Wk2 Content

Learning Resources

Required Resources

Course Text:

• Safety, Nutrition, and Health in Early Education (5th ed.)
• • Chapter 5, “Emergency Response Procedures for Early Childhood Education Enviroments” (pp. 170–180) and (pp. 188–205)
  • Chapter 10, “Tools for Promoting Good Health in Children” (pp. 379–419)
  • Chapter 15, “Providing Mentally and Emotionally Healthy Environment” (pp. 574-589)
  • Chapter 14, “Child Maltreatment” (pp. 524–545 and 549–553)

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

Web Sites:

• Child Welfare Information Gateway: Child Abuse and Neglect
  http://www.childwelfare.gov/can/
• FEMA
  http://www.fema.gov/
• American Red Cross
  http://www.redcross.org/

Articles:

• Pennsylvania Emergency Management Agency: Bureau of Plans. (2003, August). Day care facilities emergency planning guide. Retrieved from http://www.pema.state.pa.us/pema/lib/pema/daycareplanningtoolkit/day_care_facilities_planning_guide.pdf
  Bureau of Plans Pennsylvania Emergency Management Agency www.pema.state.pas.us
• Child Welfare Information Gateway. (2008, April). Long-term consequences of child abuse and neglect. Retrieved from http://www.childwelfare.gov/pubs/factsheets/long_term_consequences.cfm
  Child Welfare Information Gateway. For more information: www.childwelfare.gov
• National Association for the Education of Young Children. (2004). Where we stand on child abuse prevention. Retrieved from http://www.naeyc.org/about/positions/pdf/childabusestand.pdf
  Reproduced with permission of National Association for the Education of Young Children in the format Scan via Copyright Clearance Center.
• National Center on Shaken Baby Syndrome. (n.d.). Signs and symptoms: Shaken baby syndrome. Retrieved November 12, 2008, from http://www.dontshake.org/sbs.php?topNavID=3&subNavID=22
• American Psychological Association. (2001). Understanding child sexual abuse: Education, prevention, and recovery. Retrieved November 12, 2008, from http://www.apa.org/pubs/info/brochures/sex-abuse.aspx

Position Statement:

• Caregivers of Young Children: PReventing and Responding to Child Maltreatment
  http://www.childwelfare.gov/pubs/usermanuals/caregive/caregiveb.cfm
• Violence in the Lives of Children
  http://www.naeyc.org/files/naeyc/file/positions/PSVIOL98.PDF

Optional Resources

Web Sites:

• Prevent Child Abuse America
  http://www.preventchildabuse.org/index.shtml
• Child Abuse Prevention Network
  http://child.cornell.edu/
• Childhelp
  http://www.childhelp.org/
• Child Abuse and Neglect
  http://www.helpguide.org/mental/child_abuse_physical_emotional_sexual_neglect.htm

Content Review

1. Many children face serious stress in their family environment. See pages 565–570 in your course text. Describe three signs that demonstrate a young child might be experiencing mental/emotional stress due to factors outside his/her early childhood setting and consequently might need special attention. What might early childhood professionals do in cases such as this to help alleviate a child’s stress?

2. As you have been learning, early childhood educators have a responsibility to help provide mentally/emotionally healthy environments for children, themselves, and their colleagues. Drawing on Section 15.4 in your course text, define what you consider to be a mentally healthy early childhood environment. What specific stressors might you expect to find in an early childhood setting? How might you alleviate these stressors?

3. Refer to Section 10.4, “Recording Health Status of Children” (pp. 397–400), in your course text. Summarize the pros and cons of three different health status recording methods described in your readings. What challenges might early childhood professionals face in recording health observations in their settings? What solutions can you suggest for overcoming these challenges?