Thursday, February 17, 2011
Questions and Answers Thursday 1:00 S11
Develop a question using information from the 2011 edition of our Health, Safety, and Nutrition textbook that can be answered within three to six sentences. One student should respond to that question and post the question they've developed. Only one answer per question is allowed. (If you see, after rechecking, that you are the second to answer because of simultaneous posting, you must wait until another question is posted to answer that one.) Name the chapter where the answer is located.
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Why would you not begin the Heimlich maneuver immediately on a child who was choking but still able to cough? Chapter 9
ReplyDeleteIn most cases a child can cough out and aspirated object without using the Heimlich maneuver. Emergency measures should be taken if the breathing stops, lips and the nails turn blue, the cough is weak, the child is unable to respond and speak, or there is a high-pitched sound when the child inhales.
ReplyDeleteQuestion 2: Sudden Infant Death Syndrome (SIDS) is an unexplained death of a seemingly healthy infant. What are the factors that may cause SIDS?
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ReplyDeleteSIDS is the leading cause of infant death, which tends to peak between the second and fourth months. Deaths are more likely to occur during sleep, and especially during the fall and winter months. Approximately 2,000-3,000 infants die each year. Although there has been no single cause identified, the factors are as follows, premature birth, weighing less than 3.5 pounds at birth, being a male child, being of African American or American Indian ethnicity, having a sibling die of SIDS, family poverty, prenatal exposure to alcohol and/or illicit drugs, maternal smoking, and being born to a teenage mother.
ReplyDeleteQuestion 3 in Chapter 5:
Teachers' daily health observations are effective for identifying children in the early stages of a communicable illness. What are the signs that teachers should look out for?
Response and Question 3 posted by Samantha Shackelford
ReplyDeleteTeachers should be attuned to the different changes in their students behavior and appearance. Student actions, facial expressions, skin color, sleep habits, appetite, and comments can all be indicators of an impending illness. Unusually pale or flushed skin, red or sore throat, enlarged lymph glands, nausea vomiting or diarrhea, rash spots or open lesions, watery or red eyes, headache or dizziness, chills fever or achiness, and fatigue or loss of appetite can all also be signs of illness. Teachers must be able to differentiate between a normal reaction, such as a red throat due to allergies, and abnormal reactions, such as a red throat due to strep throat.
ReplyDeleteQuestion 4 in Chapter 6:
Name one communicable disease, the symptoms of it, and the preventative control measures in the classroom.
Children can catch an infectious virus through coughs, sneezes and direct contact called Mumps.Mumps cause a sudden onset of fever and swelling of the salivary glands.Here are control measures that can be taken. A immunization provides permantent protection. It has a peak incidence in Winter and Spring. Children should be excluded from school or group settings until all their symptoms have disappeared.
ReplyDeleteQuestion 5 in Chapter 8
Choose an age range,describe the children's developmental characteristics in that range, and preventive measures that can be taken every minute of everyday for that age group.
For children of the ages 6-12, they enjoy spending time away form home; participate in active sports, is part of a group, and will "try anything once" in traffic, on foot or on a bicycle.Also teaching must gradually replace supervision. You must teach self-protection skills, what to do if bullied, internet and cell phone safety, and resisting drugs and alcohol. You have to teach the kids to stay away from guns and tell an adult if they find one. You must provide sound instruction, safe area, and equipment, supervise any competition, and provide protective gear and insist it be worn. Lastly teach the kids swimming and boating safety.
ReplyDeleteQuestion: In chapter 6, list all of the common acute childhood illnesses and their causes.
Colds- viral infection.
ReplyDeleteDiaper rash- prolonged contact with ammonia in urine and organic acids in stools can burn babies skin, causing rash.
Diarrhea- can be infectious or noninfectious, viral of bacteria infections or parasitic.
Dizziness- ear infections, fever, headaches, head injuries, anemia, nasal congestion, sinus infections, brain tumor.
Earaches-upper respiratory infections, allergies, dental cavities, eruption of new teeth, excessive ear wax, foreign objects in ear, bacterial infection, r feeding infants in a reclining position.
Fainting- anemia, breath-holding (my boyfriend did this as a contest in the 2nd grade and got a concussion-he was a special boy lol), hyperventilation, extreme stress or hysteria, drug reaction, illness, infection, extreme pain, or poisoning.
Fever-viral or bacterial, urinary tract infection, heat stroke/over heating.
Headaches- bacterial or viral, allergies, head injuries, emotional tension or stress, reaction to medication, lead poisoning, hunger, eye strain, nasal congestion, brain tumor (rare), constipation, carbon monoxide poisoning.
Heat rash- blockage of the sweat glands.
Lyme Disease- bacterial illness caused by the bite of tiny, infected deer tick.
Sore throat- viral, bacterial, or nasal draingage.
Stomachaches- food allergies, appendicitis, intestinal infections, UTI, gas/constipation, side effect of meds, change in diet, emotional stress, hunger, diarrhea, vomiting, strep throat.
SIDS- Premature birth, low weight at birth (under 35 pounds), being a male child, being of African , American Indian ethnicity, having a sibling who died of SIDS, family poverty, prenatal exposure to alcohol/illegal drugs, maternal smoking, having a teenage mother (weird).
Teething- new teeth coming in.
Toothache- tooth decay, gum disease/injury.
Vomiting- emotional upset, viral/bacterial, drug reaction, ear infections, meningitis, salmonellosis, indigestion, severe coughing, head injury, poisoning.
West Nile Virus- bite of an infected mosquito.
Question: What steps does a teacher need to take when they suspect the maltreatment of one of their students? Who do they need to talk to, what kind of information do they need to have, what are their responsibilities, do they tell the child, do they tell the parents? What type of documentation should a teacher keep?
If a teacher suspects that a student may be maltreated they must follow the the program policy that there school provides from them. A teacher must always report directly to the director, prinicipal. head administrator, or healt consultant who, in turn, contacts appropriate local authorite and files a report. When reporting abuse a teacher/administrator must have the following information; the name and address of the child and the parents or caretakers, the child's age, the nature and extent of the child's injuries or description of neglect including any evidence of previous injuries or deprivation, the identity ofthe offending adult, other information that the reporting person beleives may be helpful in establishing the cause of injuries or neglect. Because maltreatment is often a pattern of behavior, written documentation of each incidnet is important to keep. That written documentation should include; precise description of the type, location, size and severisty of any suspected injury, the child's explanation of how the injury occures, any explanation provided by the family or caretakerss describing how the injury occured, obvious sings of neglect, recent or significant changes in child's behavior and the nature of parent/child interactions.
ReplyDeleteQuestion 2, Chapter 9
Assumes that you are the teacher in the following scenarios, describe what you would do.
a.Child is having a nose bleed
b.Child appears to be experiencing a seizure
c.Toddler is choking on the head that she found on the floor
d. Child is having an acute asthma attack
e.Child was pushed of a piece of playground equipment and fell several feet to the ground; child appears disoriented, is pale and has cool, clammy skin.
A. Tilt the childs head forward and have them breathe through the mouth.
ReplyDeleteB. Call emergency medical assistance, encourage everyone to remain calm, lower child to floor, move furniture away from the child, dont hold child down, do not force anything into mouth, loosen tight clothing and watch child carefully.j
C. Notify emergency assistance, and administer the Heimlich maneuver.
D. Notify emergency assistance, reassure child, and administer any medications needed.
E. The child is suffering from shock and the teacher should elevate feet, call emergency assistance, cover child with a light blanker, and observe child.
Question 1, Chapter 11
Discuss why it is sessential to provide health and safety learning experiences during a childs early years.
The early years are an important time when lifelong health behaviors, attitudes, and values are being formed. It is also a time when children are open and receptive to new ideas, changes, and suggestons. For these reasons, it is important to design developmentally appropriate learning experiences that provide children and their families with sound imformaiton that promotes a healthy lifestyle.
ReplyDeleteQuestion Chapter 8
The term 'unintentional injury' has replaced 'accidents' when referring to injuries sustained by children under the age of 14. Identify and briefly explain the most common causes of death due to unintenional injury.