Safety,_Health,_and_Nutrition_in_Early_Childhood_Education_Paris.(KVTM)pdf

Shigella spreads when people put something in their mouths or swallow something that has
come into contact with stool of a person infected with Shigella.
Exclusion is required for all diapered children whose stool is not contained in the diaper and
toilet-trained children if the diarrhea is causing soiled clothing. Re-admission after diarrhea can
occur when diapered children have their stool contained by the diaper (even if the stools
remain loose) and when toilet-trained children are continent.66

Tuberculosis

Tuberculosis (TB) is a contagious disease, caused by the bacteria Mycobacterium tuberculosis.
The bacteria usually attack the lungs, but can attack any organ in the body. Recommended
treatment depends on whether a person has:

• Latent TB infection–has no symptoms and can't spread the TB bacteria to others; has
potential to develop active TB disease if not treated

• Active TB disease–has symptoms such as a fever, cough, or weight loss; these persons
may be able to spread the germ to others. Needs treatment to cure the disease.

TB is spread in the air when a person with active TB disease of the lung or throat coughs,
sneezes, or speaks. The germs can be inhaled by someone else and they can become
infected. TB is often spread between people who spend time together every day. TB in children
usually comes from being around adults with active TB disease.
Children and staff with active TB disease should be excluded from the Head Start or child care
center until treatment is started, and the doctor determines the child or staff member is no
longer infectious. All children and staff should be tested for TB infection if there has been an
exposure to a person with active TB disease within the center or at home.67

66 Shigella by Head Start Early Childhood Learning & Knowledge Center is in the public domain
67 Tuberculosis by Head Start Early Childhood Learning & Knowledge Center is in the public domain

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Appendix N: Self-Assessment for Positive
and Healthy Meals and Snacks68

Section 1: Fruits

Fruits avalible daily

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Fruit options include fresh, frozen, and/or fruit packed in Water or juice (not

packed in light or heavy syrup)

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Fruit options are accessible to Children for self-serving

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All fruit names are introduced to the children prior to the meal or snack

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Fruit names are written and/or pictured near where children eat

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Adults caring for children (mg, assistants, etc.) model to children how to serve themselves

and participate in family style dining

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Notes / Reflections:

Section 2: Vegtables

Vegatbels avalible daily

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Vegetable options include and/or labeled "reduced sodium" or “no salt added”

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Vegetables are available to children for self-serving

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All vegetable names are introduced to the children prior to the meal or snack

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Vegetable names are written and/or pictured near where children eat

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Adults caring for children (mg, assistants, etc.) model to children how to serve themselves

and participate in family style dining

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Notes / Reflections:

68 Positive Eating Environment Self-Assessment for ECE Programs by the National Center on Early Childhood Health
and Wellness is in the public domain

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Section 3: Beverages

Fat free or 1% ild is provided daily for children

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Milk is available to children for self-serving

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Drinking water is available to children for self-serving

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If juice is served it is either 100% fruit or vegetable juice

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All beverage names are introduced to the children prior to the meal or snack

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Beverage names are written and/or pictured near where children eat

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Notes / Reflections:

Section 4: Menu Selections

Menu boards featuring daily meals and snacks are available and Visible near Where Children

eat (e.g. classroom or space)

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The menu includes a variety of foods which consider cultural and ethnic preferences

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The menu is modified for children with food allergies / intolerances and children with

disabilities

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A monthly menu is provided to all families and staff

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All beverage names are introduced to the children prior to the meal or snack

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A monthly nutrition and/or physical activity message is included on the monthly menu

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Notes / Reflections:

Section 4: ECE Providoers Role During Meal/Snack Time

Mealtime takes place at regular scheduled time and is part of the children daily routine.

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Adults caring for children have been trained and model appropriate mealtime behavior

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Adults caring for children turn off all visible screens, including televisions, tablets, phones,

etc. During meal time an engaging conversation with the children

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Adults caring for children sit with children at the table during meal time

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Adults caring for caring for children discuss if children stomachs feel full before serving a

second helping of food

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During meal time, adults caring for children encourage children to try new or less preferred

foods

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A transition activity (e.g. Reading a book, coloring activity, listening to quiet music, etc.) is

offered to children when they're done with their meal

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Notes / Reflections:

Action Plan

Based on your self-assessment, create an action plan. Tips for completing your action plan:
• Share ideas and planning with staff in your program to ensure clear expectations
• Determine how many steps you think it will take to achieve a goal;
• Define the steps and determine who is responsible for each step; and
• Set a time-line for the completion of a goal and dates by which each step should be
complete.

Action Plan Worksheet

Start Date: Actions Items (Child, Program Program Policies
ECE Program Name: Family, Program, Environment
Goal: Staff)
Objective / Steps Discuss these Update menu boards Include healthy
changes with the to share information eating as a required
Sample Objective children and how about fresh fruits and topic at family
Step: Update menus they help them grow vegetables. orientation
over a 3 month strong and healthy
period to integrate
more fruits an Program Staff Program Director, Program Director
vegetables June 1st cook teachers August 1st
Who is responsible? July 1st

Date
Objective Step
Who is responsible?
Date

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Appendix O: Growth Charts

Birth to 36 months (3rd -97th percentile)

Boys Length-for-age and Weight-for-age69

69 Image by the National Center for Health Statistics in collaboration with the National Center for Chronic Disease
Prevention and Health Promotion is in the public domain

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Girls Length-for-age and Weight-for-age70

70 Image by the National Center for Health Statistics in collaboration with the National Center for Chronic Disease
Prevention and Health Promotion is in the public domain

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Children 2 to 20 years (3rd-97th percentile)

Boys Stature-for-age and Weight-for-age71

71 Image by the National Center for Health Statistics in collaboration with the National Center for Chronic Disease
Prevention and Health Promotion is in the public domain

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Boys BMI-for-age72

72 Image by the National Center for Health Statistics in collaboration with the National Center for Chronic Disease
Prevention and Health Promotion is in the public domain

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Girls Stature-for-age and Weight-for-age73

73 Image by the National Center for Health Statistics in collaboration with the National Center for Chronic Disease
Prevention and Health Promotion is in the public domain

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Girls BMI-for-age74

74 Image by the National Center for Health Statistics in collaboration with the National Center for Chronic Disease
Prevention and Health Promotion is in the public domain

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Appendix P: Food Allergy Management
and Prevention Plan Checklist75

Check if you Priorities for a Food Allergy Management and Prevention Plan
have plans or
procedures 1. Does your school or ECE program ensure the daily management of food
allergies for individual children by:
-
Developing and using specific procedures to identify children with food
allergies?

Developing a plan for managing and reducing risks of food allergic reactions
in individual children through an Emergency Care Plan (Food Allergy Action
Plan)?

Helping students manage their own food allergies? (Does nota I to ECE
programs.)

- 2. Has your school or ECE program prepared for food allergy emergencies
by:

Setting up communication systems that are easy to use in emergencies?

Makin sure staff can epinephrine auto-injectors quickly and easily?

Making sure that epinephrine is used when needed and that someone
immediately contacts emergency medical services?

Identifying the role of each staff member in a food allergy emergency?

Preparing for food allergies reactions in children without a prior history
of food allergies?

Documenting the response to a food allergy emergency?

- 3. Does your school or ECE program train staff how to manage food
allergies and respond to allergy reactions by:

Providing general training on food allergies for all staff?

75 Voluntary Guidelines for Managing Food Allergies in Schools and Early Care and Education Programs by the
Centers for Disease Control and Prevention is in the public domain

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Check if you Priorities for a Food Allergy Management and Prevention Plan
have plans or
procedures Providing in-depth training for staff who have frequent contact with
children with food allergies?

Providing specialized training for staff who are responsible for managing the
health of children with food allergies on a daily basis?

- 4. Does your school or ECE program educate children and family members
about food allergies by:

Teaching all children about food allergies?

Teaching all parents and families about food allergies?

- 5. Does your school or ECE program create and maintain a healthy and
safe educational environment by:

Creating an environment that is as safe as possible from exposure to food

allergens?

Developing food-handling policies and procedures to prevent food allergens
from unintentional contact in another food?

Making outside groups aware of food allergy policies and rules when they
use school or ECE program facilities before or after operating hours?

Creating a positive psychosocial climate that reduces bullying and social
isolation and promotes acceptance and understanding of children with food
allergies?

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