine) and taken to the
hospital immediately. Some individuals have mild symptoms initially and then
progress to a much more severe, life threatening reaction. If someone is
experiencing an anaphylactic reaction it is time for ACTION:
Epinephrine(adrenalin) must be administered immediately. If you are in doubt,
give the epinephrine. The parents of the child with a history of anaphylaxis will
have an Epi-pen that must be carried by the provider for that specific child.
It can be carried in a fanny pack. It should not be kept in a locked cupboard
(see Medication section for more information)
The following food items can cause anaphylaxis:
<
<
<
<
<
<
<
204
<
<
<
<
AWARENESS
AVOIDANCE
<
ACTION
205
<
<
<
<
<
<
<
Obtain Food Allergy Facts Yellow sheet, Allergy Awareness Posters and
Anaphylaxis Alert Forms from public/community health nurse and post at
strategic locations in the child care setting to alert everyone regarding
the specific allergens
Post an allergy list in the kitchen and eating area including each childs
name, photo and his/her particular triggers.
Review weekly menus with parents and plan for alternate food choices if
necessary.
Read food labels to avoid giving trigger substances to a child with allergies.
In some rare cases, it may be necessary for the meals and snacks to be
prepared and provided by the childs parents.
Watch for allergic food during special events, such as field trips or eating
in restaurants.
Food triggers do not have to be eaten in order to cause a reaction. Some
children who are highly allergic to peanuts may develop a severe reaction
if food is exposed to peanuts or cooked in peanut oil; if they touch a
peanut or peanut butter or even sit near a child who has peanuts.
Always be careful when kissing, cuddling, burping or holding close to mouth
any infants and young children with food allergies if provider has eaten
food to which child is allergic.
206
Asthma
Asthma is a chronic breathing disorder characterized by recurring attacks of
wheezing, coughing and shortness of breath. Asthma affects 1 in 10 children
and affects children differently. Most children with asthma lead a normal life
and can participate fully in exercise and activity.
The symptoms of an asthma attack are caused by a narrowing of the air
passages in the lungs, swelling, inflammation of the air passages and a
thickening mucus secretions from the lungs. The child then must work harder
to move air into and out of the lungs.
A childs asthma attack can be triggered by:
<
<
<
<
<
<
<
207
<
<
<
<
<
<
<
<
<
<
<
208
209
Seizures
A seizure occurs when there is abnormal functioning between cells within the
brain. During a seizure a child may experience unusual motor movements, level
of consciousness may be impaired, unusual behaviour may occur (e.g., confusion,
picking at clothing), or the senses may be affected (e.g., unusual smell, visual
hallucinations etc.).
Seizures may occur as a result of a high fever or illness. This is called Febrile
Seizures or Convulsions. It is very common in children age 1 to 5 years. For
more information on febrile seizures, see Managing Illness section.
Seizures also occur in children who have Epilepsy. This is a common neurological
disorder, in which children have seizures for no apparent reason. Often, the
cause of Epilepsy is unknown.
Common Types of Seizures
210
Simple Partial Seizure - Again, this type of seizure may appear in many
different ways; awareness is not affected, the child is aware of what is
happening but cannot control it. With this type of seizure the child may
experience unusual sensations changing the way things look, sound, taste,
or smell. The seizure may be jerking of one part of the body, inability to
speak, sudden sense of fear or sadness or stomach discomfort.
211
212
Safety Issues
Children who have seizures should participate in all activities. However, when
there are water activities, the child should be monitored closely in the event
of a seizure occurring in the water. Also it is recommended that the child not
climb heights higher than him/herself.
Infants and Seizures
Seizures in the first year of life are unusual and often represent an underlying,
acute illness (e.g., Meningitis) or a neurological disorder.
Seizures in infants are different than in older children and may be difficult to
recognize as abnormal behaviour. The seizures usually involve some type of
repetitive, almost mechanical behaviour. The following behaviours may indicate
an infant is having seizures:
213
Providers can then discuss this information with the parents to develop a plan
that meets the specific needs of the child.
RECORDS
217
HEALTH RECORDS
Information about the childs physical health, daily routines, emotional needs,
and growth and development can better help child care providers meet the
childs needs. Please note: It is essential that information on children and
families be kept confidential, accessible only to those who work directly with
the child.
A child health record must be kept on each child at the child care setting. The
record or file must always include (if applicable):
The Childs Health Questionnaire
a current record of Immunization
Medication Consent and Record Sheets
All Incident/Injury Report forms
Consent for Emergency Care and Transportation
Infant Daily Record
Special Needs / Conditions History Form
Asthma / Allergies History Form
Anaphylaxis Alert Form
Any other health related information
(Some of these forms have been adapted with permission from Well Beings:
A Guide to Promote the Physical, Health, Safety and Emotional Well-Being
of Children in Child Care Centres and Family Day Care Homes, Canadian
Paediatric Society 1992.)
The next few pages provides information on each of the forms found in the
next section entitled Record Forms. You will notice that in the Record
Forms section, the forms are not page numbered. The page numbering and the
page headings were intentionally omitted so that it would be easier to
photocopy the forms for use in a child care setting.
The Childs Health Questionnaire
Information provided by parents about their childs health can help providers
understand a child and develop a program that addresses the childs needs. The
questions on the Childs Health Questionnaire provide the providers with
218
daily routines
growth and development
219
220
221
when the infant slept during the day and for how long
what the infant ate/drank during the day
when and how often the infant urinated and had a bowel movement during
the day.
It is very useful to have a chart that is divided into two sections. The first
half is completed by the parent at drop-off time and the second part is
completed by the primary caregiver throughout the day to provide daily
information to the parent. If the parent does not drop off or pick up the
infant the chart can be sent home in the diaper bag to the parent. The parent
completes their part of the chart and sends it in with the infants belongings
the next day. For more information on the use of the Infant Daily Record,
please see the Centre-Based Infant Care Program Guide, published by the
Department of Health and Community Services.
Record of Illness, Absence and Early Departure
This record is intended to keep track of any patterns of communicable illness
that may be occurring at the child care setting. By recording reasons for
health related absences, child care providers are more likely to determine
whether there is pattern of illness emerging that may be of concern. As
mentioned in the outbreak section of this manual (see Infectious Disease),
the Regional Integrated Health Authority office must be contacted if several
children or providers become ill on the same day, or if two or more children in
your program develop diarrhea or show signs of gastrointestinal illness, e.g.,
vomiting, within 48 hours. Each regional office will have its own protocol
regarding the reporting of outbreaks of infectious disease so child care
providers should check with officials at the Regional Integrated Health
Authority office to determine who the first contact should be in any suspected
outbreak. The Record of Illness, Absence and Early Departure will assist the
provider in keeping track of who was sick and when they were absent. This will
be valuable information for the Community Health officials when they try to
determine severity of outbreaks of infectious disease.
Each child care setting must have policies in place informing parents that they
are to notify the provider or child care setting if their child is to be absent.
Page Revised - 09/04
222
RECORD FORMS
MCP Number:
(yy/mm/dd)
Parents Names:
Tel: (w)
(h)
Tel: (w)
(h)
Relationship:
(home:)
2.
Does your child have any illnesses, conditions, or special needs which
I/we should know about, e.g., asthma, diabetes?
3.
Yes
No 9
4.
Yes
No
5.
How would you describe your childs emotional, physical and social
growth and development?
6.
Yes 9 No 9
Yes 9 No 9
7.
Yes 9 No 9
8.
Describe any particular concerns you have about your childs diet and/or
eating habits:
How will your infant/child be fed in the child care setting, e.g., expressed
breast milk in bottle or cup, formula?
9.
11.
How far has your child progressed in toilet learning? (if applicable)
12. Describe any particular fears your child has shown, e.g., to animals, loud
noises, strangers:
13. Describe how your child reacts to stressful situations, e.g., cries,
withdraws, acts out, nightmares:
15. We would appreciate your views on guiding your childs behaviour and
setting limits:
16. Is there anything else that you would like to tell me/us about your child
to help me/us provide good care?
Parents signature
Date
Incident/Injury Report
Name of Child Care Service:
Name of Child:
Date of Birth:
(yy/mm/dd)
Date of Injury:
Time:
a.m.
p.m.
(yy/mm/dd)
Parent(s) notified:
Time:
a.m.
(yy/mm/dd)
Over
p.m.
Was any further action taken (e.g., child sent to hospital, to physician, taken
home):
If the child remained at the child care service, what was the childs level of
participation?
Other comments:
Date
N.B. Copies to be provided to the parent and regional Child Care Services
staff
Parents signature
Operators/Providers Signature
Date
Date of Birth:
(yy/mm/dd)
Dose:
How is it given?
Time(s) to give medication:
The child received
No
If Yes,
Special consideration for this medication, e.g., taken with meals, taken 1 hr.
before meals:
I,
Date
(yy/mm/dd)
Time
Initials
st
1
provider
Initials
2nd
provider
Date
(yy/mm/dd)
Time
Initials
1st
provider
Initials
2nd
provider
Note: Each provider who administers or witnesses this medication must verify her/his initials
with the signature, once, below.
Initials:
Initials:
Initials:
Initials:
Signature:
Signature:
Signature:
Signature:
Providers comments: (this could include ways the child prefers to take the
medication, or if refused)
Side effects:
Describe:
Action taken:
Yes
No 9
Date of Birth:
Type *
Reactions/Symptoms
(yy/mm/dd)
Prevention and/or
Treatment
Dose:
Yes
No
Other information:
Physician signature:
Telephone:
Physician name:
(Please Print)
Review Date:
Date of Birth:
Telephone
(yy/mm/dd)
Occupational
therapist
Physiotherapist
Social worker
Vision/hearing
specialist
Other
Treatments:
Medication:
Other treatments:
Symptoms/Problems to watch for e.g., Action required e.g., skin care, child
needs to be out of wheelchair each day
red marks, problems with seating,
seizures, insulin reaction
Additional Comments:
Date
Telephone
Parents signature
Date
Review date:
(The operator/family child care provider and the childs parents are advised to
review this information every six months)
Notification of Illness
Dear Parent or Guardian:
2.
Take your child to the appropriate health professional if you think s/he
has
3.
Thank you
days or
Date:
Departure Time:
Parent/Guardians Signature
Over
242
Wet
(T)
B.M.
(T)
Feeding
Time
Bottle
(T)
Sleeping
Food*
(T)
From
Lunch
_______________________________
Signature of Primary Caregiver
Afternoon
To
Date of
Absence
Providers Signature
Note to Providers: This form is to be used to track possible patterns of illness. If a pattern is noted, e.g., two or more children
develop similar symptoms such as diarrhea or vomiting within a 48 hour period, then officials from the Regional Integrated Health
Authority office are to be notified. Parents/Guardians must notify providers regarding reasons for early departure or absence.
Reasons for absence or early departure (health related) must be indicated on this form.
1. General
All playground protective surfacing systems must be considered according to
their merits. At each stage of selection, specification, acquisition, installation,
maintenance, and repair, there are costs that must be balanced with the
advantages and disadvantages of the surface system or combination of systems.
When loosefill material is used, a minimum depth of 300mm is recommended.
2.
2.1
Bark Mulch generally results from pruning and disposing of trees as part of
urban tree management and landscape maintenance programs or the debarking
of trees in the forest or mill. It can contain twigs and leaves from the trees
and shrubbery that have been processed. Wood chips are generally uniformly
crushed shreds or chips that contain no bark or leaves. The wood must be
separated prior to chipping or processing to ensure that no woods containing
toxic substances or allergens are included in the final product.
2.2
The
a)
b)
c)
d)
e)
f)
g)
h)
2.3
The disadvantages of this material include the following:
a) rainy weather, high humidity, or freezing temperatures can cause it to
compact;
b)
245
h)
i)
with normal use over time, it combines with dirt and other foreign
materials;
over time, it decomposes, is pulverized, and compacts. The greater the
quantity of leaves or moisture, the faster the rate of decomposition;
its depth can be reduced by displacement due to childrens activity or by
materials being blown by the wind;
it can be blown or thrown into childrens eyes;
it is subject to microbial growth when wet;
it can conceal animal excrement and trash (e.g., broken glass, nails, pencils,
and other sharp objects that can cause cuts or puncture wounds);
it spreads easily outside the containment area; and
it can be flammable.
3.
c)
d)
e)
f)
g)
3.1
Engineered wood fibre generally results from grinding virgin or new wood, which
has been debarked and contains no leaves, to specific dimensions and
performance criteria. The wood must be separated prior to chipping or
processing to ensure that no woods containing toxic substances or allergens are
included in the final product.
3.2
The
a)
b)
c)
d)
e)
f)
g)
h)
i)
3.3
The disadvantages of this material include the following:
246
a)
h)
i)
4.
Sand
b)
c)
d)
e)
f)
g)
4.1
Sand is a naturally occurring material that will vary in texture and composition
depending on the source and geographic location from which it is mined. Once
mined, the raw sand is processed or manufactured through washing, screening,
and other actions, to provide specific grades and classifications.
4.2
The
a)
b)
c)
d)
e)
f)
4.3
The disadvantages of this material include the following:
a) rainy weather, high humidity, and freezing temperatures reduces its
effectiveness;
b) with normal use over time, it combines with dirt and other foreign
materials;
c) its depth can be reduced by displacement due to childrens activity or by
materials being blown by the wind;
d) it can be blown or thrown into childrens eyes;
e)
f)
247
j)
it can be swallowed;
it can conceal animal excrement and trash (e.g., broken glass, nails, pencils
and other sharp objects that can cause cuts or puncture wounds.)
it spreads easily outside the containment area;
small particles bind together and become less cushioning when wet; when
thoroughly wet, sand reacts as a rigid material;
it can be tracked onto other surfaces; when installed in conjunction with
a unitary surface, the fine particles can reduce the shock-absorbing
properties of porous unitary material. The abrasive characteristic of sand
can damage most other surfaces, including non-porous unitary materials
and surfaces outside the playground; and
it adheres to clothing.
5.
Gravel
g)
h)
i)
5.1
Gravel is a naturally occurring material that will vary in texture and composition
depending on the source and geographic location from which it is mined. Once
mined, the raw gravel is processed on manufactured through washing, screening,
and other actions, to provide specific grades and classifications. Crushed or
broken gravel is unacceptable, as this material does not allow for the
displacement of the particles.
5.2
The
a)
b
c)
d)
e)
f)
g)
5.3
The disadvantages of this material include the following;
a) rainy weather, high humidity, and freezing temperatures reduce its
effectiveness;
b) with normal use over time, it combines with dirt and other foreign
materials;
c) its depth can be reduced by displacement due to childrens activity;
248
d)
e)
f)
g)
k)
6.
Shredded Tires
h)
i)
j)
6.1
Shredded tire materials are the result of grinding, buffing, or crushing a whole
tire or any part of the tire. The tire particle must not contain any metals or
foreign contaminants. Some processing techniques provide for the pigmenting
of the outside of the black rubber; this must be non-toxic and contain no
allergens such as latex.
6.2
The
a)
b)
c)
d)
e)
6.3
The disadvantages of this material include the following:
a) it can contain wires or other metal components;
b) its depth can be reduced by displacement due to childrens activity or by
materials being blown by the wind;
c) it can be blown or thrown into childrens eyes;
d) it can be swallowed;
e) it can contain lead and other toxins;
f) small or dust-sized particles can enter and remain in the lungs;
g) when wet, small particles will stick to clothing and skin;
h) it can become lodged in bodily openings such as the nose and ears;
i)
249
j)
k)
it can conceal animal excrement and trash (e.g., broken glass, nails, pencils,
and other sharp objects that can cause cuts or puncture wounds);
it spreads easily outside the containment area; and
it is difficult to walk on.
7.
Mats or Tiles
7.1
Mats or tiles are generally the result of the combination of a chemical binder
and rubber filler product. The mats or tiles can be manufactured using a
combination of heat, pressure or ambient application of a mixture within a form
or mould. The mats or tiles can appear to be monolithic in a single- or multiplelayer system or can have a support or leg structure combined with a firm top.
Mats or tiles can be porous or non-porous to water. Pigmentation of the
surface can be provided through the pigmentation of the binder holding the
rubber particles or through utilizing coloured rubber particles or chips. Mats
or tiles are manufactured in various thicknesses, lengths, and widths, depending
on the properties desired by the manufacturer.
7.2
The
a)
b)
c)
d)
e)
f)
g)
h)
i)
7.3
The
a)
b)
c)
d)
e)
f)
250
g)
h)
i)
j)
k)
8.
it can shrink and cause an accumulation of dirt and debris that does not
absorb impact;
it can become hard over time as a result of environmental degradation.
This would necessitate a total removal and replacement and would incur
added costs unless the damage were to be covered by warranty or
insurance;
some designs are susceptible to frost damage;
the locations of seams, anchors, and other fasteners cannot attenuate
impact to the same degree as the balance of the mat or tile; and
mechanical fasteners or anchors can become dislodged and present a
hazard to the user.
Poured-in-Place
8.1
A poured-in-place surface is generally the result of a combination of a chemical
binder and rubber filler product. It can be manufactured using single or
multiple layers of materials and binders, and generally is monolithic. Poured-inplace surfaces are generally porous; however, they can be non-porous to water
through the application of a non-porous material. Pigmentation of the surface
can be provided through the pigmentation of the binder holding the rubber
particles or through utilizing coloured rubber particles or chips. Poured-inplace surfaces are manufactured in various thicknesses, depending on the
properties desired by the manufacturer.
8.2
The
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
8.3
The disadvantages of this material include the following:
a)
b)
c)
d)
e)
f)
g)
251
252
NOTES
254
FEEDBACK FORM
Use this form to provide your feedback on the Standards and Guidelines for
Health in Child Care Settings.
Type of setting in which you work:
Age group with whom you work:
Comments:
256
BIBLIOGRAPHY
Allergy /Asthma Information Association (1999). AAIA Anaphylaxis Reference
Kit . Allergy/Asthma Information Association Anaphylaxis Committee
American Academy of Family Physicians, (1999) Toxoplasmosis in Pregnancy,
from AAFP website http://familydoctor.org/handouts/180.html
American Academy of Paediatrics (1987). Health in Day Care: A Manual for
Health Professionals. Elk Grove Village,IL
Chin, J. (2000). Control of Communicable Diseases Manual. 17th Ed Washington:
American Public Health Association.
Canadian Child Care Federation (1995). HIV/AIDS and Child Care. Ottawa,
Ontario.
Canadian Child Care Federation (2002). Resource sheets for parents and child
care providers Web site
http://www.cccf-fcsge.ca/publications/publications_en.html
Canadian Paediatric Society
www.caringforkids.cps.ca
(2002).
Caring
for
Kids
Web
site:
257
Dunster, L. (1994). Home Child Care: A Caregivers Guide. Ottawa: Child Care
Providers Association.
Fitness Canada and the Canadian Institute of Child Health (1990). Moving and
Growing Exercises and Activities for Twos, Threes, and Fours. Ottawa, Ontario
Georgetown University Child Development Centre (1986). Health in Day Care:
A Manual for Day Care Providers. Washington, D.C.
Government of Newfoundland and Labrador (2002). Centre-Based Infant Care:
Guide to Program Standards. St. Johns, NL: Department of Health and
Community Services.
Government of Newfoundland and Labrador (2001) Individually Licensed Family
Child Care Policy Document. St. Johns, NL: Department of Health and
Community Services.
Government of Newfoundland and Labrador (1999). Breastfeeding Handbook.
St. Johns, NL: Department of Health and Community Services.
Government of Newfoundland and Labrador(1997). Early Childhood Program
Guide. St. Johns, NL: Department of Human Resources and Employment.
Government of Newfoundland and Labrador (1994). Active Living for Infants,
Toddlers and Preschoolers: Information Folder. St. Johns, NL: Departments
of Tourism, Culture and Recreation, Department of Health, and Child Care
Initiatives Fund of Human Resources Development Canada.
Government of Newfoundland and Labrador (1999) Child Care Services Act,
(Chapter C-11.1) Regulations, and Related Policies. St. Johns, NL: Department
of Health and Community Services, NL.
258
Health Canada (2002). Canadian Immunization Guide. 6th Ed. Ottawa: Minister
of Public Works and Government Services. http://www.hc-sc.gc.ca/pphbdgspsp/publicat/cig-gci/pdf/cdn_immuniz_guide-2002-6.pdf
Health Canada (2002). Canadas Physical Activity Guide for Youth and Canadas
Physical Activity Guide for Children. Ottawa: Minister of Public Works and
Government Services Canada. www.healthcanada.ca/paguide
Health Canada (2002). A Practical Workbook to Protect, Promote, and Support
Breastfeeding in Community Based Projects. Canada Prenatal Nutrition Program,
Ottawa: Minister of Supply and Services.
Health Canada (2001). Postpartum Parent Support Program: Handouts. Ottawa:
Minister of Supply and Services, Canada Communication Group Publishing.
Health Canada (2000). Family-Centred Maternity and Newborn Care: National
Guidelines. Ottawa: Minister of Public Works and Government Services.
Health Canada (1995). Canadas Food Guide to Healthy Eating: Focus on
Preschoolers: Background for Educators and Communicators. Ottawa: Minister
of Supply and Services Canada.
Lambton Health Unit (2000). Safe Healthy Children: A Health and Safety
Manual for Childcare Providers. Point Edward. ON
McKay, S.C. (1988). The New Child Safety Handbook. Toronto: McMillan Canada.
Mohrbacher, N., & Stock, J. (1997). The Breastfeeding Answer Book.
Schaumburg: La Leche League International.
Ontario Association of Public Health Dentistry (2003)., Position Statement on
Infant Feeding and Oral Health, Ontario,
Ontario Physical and Health Education Association, Ontario Ministry of Tourism
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Society of Obstetricians and Gynaecologists of Canada (SOGC), (2000). Healthy
Beginnings: Guidelines for Care During Pregnancy and Childbirth, Toronto,
Ontario.
United Referral and Intake System, Manitoba Family Services and Housing,
Manitoba Education and Youth, Manitoba Health. (2002) Caring for Children
with Anaphylaxis: A Resource Manual for Child Care Personnel who Provide Care
259
260
RESOURCES
Canadian Child Care Federation
This organization works to improve the quality of child care services for
Canadian families. Web site includes excellent resource sheets on a variety of
topics.
Web site: www.cfc-efc.ca/ccf
Phone: 1 800-858-1412 or 613-729-3159
Email: cccf@cfc-efc.ca
Caring for Kids - Canadian Paediatric Society
This web site gives parents and caregivers information on caring for newborns,
immunizations, healthy eating, common childhood illnesses, behaviour, and
growth development.
Web site: www.caringforkids.cps.ca
Canadian Institute of Child Health( CICH )
CICH is a national, non-profit organization dedicated to improving the overall
health and well-being of children and youth in Canada. CICH produces many
publications and resources for parents and health professionals.
Web site: www.cich.ca
Phone: 613-230-8838
Email: cich@cich.ca
Child and Family Canada
Child and Family Canada is a group of 50 non-profit organizations which works
to give parents and caregivers quality information on children and families on
a web site that is easy to navigate. The web site includes a wealth of
information on child care and parenting, including finding child care
organizations and information on family life and work.
Web site: www.cfc-efc.ca
Growing Healthy Kids: A Guide to Positive Child Development
This web site has a vast array of information on healthy child development,
such as information about a childs first year of life and transition to school.
The web site emphasizes the importance of families, schools, communities,
workplaces and government to childrens healthy development.
Web site: www.growinghealthykids.com
Health Canada
Health Canada is the federal governments department that is responsible
for providing information to Canadians on health issues and concerns and
ways to promote and support a healthy lifestyle. The web site includes
261
262
early yearsand the profound impact we all have on young children was a
project of this organization. Invest in Kids was the lead in a collaborative
program Get Set for Life, a public media campaign on CBC television to
educate parents and caregivers about the importance of early child
development.
Phone: 1-877-583-KIDS(5437)
Web site: www.investinkids.ca
Email: mail@investinkids.ca
Canadian Red Cross
The Canadian Red Cross offers first aid programs for children and adults of
varying levels of skills and interest. The ChildSafe course helps parents and
caregivers learn first aid basic and safety knowledge such as creating a safe
environment for children, preventing injuries, and knowing what to do in an
emergency.
Phone: 1 888-890-1997
Web site: www.redcross.ca
Email: firstaid@redcross.ca
Kids in Safe Seats (KISS) Inc.
Kids in Safe Seats is a volunteer organization dedicated to promoting, and
educating Newfoundlanders about, the safe and correct use of car seats.
Among families who have attended their Car Seat Checkup Clinics, only 1 in
20 have had the seats and children set up exactly right-mistakes are easy to
make, with possibly disastrous consequences. We hope, through this website
and our other educational projects, to help parents and caregivers keep
their little ones as safe as they can be. KISS includes on their web site the
pamphlets on specific car seats and on buying and borrowing a used car seat.
Web site: www.kidsinsafeseats.ca
Email: kiss@kidinsafeseats.ca
Transport Canadas Public Notices of Recalls
Childrens Restraint Systems available at the following web site:
http:/ / www.tc.gc.ca/roadsafety/childsafe/notiavis/en/chart_e.htm
The space following is provided for you to add your own Resources:
263