Adults know that electronic gadgets with screens entertain young children. Handing a cell phone to a child in a grocery store can make shopping easier. However, adults should focus learning with language rich, socially interactive opportunities for the child to learn about what is in the store.

Screen experiences from TV, smartphones, computers and tablets do not promote personality development. Real world social interactions are necessary. Screen devices substitute viewing images for exploration of the environment. While children can learn something from what they see and hear on screen devices, they learn more easily from interactions with people and objects they can see, touch and manipulate. The bottom line is that screen time for young children should be limited to provide more opportunity for play and learning in the real world. The American Academy of Pediatrics says that children less than 2 years of age should have NO screen time.*

Zero-to-Three published guidelines for use of screen devices in 2014.** The guidelines reviewed the research findings, the implications and limits to place on use of screen devices. For example, Zero-to-Three reported that, on average, children less than 3 years old are exposed to more than 5 hours of background TV. This exposure has a negative effect on the children’s development of language and other brain functions. It reduces the quality and quantity of play that is vital to learning.

Learn how to protect children from disease caused by smoke exposure.  Children exposed to second and third-hand smoke are sick more often. Electronic cigarettes and liquid nicotine are hazards for children too. Teach children about the hazards of second-hand smoke and how to avoid these hazards. Use the information and support materials to help smokers quit.  Submit the self-assessment for review by completing the online assessment,  scanning the pages and attaching them to an e-mail, or sending them by fax or by surface mail to ECELS. Be sure to follow the instructions in the “Important Reminders” box next to the list of self-learning modules on this webpage. (ECERS-ITERS: Personal Care Routines. K7.1 C1, K7.1 C2, K.4 C3; 2 hours credit. Meets STAR Level 2 Performance Standard for Health and Safety.) Updated 8/24/2015

Since 1986, conference workshops, professional journal articles, manuals, national standards, and sample forms have described the risk to an unborn child if a pregnant mother is exposed to certain infections that commonly spread in groups of young children. Employers of female early education staff of child-bearing age should educate their staff members about this risk. They should urge them to discuss with their health care providers how to reduce their risk.

Cytomegalovirus (CMV) is one of the infections that pose a risk to an unborn child. CMV is a common infection among young children, usually without symptoms. Between 30% and 70% of children less than 3 years of age in child care excrete the virus in their urine, saliva and blood at any one time. Excretion of the virus may occur intermittently for years after the first infection. Women who work in child care may or may not be immune to the strains of CMV infecting children in their care. If a woman has her first CMV infection while pregnant, or has a CMV infection with a different strain than the one she had previously, her unborn child is more likely to be infected.

In utero (congenital) CMV infection occurs in only 1% of live births. However, CMV is the most common viral infection of babies before they are born and the most common cause of sensorineural hearing loss. About 10% of the CMV-infected babies have some symptoms or signs at birth. Those who do may have devastating multi-organ damage. These include poor growth, liver damage, brain damage, hearing loss, blindness, underdeveloped brains and developmental delay. About half of infants who have some symptoms of CMV at birth develop hearing loss from damaged nerves that are needed to carry sound sensations to the brain from the ear. About 15% of those who are infected but have no symptoms of CMV infection at birth develop this type of hearing loss as they grow older. In many children, the degree of hearing loss is progressive.

Nurses who conscientiously practice recommended hand hygiene don't get CMV infections from their CMV infected patients at a higher rate than other women. Teachers/caregivers of groups of young children could similarly reduce their risk by practicing hand hygiene after every contact with urine, saliva or blood. However, achieving this level of hand hygiene is challenging in group care. Teachers/caregivers have contact with more than one drooling child at a time, and frequently touch saliva coated toys or other surfaces. They change diapers or soiled underwear for children in their group multiple times a day.
At the least, women who teach groups of young children need to know how to reduce the risk if they might become or are pregnant. When properly informed, they can consider three options: 1) be very careful about practicing hand hygiene, 2) decide to provide care for preschool or older children instead of infants and toddlers when pregnancy is possible, or 3) choose to work in settings where they have less risk of contact with body secretions of young children.

Employers should explain CMV and other common occupational health risks verbally pre-employment. The information should be in an employee handbook given to each staff member, and discussed at a staff meeting at least once a year. It is best practice to use a Staff Health Assessment form that lists the common occupational risks. The list may prompt the health care provider who completes the form to assess and discuss these risks. Many health care professionals are unaware of the tasks performed by women whose work involves close contact with groups of young children. A list of these occupational risks is in Caring for Our Children, Managing Infectious Diseases in Child Care and Schools, and in Model Child Care Health Policies. Each of these publications has a sample Staff Health Assessment Form too.

Teach early education staff members about each of their occupational risks. Then have them sign a statement acknowledging the teaching received, that they understand and know how to reduce each risk, and that with this knowledge, they accept the risks.

  •  Heat-related illness
  • Healthful Snacks
  • Vinegar as a Cleaning Solution
  • EPA Healthy Child Care Information
  • A New Website for ECELS
  • Drink Fluoridated Water
  • ECELS Technical Assistance & Professional Development Team
  • Tick Bites
  • Art Products Need the AP Seal

 

  • Animal Visits
  • Transitions: Hand Washing to Eating
  • Autism Resources
  • Mold and Moisture
  • Toddlers and Preschoolers: Help parents form positive parent-child relationships
  • Attention Deficit Hyperactivity Disorder-Are We Doing All We Can?
  • Food Preparation Techniques for Tasty & Healthful School Meals
  • Diaper Rash Prevention and Management
  • Staff Health Risk in Pregnancy

The skin of infants and toddlers is more sensitive to ultraviolet radiation. Their skin absorbs chemicals more easily than the skin of adults and older children. Sun exposure can cause unhealthy changes in the skin at any age. Of the three types of ultraviolet radiation, UVA and UVB damage skin. Children should spend a lot of time outdoors. Protecting their skin from sun damage is very important.

No matter what type or tone of skin a person has, from infancy to old age, everyone should have protection from sun exposure. Sunscreen products and sun protective clothing help prevent sunburn, skin cancer and early skin aging throughout life. The best protection is wearing light weight, tightly-woven sun-protective hats and clothing outside. Wearing sun protective clothing should be combined with wearing sun screen after 6 months of age.

This professional development module will help educators develop a Sun Safety Policy and provide reading materials to teach young children and parents the importance of skin protection. Download and follow the instructions to complete a Self-Assessment and document your implementation activities. If unable to print out the module, PA early learning and/or school-age practitioners may request the hard copy materials for this module (at the cost of printing and mailing) by contacting ECELS. PA child care practitioners may submit completed work for review for credit by scanning the pages and attaching them to an e-mail, sending them by fax or by surface mail to ECELS. Be sure to follow the instructions in the “Important Reminders” box next to the list of self-learning modules on this webpage. Instructions updated 7/19/2013. (ECERS-ITERS: Personal Care Routines. K7-C3-84. Meets STARS Level 2 Performance Standard for Health and Safety.) Updated 6/23/10

This fact sheet describes Universal, Standard and Transmission-based Precautions as they apply to the child care setting.  It includes information for caregivers about exposure to blood.  Revised 4/2017